tag:blogger.com,1999:blog-7208633604800073524.post8297973892598213134..comments2014-09-07T12:09:39.490-07:00Comments on The 21st Century Centurion: Determined to PracticeBeth Holmeshttp://www.blogger.com/profile/13819933894839367350noreply@blogger.comBlogger6125tag:blogger.com,1999:blog-7208633604800073524.post-77402434644145861122008-10-15T09:53:00.000-07:002008-10-15T09:53:00.000-07:00I have just had the most demotivating experience i...I have just had the most demotivating experience in a class of first year training airport handling staff trainees. First lesson, and they rearranged the seating scheme to ex-cathedra teaching! What do they expect? I posted some thoughts on my blog, and would be grateful for any helping comments.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-7208633604800073524.post-75262519345197382352008-10-04T22:58:00.000-07:002008-10-04T22:58:00.000-07:00Hi Beth,Thanks for your encouraging words!I'm on T...Hi Beth,<BR/>Thanks for your encouraging words!<BR/><BR/>I'm on Twitter as HHG<BR/>And my blog is at http://www.iwasthinking.ca<BR/><BR/>I look forward to many more conversations!<BR/><BR/>HeidiAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-7208633604800073524.post-34522955802601896012008-10-04T15:48:00.000-07:002008-10-04T15:48:00.000-07:00Hi, Heidi,You make two incredibly important points...Hi, Heidi,<BR/><BR/>You make two incredibly important points. First, you recognize that "systems" often fail to provide the support structures needed for sustained change initiatives. I agree with you. I think you and Tracy are about to identify a systemic problem in education that begs to be addressed.<BR/><BR/>Second, you understand and have made the point for active PARENT involvement in school improvement initiatives. I AGREE! As an Honorary Lifetime Member of the PTA, I know what parents can accomplish. I've always believed that parents (the most invested education stakeholders) CAN exert sufficient pressure to change the system! Recently Wes Freyer blogged about "Back to School Night" at his child's school. He was concerned by minimal uses of technology. What I know is this: Those teachers KNOW Wes Freyer's child is in their school. They WILL step it up! The school will improve because Wes is vested in his child's education. Parents are their child's BEST advocate in schools. Noone will advocate for your child as you will - and noone can make as much difference.<BR/><BR/>Are you on Twitter? I'd love to follow your tweets!Beth Holmeshttps://www.blogger.com/profile/13819933894839367350noreply@blogger.comtag:blogger.com,1999:blog-7208633604800073524.post-52643314714090526902008-10-04T13:54:00.000-07:002008-10-04T13:54:00.000-07:00Hi Beth,Thanks for your thoughtful and thought pro...Hi Beth,<BR/>Thanks for your thoughtful and thought provoking responses!<BR/><BR/>I completely agree that we have gifted and amazing teacher leaders & mentors. My point, though, as that they are often excellent IN SPITE OF the system, rather than BECAUSE OF the system.<BR/><BR/>The Districts I'm working with have either implemented limited mentoring (due to budgets) or virtually none at all! Despite that, there are many teachers who step up and become leaders in their own communities - BECAUSE THEY CARE!!<BR/><BR/>And I applaud all of you who have picked up this challenge! <BR/><BR/>Now, what would be possible if the system weren't something the teachers had to "beat", but actually supported excellence? What would that look like?<BR/><BR/>We all know the things we should be doing - learning teams, time for experimentation, mentoring, reliable technology, etc...<BR/><BR/>What will it take to make that real?<BR/><BR/>I would say it has a lot more focus on the human aspects of change (many that you mentioned - like fear, etc...). <BR/><BR/>I think it means collaboration - not only of educational partners, but also bringing parents into the conversations.<BR/><BR/>Parents are a vastly underutilized force for educational change - both at an individual classroom level (imagine having a force of 30 families working to support every teacher!) and at a systemic level (the political power of parents and teachers working together, with passion, for the good of children is immense!).<BR/><BR/>I believe that leaps forward will come through collaborative systems!Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-7208633604800073524.post-65330580642215413922008-10-04T12:36:00.000-07:002008-10-04T12:36:00.000-07:00Ralph,You make such an important point. The challe...Ralph,<BR/>You make such an important point. The challenge of upgrading schools for the 21st century is a GLOBAL challenge. I'm learning that educators world-wide are facing similar problems. Perhaps, by working together, we can solve problems across states, countries, and continents. It is not too much to hope for - and it is increasingly possible through educator networks!Beth Holmeshttps://www.blogger.com/profile/13819933894839367350noreply@blogger.comtag:blogger.com,1999:blog-7208633604800073524.post-3013029942447313292008-10-04T12:09:00.000-07:002008-10-04T12:09:00.000-07:00Thank you, Beth, especially for pointing out the b...Thank you, Beth, especially for pointing out the barriers for implementing 21 century learning skills; as a vocational school teacher from Germany, I can only confirm them. As far as I can judge, there seems to be a change in paradigma in teaching and education worldwide, or at least in the industrialised nations. And I agree that educational malpractise seems to be systematic. The teaching force in Germany is overaged and from the times when teachers were trained to keep absolute control over the classroom situation. So you have mostly hyperactive teachers practise ex-cathedra teaching. Students are used to that and not to self-directive teaching, because this is more exhausting to them. <BR/><BR/>Of course, there are movements for self-directive learning, and the training of student teachers has changed a lot. Still, the educational authorities don´t really promote self-directive learning. <BR/><BR/>As an ESL teacher, self-directive learning means methods like learning vocabulary by finding new words from a text for themselves, compiling presentations in class or dialogues in relation to vocational situations. I was deeply impressed by vocational education in Southampton GB at vocational colleges. Students work on long-term assignments which is not possible in German vocational schools just because of the fact that e.g. office clerk classes have eight lessons spread over a period of weeks until the end of term in January. This is systematic educational malpractise by authorities in my view.<BR/><BR/>I am very much interested in taking part in the discussion and exchange of views, and I find that the problems in your part of the world seem to be similar to ours.<BR/><BR/>RalphAnonymousnoreply@blogger.com