Resonance: Richness or significance, especially in evoking an association or strong emotion.
Occasionally I come across blog posts that strongly resonate with my beliefs about education. Here are 3 examples that have evoked strong emotion in me lately:
Quote 1: “For me, teaching is not “work”. Like many other teachers I have a great passion for teaching and live and breathe it.”
This resonates strongly with me because I have always loved teaching kids. I will be sad if I have to retire due to ill health. It is a great gift to be able to help young people learn.
Quote 2: “We need the teaching profession to be made up of teachers who collect data on how effective they are teaching and how effective their students learning; teachers who constantly seek ways to improve their practice; and teachers who reach out to the global profession of teachers to share best practice and support others.
I believe that reflecting on our teaching practice is of paramount importance in becoming a better teacher, and it naturally follows that looking for ways to improve is necessary.
Quote: “Maths is not visible in schools. Other subjects have their selling points.
Languages other than English have FOOD.
Geography has VOLCANOES and TRAVEL.
English has PLAYS and FILMS.
History has BLOODY WARS and TYRANNTS.
Drama has a school MUSICAL or PLAY.
Art has, D’uh, rooms full of amazing ART.
Science has BAD SMELLS, EXPLOSIONS and DAVID ATTENBOROUGH.
How can we make maths more visible and more fun in high school?
Be AUDACIOUS, my little mathspiggies.
Think BIG and then even BIGGER again.
Here are 12 ways of making Maths more visible in your school.”
I can’t agree more Kerry. Maths needs a good PR job. Our enthusiasm for the subject as well as making it more visual and hands on will help more students come to love and appreciate the beauty of Mathematics!
Quote: “Whilst politicians and journalists would have you believe that our education system is a “disaster” because of the latest comparative results in international tests where Australia children were beaten by students from 26 countries, this ignores contextual and cultural considerations and is really a misuse of student performance data. It neglects the humanistic side of education and does nothing more than turn children into a number – what the data doesn’t tell you is that high scores can often signify relatively superficial thinking and the ‘hidden’ reality of the fact that the measure affects that which is measured.”
Spot on Adrian – it’s almost like if you can’t measure it, then don’t do it. Some of the great learning moments in a class are not planned for, not found in VELS or on a Naplan test.
What blog posts have resonated with you lately?