While I have taught in several different capacities and settings throughout my career, these courses will give me a lot more pedagogical training than I have ever had before. I look forward to this!
My formal studies & learning history (classroom and virtual)
My formal studies took place most significantly in the US, where I am from originally. I received my bachelor's degree in Psychology from Lenoir-Rhyne University in North Carolina in the early 90's. Upon graduation, I worked as an outdoor/experiential educator with young people for 6 1/2 years. During this time I completed a few undergraduate classes in experiential education at Appalachian State University, along with one graduate class in Educational Leadership. Soon, however, I was overwhelmed with my full-time responsibilities and did not have time to continue my studies. Time marched on quickly! I married and relocated to another part of North Carolina. From 2000-2008 I worked as the director of children and youth programs/ministries in a large Lutheran church in North Carolina. I began a new, part-time study program (part of the candidacy process) during this time and was rostered within the Lutheran Church as an Associate in Ministry in 2005. These courses were completed as distance education in a small group setting, but do not qualify for academic credit in outside educational institutions. Finally, when my family and I moved to Finland at the end of 2008, I completed a year of full-time study of the Finnish language. This was primarily carried out in a traditional classroom setting, although I had several weeks of language practice in different workplaces (työharjoittelua).
My most memorable learning experiences
Each of these learning experiences has been effective in its own way, through a variety of teaching methods. However, my most memorable learning experience was as Outward Bound course in which I participated just before college. It was only a nine-day experience, but it drastically changed the way I looked at education. Being set in a rugged, mountainous, wilderness environment, this course was an intense opportunity to learn a great deal about myself, group interaction, leadership and the environment. It was a very convincing lesson in the effectiveness of experiential education!
My personal teaching history
My first teaching experience occured in the outdoors as a summer camp counselor. This was a full-immersion way to learn to teach, as I had very little practical training, but was expected to effectively teach children and teens a whole host of things: theology, environmental stewardship, outdoor cooking, relational skills, music/guitar, personal responsibility...you name it! It was a humbling experience, but one that taught be a great amount. I also enjoyed it enough to become the director of that camp just a year or two later. My teaching responsibilities then shifted to more of a training role for the college-aged staff I needed to train and support every year in the same above-mentioned areas...in addition to a lot of risk-management training. This, too, was challenging but enjoyable, and my first real experience teaching adults.
From 2000-2008, when I directed children and youth programs in a large church, my teaching role continued as an adult trainer/educator. I trained over 100 adult volunteers every year who worked directly with the children and youth as youth group leaders and child educators. In addition, I began to teach children and youth in a more formal way in our confirmation program. As this program expanded, I began teaching adult volunteers how to teach confirmation. These years of teaching and training gave me a lot of experience...and a lot of respect for those who do it! It was challenging, but very rewarding.
When my family and I moved to Finland, my first teaching experience came when I was hired at Espoo International School (a public yläaste/middle school). The first year, I worked directly with students that needed extra support. Most of this involved one-on-one or small group tutoring. In addition to teaching academic subjects, I also worked with students in areas such as time management, study skills, and even some crisis management! I also began to do a fair amount of substitute teaching at the middle school level in a variety of subjects. During the evenings and weekends, I was also busy as an assistant basketball coach for teens and children.
My second year on staff at Espoo International School presented an expanded role: due to a staff vacancy, I became the Student Guidance Counselor/Opo and religion/ethics teacher. In addition to this, I also became a 9th grade homeroom teacher and the coordinator of the 9th grade mentors (tukioppilaat). This ended up being one of the busiest years of my life! Between learning the role of the Opo, how the ideosyncratic upper secondary education 'yhteishaku' works, and teaching subjects without proper textbooks in English, I put in a lot of hours during the nights, weekends and holidays. However, with almost 20 hours a week in the classroom, it was by far the greatest amount of formal teaching I had done in my career so far. One skill I immediately needed to hone: managing difficult classroom behavior in a subject most students did not want to take! (religion) In addition, I needed to learn the entire International Baccalaureate Middle Year's Program for humanities subjects, since our school is an MYP school. This was also time-consuming, but I learned a great deal about educational theory and practices through the required teaching and assessment methods in the IB.
During my third year, 2012-13, I continued as the Student Guidance Counselor but no longer needed to teach religion/ethics (the teacher returned from sabbatical). I picked up responsibility for the Student Council and co-taught drama for half of the year, as well as adding a number of office hours. This was a much easier year, and I learned a lot from teaching drama (in particular, how to pull together Charles Dicken's 'A Christmas Carol' with apathetic 8th graders in four months...without rehearsal space!).
This year, I have the additional opportunity to teach music: one band class and two introductory guitar classes. So far, these courses have been quite natural for me, since I have previously taught guitar lessons and coordinate youth bands. Elective courses such as these are much more practical-oriented than theoretical-oriented, so there is much hands-on involvement for both me and the students.
1: Pass on practical skills
2: Transmit theoretical knowledge
3: Help apprentices and trainees get used to eth social codes of the workplace
Source: www.oecd.org/education/skills-beyond-school/47955326.pdf
I also believe that learners learn best when they not only learn, but do...and eventually even teach others. Here is a graphic that reinforces this theory:
(Source: http://www.iceinstitute.org/uploads/1/0/9/8/10981999/9004064_orig.jpg)
Effective teachers should be able to connect with students and be able to incorporate a variety of teaching methods that connect with different learning styles. For example, I believe McCarthy's modification of Kolb's learning theory, called 4MAT, is very effective. Here are two graphic summaries of this learning system:My first teaching experience occured in the outdoors as a summer camp counselor. This was a full-immersion way to learn to teach, as I had very little practical training, but was expected to effectively teach children and teens a whole host of things: theology, environmental stewardship, outdoor cooking, relational skills, music/guitar, personal responsibility...you name it! It was a humbling experience, but one that taught be a great amount. I also enjoyed it enough to become the director of that camp just a year or two later. My teaching responsibilities then shifted to more of a training role for the college-aged staff I needed to train and support every year in the same above-mentioned areas...in addition to a lot of risk-management training. This, too, was challenging but enjoyable, and my first real experience teaching adults.
From 2000-2008, when I directed children and youth programs in a large church, my teaching role continued as an adult trainer/educator. I trained over 100 adult volunteers every year who worked directly with the children and youth as youth group leaders and child educators. In addition, I began to teach children and youth in a more formal way in our confirmation program. As this program expanded, I began teaching adult volunteers how to teach confirmation. These years of teaching and training gave me a lot of experience...and a lot of respect for those who do it! It was challenging, but very rewarding.
When my family and I moved to Finland, my first teaching experience came when I was hired at Espoo International School (a public yläaste/middle school). The first year, I worked directly with students that needed extra support. Most of this involved one-on-one or small group tutoring. In addition to teaching academic subjects, I also worked with students in areas such as time management, study skills, and even some crisis management! I also began to do a fair amount of substitute teaching at the middle school level in a variety of subjects. During the evenings and weekends, I was also busy as an assistant basketball coach for teens and children.
My second year on staff at Espoo International School presented an expanded role: due to a staff vacancy, I became the Student Guidance Counselor/Opo and religion/ethics teacher. In addition to this, I also became a 9th grade homeroom teacher and the coordinator of the 9th grade mentors (tukioppilaat). This ended up being one of the busiest years of my life! Between learning the role of the Opo, how the ideosyncratic upper secondary education 'yhteishaku' works, and teaching subjects without proper textbooks in English, I put in a lot of hours during the nights, weekends and holidays. However, with almost 20 hours a week in the classroom, it was by far the greatest amount of formal teaching I had done in my career so far. One skill I immediately needed to hone: managing difficult classroom behavior in a subject most students did not want to take! (religion) In addition, I needed to learn the entire International Baccalaureate Middle Year's Program for humanities subjects, since our school is an MYP school. This was also time-consuming, but I learned a great deal about educational theory and practices through the required teaching and assessment methods in the IB.
During my third year, 2012-13, I continued as the Student Guidance Counselor but no longer needed to teach religion/ethics (the teacher returned from sabbatical). I picked up responsibility for the Student Council and co-taught drama for half of the year, as well as adding a number of office hours. This was a much easier year, and I learned a lot from teaching drama (in particular, how to pull together Charles Dicken's 'A Christmas Carol' with apathetic 8th graders in four months...without rehearsal space!).
This year, I have the additional opportunity to teach music: one band class and two introductory guitar classes. So far, these courses have been quite natural for me, since I have previously taught guitar lessons and coordinate youth bands. Elective courses such as these are much more practical-oriented than theoretical-oriented, so there is much hands-on involvement for both me and the students.
How do people learn the best in vocational settings?
I believe that a blend between theory and hands-on learning is essential. A recent report by the OECD supports this view. It suggests that vocational trainers should be able to:1: Pass on practical skills
2: Transmit theoretical knowledge
3: Help apprentices and trainees get used to eth social codes of the workplace
Source: www.oecd.org/education/skills-beyond-school/47955326.pdf
I also believe that learners learn best when they not only learn, but do...and eventually even teach others. Here is a graphic that reinforces this theory:
(Source: http://www.iceinstitute.org/uploads/1/0/9/8/10981999/9004064_orig.jpg)
4MAT
is a method for helping all types of learners to succeed. It offers educators ways to effectively teach all the different types of learners. It
provides learners with more awareness of their personal approaches to learning.
Sources:
- Wankat and Oreovics, Teaching Engineering (engineering.purdue.edu/ChE/AboutUs/Publications/TeachingEng/index.html)
The traits of effective teacher I believe these traits tie in directly to the way students learn best in vocational education (see my responses above). Teachers should be well-trained/educated, interactive, engaging, risk-takers (try new things), and interested in their students holistically (concerned for the student in and outside of the classroom). This is especially important when teaching younger students, but it certainly applies to adults education, as well. Effective teachers should incorporate participatory teaching methods such as group discussion, practice, and teaching others.
My preferred learning styles
Based on Gardner's Theory of Multiple Intelligences, here is a link to the results of my learning style preferences. According to this inventory, my main learning style preferences are musical, interpersonal and intrapersonal. This seems appropriate, since I do enjoy playing and creating music, learning new music, as well as teaching it! I most always have a song going through my head. I also have a strong desire to work with others (interpersonal), and learn a tremendous amount through social situations. Lastly, I am interpersonal: "You are connected to who you are and how you feel, and you know your own limits and abilities. You often set goals for yourself, self-manage, and reflect on results." (edutopia.org)
On the other hand, my top three intelligences, according to another survey, are: musical, kinesthetic (body movement) and intrapersonal (sense of self). (literacyworks.org)
Sources:
- Christodoulou, David, Gardner, Seider: The Theory of Multiple Intelligences, Harvard Graduate School of Education.
- www.edutopia.org/your-learning-styles
- www.literacyworks.org/mi/assessment/index.html
Based on Gardner's Theory of Multiple Intelligences, here is a link to the results of my learning style preferences. According to this inventory, my main learning style preferences are musical, interpersonal and intrapersonal. This seems appropriate, since I do enjoy playing and creating music, learning new music, as well as teaching it! I most always have a song going through my head. I also have a strong desire to work with others (interpersonal), and learn a tremendous amount through social situations. Lastly, I am interpersonal: "You are connected to who you are and how you feel, and you know your own limits and abilities. You often set goals for yourself, self-manage, and reflect on results." (edutopia.org)
On the other hand, my top three intelligences, according to another survey, are: musical, kinesthetic (body movement) and intrapersonal (sense of self). (literacyworks.org)
Sources:
- Christodoulou, David, Gardner, Seider: The Theory of Multiple Intelligences, Harvard Graduate School of Education.
- www.edutopia.org/your-learning-styles
- www.literacyworks.org/mi/assessment/index.html
How does the curriculum direct the development of studies?
As we are learning during this course, an important component of teacher training is learning how to use curriculum effectively. Curriculum is the core of the educational engine, the compass or road map which helps direct the teacher from the beginning of a course to its completion. I also believe this quote helps explain the role of curriculum quite well:
"The curriculum has an integral role in generating the intended outcomes, contents and pedagogic frameworks in teaching"
(Vitikka, Salminen and T. Annevirta, 2012 Opetussuunnitelma opettajankoulutuksen)
That being said, the curriculum should be a guide for the teacher, not a dictator. Finland seems to have found a good balance in this respect: the curriculum provides the framework for the teacher, but the teacher is given the autonomy to decide exactly how to teach within that framework. This is a true compliment to teachers, as it shows respect and trust towards educational professionals.
As we are learning during this course, an important component of teacher training is learning how to use curriculum effectively. Curriculum is the core of the educational engine, the compass or road map which helps direct the teacher from the beginning of a course to its completion. I also believe this quote helps explain the role of curriculum quite well:
"The curriculum has an integral role in generating the intended outcomes, contents and pedagogic frameworks in teaching"
(Vitikka, Salminen and T. Annevirta, 2012 Opetussuunnitelma opettajankoulutuksen)
That being said, the curriculum should be a guide for the teacher, not a dictator. Finland seems to have found a good balance in this respect: the curriculum provides the framework for the teacher, but the teacher is given the autonomy to decide exactly how to teach within that framework. This is a true compliment to teachers, as it shows respect and trust towards educational professionals.
What methods of assessment can I use and in which contexts?
In my current setting (lower secondary school), I have used a variety of assessments. These vary according to the subject (I have taught religion, ethics, drama, music and several student guidance counseling courses). For academic subjects, assessments have been more structured: formative (during the course), summative (at the end of the course) and continuous (throughout the course). For non-academic or elective courses, I have used other types: analytical (as a form of teaching), self assessment and peer assessment. (P. Jarvis, 2004) In a vocational educational setting, I might choose to use a combination of these and competency assessment. One such example is the National Vocational Qualifications - Levels 1, 2, 3, 4 and Higher - to reflect varying levels of competence
(Summarized from Oakeshott, 1991:52).
Source:
Jarvis, Peter: Adult Education & Lifelong Learning, RoutledgeFalmer 2004)
In my current setting (lower secondary school), I have used a variety of assessments. These vary according to the subject (I have taught religion, ethics, drama, music and several student guidance counseling courses). For academic subjects, assessments have been more structured: formative (during the course), summative (at the end of the course) and continuous (throughout the course). For non-academic or elective courses, I have used other types: analytical (as a form of teaching), self assessment and peer assessment. (P. Jarvis, 2004) In a vocational educational setting, I might choose to use a combination of these and competency assessment. One such example is the National Vocational Qualifications - Levels 1, 2, 3, 4 and Higher - to reflect varying levels of competence
(Summarized from Oakeshott, 1991:52).
Source:
Jarvis, Peter: Adult Education & Lifelong Learning, RoutledgeFalmer 2004)
How do I use technology in my field of pedagogy?
My use of technology depends on the subject. My main subject, student guidance counseling, uses a variety of technologies. First of all, I use standard technologies such as the Smart Board/projector, Espoo's student/teacher/parent communication tool, Wilma, and Fronter (for course/school community online documents, etc.). Also, since most of my classes are in the computer lab, we frequently use the desktop computers in a variety of ways: using online tools for to do research, assessment, typing tools, etc. Students also use the computers to create presentations that they then display for the class using the Smartboard (either with PowerPoint or Prezi). Additionally, I use collaborative documents (Google Drive, etc.) with students and parents (for projects such as the school yearbook, for booking meeting times, and more).
One area that is increasing is the use of student-owned personal handheld devices - phones and tablets. At times this is a lifesaver, as we do not have enough computers for all students in all classes. However, it is challenging to find constructive ways to use them (to channel the student's desire to use them frequently) without students becoming distracted by them (social media, messaging, etc.). Harnessing these tools pedagogically is a 'growing edge' for all teachers in the coming years!
Analysis of my competences in teaching.
(see the next tab - PSP: Personal Study Path)
(see the next tab - PSP: Personal Study Path)
