Changing tact as teachers
The typical Australian classroom represents our
globalised world, enriched with students of diverse backgrounds and cultures.
This being the case, there will never be one single method of communication to
suit all learners and situations. However, teachers can be educated to become
‘adaptive experts’ in communication, which will assist them in gaining
students’ trust and help develop positive relationships. Teachers must
continually strive to learn the complex makeup of each student - this
includes recognising their beliefs, interests and motivations towards learning.
Teachers can tailor daily lessons and interactions to make the learning
experience more enjoyable and meaningful.
‘Casey dances to a different drummer’. This is how the
deputy principal of my high school justified my unruly classroom behaviour to
my parents and teachers. Most educational institutions function by enlisting
drummers (teachers) who play rhythms (deliver content) according to their own
musical preferences and experience. This can be problematic if the dancer
(learner) feels uninspired or has difficulty finding ways to join in. Having
spent over two decades of my life learning under these conditions, I know how
dramatically this can impact on one’s self-identity and whole attitude towards learning.
As we live in a rapidly evolving, globalised, digital
world, the reality is that there will never be one single method of effective
communication for all students or situations. Australia’s classrooms are
enriched with culturally diverse students, meaning teachers must consciously
use a broad range of communication strategies during each lesson. Additionally,
they need to be able to recognise how their choice of strategy can
significantly impact upon student learning outcomes.
Uncovering the anchors within each student
Learning new information involves some form of
communication. How well this communication is received depends on what the
learner already knows. What is known or believed to be true, acts as an anchor
for the learner to process and make sense of the new information. If teachers
can uncover these anchors by getting to know their students, they can select
appropriate strategies to support them while they make connections. This widely
adapted concept spans from a constructivist viewpoint and is commonly referred
to as scaffolding.
A study by The National Research Council (1999) used the
term ‘adaptive expert’ to describe the sophisticated communication skills
required of a modern day teacher. This concept has many layers, however, put
most simply, means the most effective teachers seek to understand the complex
nature of each student so they can adapt their interactions to make each lesson
relevant and enjoyable for all.
How are teachers strengthening their communication skills?
I am about to undergo research to investigate how initial
teacher education programs (most commonly delivered by universities as
undergraduate degrees) educate preservice teachers to identify and adapt to the
subtle and complex communication preferences of their students. My hunch is
that course providers largely assume that teachers develop the ability to
effectively communicate simply by attending lectures and placements in schools.
Isn’t it bizarre how teachers still attend lectures, yet are told not to
lecture the students they will end up teaching?
I’ll be asking questions that aim to reveal the learning
opportunities currently provided for preservice teachers, specifically seeking
to understand:
a) how they learn a range of communication strategies
b) how they practice these strategies; and
c) how they are assessed and provided feedback on their
ability to use these strategies.
Several studies have been undertaken to determine
teachers’ effectiveness towards establishing positive relationships with
students. These studies have found that teachers require greater training to
build trust and closeness. John Hattie, chairman of the Australian Institute of
Teaching and School Leadership (AITSL) recently remarked “it is strange just
how few of those centrally involved in teaching others know about the
interpersonal and psychological processes that underscore successful learning”.
I know Hattie is not alone in saying this, as myself and colleagues regularly
discuss how little the topic of communication is addressed in professional
development. Sadly, I believe the general public would be alarmed if they saw
how numerous teachers still operate their classroom and interact with students
and parents.
Where we need to head with education
The overall purpose driving my study relates to the role
teachers choose to adopt within the classroom. Despite having access to rich online
resources, most teachers I have worked with or learnt from still default to a
traditional teaching role- as the primary provider of content-based knowledge. Having
taught in several school settings- including primary, secondary, government, private,
national (Melbourne and remote Northern Territory) and international (Japan), I
am surprised that most daily lessons do not make effective use of modern
technology. If teachers shift their time and focus toward building strong
relationships, they can learn how to motivate their students to commence
self-initiated inquiries. In becoming a facilitator of learning, teachers can transition
from delivering content to teaching students how to develop a love of learning.
A great example of where this is already happening is High Tech High in San Diego, USA.
