http://sideways.blog.co.uk/the required musings of student teacher who's to teach geography ;)en-UKhttp://backend.userland.com/rss092http://sideways.blog.co.uk/http://data5.blog.de/design/preview/77/9ab36256f9c78b70095ae6d91c206a_160x200.jpg <p>its been a while, quite awhile. open water swimming is tough, especially with the flotsam and jetsam to avoid. </p> <p>its been 8 weeks of open-water swim and much has the young padawan learnt. care and concern is essential to establishing rapport apart from subject content mastery. apart from that, instantaneous gratification through video-audio stimuli facilitates 'effective learning' as the withering attention span(s) and cravings attest to. however, i must admit, the differentiation of instructional methodology is something i need to work on in order to better myself. other than that, being stretched to one's limit is expected - if you aren't; something's wrong <img src="/img/smilies/icon_wink.gif" alt=";)" class="middle" border="0"> be prepared but always expect the unexpected. what else can i say?</p> <p>what follows next is a tad hard to say but i need to say it:<br> "And thus I clothe my naked villainy / With old odd ends stolen forth from holy writ/And seem a saint when most I play the devil."<br> V for Vendetta - V quoting from Richard III, Act 1 Scene 3.</p> <p><u>From House, MD (TV series)</u><br> HOUSE MD (Hugh Laurie)<br> I've been thinking about you. You lied. </p> <p>DR. CUDDY (Lisa Edelstein)<br> I didn't lie, I simply chose not to share completely irrelevant facts. </p> <p>HOUSE MD (Hugh Laurie)<br> Like the fact that you lied. </p> <p>2 quotes from my fav movie and TV series that aptly describes my zeitgeist at present... </p> <p> <small> <a href="http://sideways.blog.co.uk/2007/08/17/open_water~2825213/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2007/08/17/open_water~2825213/Fri, 17 Aug 2007 18:09:26 +0200 <p>after a short hiatus marked by an especially delightful dom perignon 1998 amidst evergreen friends, there are more reflections to be listed. personally, i don't think its possible to list every lesson down as not everything is dignified for print <img src="/img/smilies/icon_cool.gif" alt="B)" class="middle" border="0"></p> <p>btw, for those who wonder whether i have capitulated to the hoi polloi of carbonated white grapes, fret not! am still very much a sparkling red person! how could i ever forsake the wonders of a domaine chandon sparkling red (ie shiraz and pinot blend) or the one from good folks at seppelt great western? what about andrew garrett?the list continues... ... </p> <p>anyways i digress. pardon me. during the short hiatus, i remembered that i was tasked to share the wisdom handed down to me by that same smart teach. so here you go: <a href="http://finance.yahoo.com/career-work/article/102898/Getting-to-No">http://finance.yahoo.com/career-work/article/102898/Getting-to-No</a></p> <p>take a read, apparently its worth reading especially when you haven't figured out which path you want: career or sanity. or whatever else that comes your way, hahahaah... </p> <p> <small> <a href="http://sideways.blog.co.uk/2007/05/13/i_rather_have_a_sparkling_red~2262531/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2007/05/13/i_rather_have_a_sparkling_red~2262531/Sun, 13 May 2007 16:10:04 +0200 <p>its the end of the practicum. many lessons learnt amidst the burning and searing of mind, intellect and emotions. its easy to be disappointed, demoralised and depressed by the mistakes made. but then again, who doesn't make mistakes? think the more important question as so many have said before: have we learnt from our mistakes?another issue that follows is whether mistakes are held against you. </p> <p>oh well, this is a reflective exercise and it shouldn't be one that rails against the rationality i'm in, where i'm. yes, its tough work unweeding the garden of one's soul against the root of bitterness and disappointment but as a good pastor once said: 'we have to be on guard against the world, the devil and the flesh.' the message couldn't have come at a more opportune time. but yeah, you can forgive and move on but its hard to forget. much so like a bad wine that stays in your mouth. yeah, no prizes for guessing: eaglehawk merlot. hahahahah... only fit for cooking.</p> <p>anyways, back to the reflection. i think that there is a time for everything under the sun and that God has a plan for everyone, sinners and saints included. its been a blessing of-sorts to have been re-exposed to the foul stench and language of Mordor that pervades Middle-Earth. Of which, whose language i shall not utter here (just to quote Gandalf Greyhame). Hehehe. Good reminder that it is necessary to be wary of the powers that be and the rationality those powers so create, delineate, etc. such powers have enormous reach and influence... </p> <p>another blessing to list would be the support network that beginning teachers have and/or should cultivate. support is so very important especially amidst the gloomy and/or darkest hours that one faces. encouragement and fellowship matter. much like the familiarity of a good red, for example, say the wonderful king's valley shiraz from de bortoli. ahr... the insouciance spiciness of such a classic shiraz, a wonderful comfort indeed! <img src="/img/smilies/icon_lol.gif" alt=":DD" class="middle" border="0"></p> <p>a wise teach said that it is important to cultivate two to three friendships wherever one might be. open up to them and yes, be prepared to be betrayed. perhaps, the underlying message is that there ain't no gain without risk. such friendships are essential to surviving in the profession. i shaln't elaborate further because to me, its rather explicit, the implications of friendships and relationships. its not what you know but who you know... </p> <p>support takes many forms and shapes. some even point you to the appropriate resources, say "the one minute teacher" by spencer johnson. timely reading, an evergreen i dare say. apart from that, the tapping of the experience senior teachers who have weathered the myriad changes. they have much to offer... ...</p> <p>of course, the perennial favourite: lie low, watch and observe. most of all, never personalise any evil that comes your way nor the urge to visit such revenge back but always be professional. easy to say but hard to practise. we're only humans afterall... </p> <p>lastly, there will come a time (season) in one's life where one has to choose either one's career or sanity. are the tradeoffs worth it? much akin to asking yourself: do i want to drink the bad wine served and enjoy the ambience at the party OR should i switch a more suitable 'poison' that you will enjoy? afterall, the liver is gonna smashed regardless of the 'poison' selected so whatever goes down the gullet ought to be enjoyed. there is a price to pay for every 'yes' and 'no' uttered so do weigh your responses carefully before deciding. </p> <p>well, those are some of the advice and/or observations i've received and noticed over these ten weeks. it definitely opened my eyes, corrobated my impressions and ideas about the service (expectations, demands, etc) apart from reinvigorating the importance of humbleness and a strong spiritual focus on the Lord especially when one is all at sea. am glad that its over. to the same wise teach (quoted above) that i met, thanks for ya advice. it was timely and invaluable... </p> <p> <small> <a href="http://sideways.blog.co.uk/2007/05/10/blessed_are_those_who_mourn~2246021/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2007/05/10/blessed_are_those_who_mourn~2246021/Thu, 10 May 2007 16:22:42 +0200 <p>it hasn't been terribly inspiring for me of late, no brilliant reds. just the put-putting along of wolf blass' budget offering to the masses, the inconspicous eaglehawk merlot (2005). damn unhappening, just a little better than a jacob creek's merlot or cab sav i reckon... doesn't even enhance the taste of ya pasta... decent budget wine but definitely not inspiring for the senses at all. and yep, not like jamieson rum's coonawarra cab sav (2001) was that good either. sighs. </p> <p>well, thankfully, there's other sources of inspiration apart from the wonderful world of oenology, such as the myriad of themes and ideas that only celluloid can deliver <img src="/img/smilies/icon_wink.gif" alt=";)" class="middle" border="0"> </p> <p>i guess as an educator, ya're predisposed or swept wilfully against your well-meaning cineaste/celluloid preferences to a mishmash of movies glorifying the education profession or even highlighting the issues that blight it. afterall, its not only to trawl for ideas and pedagogies but perhaps to stay 'in-tune' with ya students...</p> <p>anyways, the history boys deserve a mention. despite its 80s' setting, the issues the boys and their teachers face are a 'real and present danger'. yes, a tonne of cliches from the movies. but hey, till i find a better red or cool crisp white that brings me into another realm; that will do. the pressure by the headmaster on the teachers and students to raise the educational prestige and image of the school, the dilemmas the teachers (hector and irwin) face over the 'right' philosophy and pedagogies to employ in aiding the students to do their best, et al. and also, the flaws and fallacies teachers live with and create - how does that make them more human and perhaps, a better educator? i don't believe the movie answers all these questions and more, but it does give the educator much to think about: what kinda teacher should i be? hector or irwin? or a combination of both... hmmmm. </p> <p>whats interesting to note about the movie was the lack of ICT apparatus in the school and ability of the teachers to engage their students in their subject but more so, the inculcation of love for language, for words as words are a mean to meaning... ahhh, the lost art of socratic and roundtable discussions. gone never to return amidst the declining attention span of our youths and the ever-rising tide of ICT utilisation that threatens to swamps us all... </p> <p>anyways, enough of of my verbose verbiage. perhaps, its time to move along and find that illusive wine... </p> <p> <small> <a href="http://sideways.blog.co.uk/2007/03/15/title~1907678/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2007/03/15/title~1907678/Thu, 15 Mar 2007 08:52:23 +0100 <p>its been awhile. it isn't my kinda style but felt the need to say something to me fellow labourers out there who are already in the heady throes of their teaching practice. its interesting to notice/observe the fluidity of words and actions that belie the deeper currents that run beneath an otherwise smooth flowing river...</p> <p>power and rationality. the shadowplay of power, the allure of power and its influence to rationalise, the corruption of reason by fear (to borrow V's words)... ahr, the entertainment quotient just increases while my mental stimuli decreases inversely amidst the smooth flowing waters. anyways, enough of flowing waters. waters ought to bring life not sweep people away in their torrential unidirectional flow. </p> <p>anyways, moving on. was just reviewing and reflecting upon some wonderful movies i caught recently. wonderful as they are, they had a myriad of lessons for all and sundry but more importantly for, individuals without a name in the rivers where they are now placed...</p> <p>perhaps, the movie that ought to be made compulsory viewing (ie part of the syllabus) for the philosophy of education would be the last king of scotland. i do believe that the movie has an evergreen message about the perils of idealism and youthful exuberance. it is essential to believe in the truth that one might serve effectively but it is even more important that the truth one clings to dearly isn't sincerely wrong. moreover, the sagely advice should be heeded or at the very least rigourously assessed before deposed off. as wise godly men have said: right theology makes right living but that has to be practiced in the midst of a community hence the importance of 'shape' as so eloquently put by a best-selling author. the effectiveness of individuals depends on their 'shape' and the 'fit' achieved within the perceived and/or obvious niches/holes/needs in the community. needless to elucidate, the wrong 'shape' in the wrong place is bound to cause more harm than good...</p> <p>perhaps, the other lesson to be drawn from 300 aside from the importance of good leadership, and good physical conditioning; would be to do what is right because it is the right thing, regardless of ya circumstances, and even to die for it. another more important message would be to choose your battles wisely, ie, you might lose the battle but win the war... the bottomline counts! </p> <p>alrighty, its enough of preaching/nagging for one day. perhaps, House's quote: 'the truth begins in lies' might just help us cope better in the days ahead <img src="/img/smilies/icon_wink.gif" alt=";)" class="middle" border="0"> </p> <p> <small> <a href="http://sideways.blog.co.uk/2007/03/09/wayang_berapa_kali~1875552/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2007/03/09/wayang_berapa_kali~1875552/Fri, 09 Mar 2007 17:18:36 +0100 <p>talking about relationships is a funny one, more so that of social studies education and society. here i am, ruminating about what to say when the oscar peterson's an utter temptation let alone the excellent te mata (2002)cabernet merlot...</p> <p>i honestly don't know what to say or start because social studies? i do geography and english. its a bad copout but then again, i am not nick naylor from the academy of tobacco studies (i.e., thank you for smoking. btw, its a great movie!) so its hard for me to clearly elucidate the relationships between social studies education and society. is it like varietals? like a cabernet merlot? particularly famous down under as well as across the tasman straits as the good people of te mata would say. or maybe australia's famous blend and gift to the vinos of the world: the cabernet shiraz? or perhaps, newer ones such as a shiraz viognier? tatachilla and pepper jack make some awesome ones. whatabout a 2004 hanging rock cabernet merlot mourvedre or a campbell shiraz durif? those new blends are simply awesome... really GREAT wines <img src="/img/smilies/icon_wink.gif" alt=";)" class="middle" border="0"> </p> <p>much like the different blends of reds, the relationship between society and social studies education is complicated one because much like blending different grapes together, the relationship between such education and society is constantly evolving. hence, the relationship between social studies education and society is bound to evolve across time, mirroring at times the tensions and/or concerns that belie society at large or perhaps, the educational and moral lessons that society wants to pass on to its young. but is there a more virtuous relationship? no. i don't think so... ...</p> <p>anyways, here's something to tunnel into. thot that the embedded literary devices could shed some light about 'em relationships between social studies education and society, academically or otherwise. enjoy... ...</p> <p><u>Depeche Mode - Somebody</u><br> I want somebody to share<br> Share the rest of my life<br> Share my innermost thoughts<br> Know my intimate details<br> Someone wholl stand by my side<br> And give me support<br> And in return<br> Shell get my support<br> She will listen to me<br> When I want to speak<br> About the world we live in<br> And life in general<br> Though my views may be wrong<br> They may even be perverted<br> Shell hear me out<br> And wont easily be converted<br> To my way of thinking<br> In fact shell often disagree<br> But at the end of it all<br> She will understand me</p> <p>I want somebody who cares<br> For me passionately<br> With every thought and<br> With every breath<br> Someone wholl help me see things<br> In a different light<br> All the things I detest<br> I will almost like<br> I dont want to be tied<br> To anyones strings<br> Im carefully trying to steer clear of<br> Those things<br> But when Im asleep<br> I want somebody<br> Who will put their arms around me<br> And kiss me tenderly<br> Though things like this<br> Make me sick<br> In a case like this<br> Ill get away with it</p> <p> <small> <a href="http://sideways.blog.co.uk/2007/02/03/between_blends_and_relationships~1673829/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2007/02/03/between_blends_and_relationships~1673829/Sat, 03 Feb 2007 15:11:37 +0100 <p>what makes a good social studies teacher? think that question begets a more fundamental question: what makes a good teacher? as a beginning teacher, the more pertinent issue is what kind of teacher do i wanna be regardless of the subjects i have to teach... </p> <p>somehow i don't think that any answer i have will suffice because i believe that teachers are like fine wine, they ought to get better as they age! and well, in oenological terms, it sure ain't harvesting time so we can't talk about how the wonderful flavours of the french and american oak barriques will have upon the wine let alone the alcohol content or the pH level but at least we know what influences the terroir has had...</p> <p>anyways, moving forward, a quote that might help shed light on my personal vision about the kind of teacher i wanna be would be the one listed below: </p> <p>"the best wines are those that take you through themselves and out into another world that you could not have gotten to on your own. great wine has a strange subterranean current of beauty. it is not something you can summon from a wine; but a great wine can take you there" - wine spectator</p> <p>well, enough said. and yes, a glass of mt langi ghiran (2003)cliff edge shiraz would be an excellent way to round up the discussion <img src="/img/smilies/icon_smile.gif" alt=":)" class="middle" border="0"> </p> <p> <small> <a href="http://sideways.blog.co.uk/2007/02/03/impressionism~1672915/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2007/02/03/impressionism~1672915/Sat, 03 Feb 2007 12:10:31 +0100 <p>a favourite author of mine (bill bryson) once said that 'for all intents and purposes' is rather tautological and he couldn't be further away from the truth... but when ya're asked whats the value and purpose of social studies education here, it makes ya feel like the be all and end all, begins verily with 'for all intents and purposes' followed by some hallowed motherhood statements that would bring a cheshire grin to the powers that be.</p> <p>but truth be told, its more than that if i may ramble/elucidate. perhaps, a quote from Gregory House (M.D) might help us out although its rather cynical and sarcastic. then again, would Hugh Laurie win the Best Actor at the Golden Globe w/o the witticism of House? </p> <p>anyways, back to the point:<br> "People like talking about people. Makes us feel superior. Makes us feel in control. And sometimes, for some people, knowing some things makes them care." [Dr Gregory House, Season 1, Episode 13] </p> <p>perhaps, if we dig deep enough, to the subterranean level at least, we might realise the value and purpose of social studies (SS) education here is to create a robust, positive self-concept about ourselves. afterall, we are but a tiny little red dot? nyet? but then again, doesn't a positive self-concept begin from the inside out? how are we to punch above our weight at regional and global forums if we don't have a clear concept of what we are and what we can do? </p> <p>but more importantly, SS education is to inculcate a sense of graciousness that we need if we are to be conscious, caring global citizens. not just at the local level, i.e., about staying rooted and being compassionate towards the less fortunate too but also across international borders. its about knowing yourself, how to care for yourself that you might care for others in return as the biblical proverb says: 'do unto others as you would have them do unto you'. </p> <p>in some ways, the gems of truth hidden under House's cynicism underlines the value and purposes of SS education here. airy fairy as it may sounds, its the bigger picture that we educators have to keep in mind as we simplify it for our students to apply it in their daily lives with the hope that one day, they will understand the meaningingful relationships behind their actions... ... </p> <p> <small> <a href="http://sideways.blog.co.uk/2007/02/03/for_all_intents_and_purposes~1672844/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2007/02/03/for_all_intents_and_purposes~1672844/Sat, 03 Feb 2007 11:53:07 +0100 <p>hungry? ever thot what goes into your food or you are what you eat? what about the cumulated side effects of ingesting too much of a particular food group? or why you like a particular food so much?</p> <p>perhaps, a little wine would help the degustation or rather the reflecting. here's a little something to get you thinking:</p> <p><a href="http://geographyoffood.sphosting.com">http://geographyoffood.sphosting.com</a></p> <p>did it with me classmate kevin, and ya, help yaself to a red, it might help the thinking process... <img src="/img/smilies/icon_wink.gif" alt=";)" class="middle" border="0"> </p> <p> <small> <a href="http://sideways.blog.co.uk/2006/11/24/hungry~1362980/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2006/11/24/hungry~1362980/Fri, 24 Nov 2006 01:36:58 +0100 <p>of late, its both interesting and amusing to note the downturn in energy and interest in various classes with the semester winding down to an end. with the holidays in sight and as the days free themselves up, priorities shift hence the focus and mood. but i'm no authority on the definitive mood of the student population so whatever dude... </p> <p>anyways, as the days run down much like the legs of a big alky red, its worthy to reflect upon these last days (ie not to be confused with ridley scott's attempt at humour. believe he does action-storytelling best). apologies for my digression. over the last four sessions, we're on the topic of assessment. assessment by whom and for whom apart from the hows and whats of assessment are issues that we're dwelling on. much like assessing the merits of a single grape compared to a varietal or as some would say: blends vs. single malts. </p> <p>from a macro-perspective, how good a varietal or the single grape is, actually depends on the occasion as much as the pairing of the wine and food. similarly, it begets the question, when do you wanna partake of the single malt or blend: over dinner vs an apertif or as a nightcap? looking at assessment after microteaching isn't quite the pairing we expect, nyet? </p> <p>amidst all the sawing up and rejigging, perhaps, the comprehensiveness and completeness of critical and constructive friends/comments during the micro-teaching component could be enhanced if assessment was done before not after. that would boost the double-loop learning curve (if we get there) apart from the learning experience of us geographical teachers to be. afterall, the teaching activities were some form of assessment, weren't they or weren't they not? </p> <p>so if given a choice between a brokenwood cricket pitch circa 2001 (cab sav, merlot & shiraz), i'll opt for a saltram mamre brook circa 2002, shiraz (barossa). afterall, 140 years of traditional wine-making in the Barossa Valley can't possibly be wrong? <img src="/img/smilies/icon_smile.gif" alt=":)" class="middle" border="0"></p> <p> <small> <a href="http://sideways.blog.co.uk/2006/11/14/between_mamre_brook_and_the_cricket_pitc~1328834/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2006/11/14/between_mamre_brook_and_the_cricket_pitc~1328834/Tue, 14 Nov 2006 14:13:41 +0100 <p>to be honest, i'm quite amused by the reactions of my classmates to the precociousness and intellectual arrogance displayed by those GEPs. Then again, not everyone has suffered GEPs (aside from giving it to them) during their educational journey thus availing themselves the necessary tools to interact with them let alone deal with them. to my classmates who were traumatised in whatever ways by the recent events that transpired that fateful thursday morning of late, kids will be kids whatever their age so let them be. and as someone (was it small Alvin?) who rightly pointed out, that kids of whatever ability and station in life, do need a teacher. so the next time, you're accosted by a GEP or a GEP-wannabe/has-been, just remember: I can teach, but can you learn? </p> <p>thus here's one for the road:<br> "Students are all guinea pigs in the teacher's laboratory<br> Learning is just a work in progress."<br> adapted from Tennessee Williams: Camino Real, Block xii (1953). </p> <p> <small> <a href="http://sideways.blog.co.uk/2006/11/04/i_can_teach_but_can_you_learn~1294809/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2006/11/04/i_can_teach_but_can_you_learn~1294809/Sat, 04 Nov 2006 14:46:22 +0100 <p>its been awhile since i last wrote, not like i wasn't reflecting apart from the busy season... ...</p> <p>amidst the busy-ness of life, the numerous ensamples of microteaching over the last weeks which has piqued my curiosity about the efficacy of microteaching itself. granted that its meant to be a safe learning environment where pedagogies can be tried, modelled, debunked aside from mucking around, what good is there? is it an excuse to seriously teach less? its like sampling a Simonsig Kaapse Vonkel Brut 2004, smells good but tastes like Mountain Dew... am sure that methode traditional can't possibly be that bad on the forgotten continent?</p> <p>excuse me whilst i question the rationale behind microteaching coz i believe that each individual is sufficiently creative to apply the appropriate pedagogical tools to draw out the contents/knowledge when they teach so why create an unrealistic training scenario? or is there seriously a need to prevent us from slipping into efficient 'chalk talk' robots? perhaps, we could take a leaf from the qce 520 modules where student teachers actually teach in a real classroom environ... that will seriously deepen the learning curve for all student teachers. </p> <p>anyways, leaving the forgotten continent behind for the lucky country for the best of vriensenhof can't match the simplicity of nepenthe's tryst let alone a tempranillo by tempus two, its time to explore the bits and pieces of the jigsaw. i honestly, i think the jigsaw's a good way of teaching, to get kids to work together so as to foster thinking and learning et al. hopefully, the 'deep' kind not so much the 'shallow' stuff. its just the idealisation of the factors that drive a good jigsaw thats debatable. </p> <p>in the jigsaw or the sawing up of it, each kid brings to the table, innate capabilities, talents and temperaments that are at times implicitly or explicitly elicitied and/or elucidated throughout the exercise. factors such as positive interdependence, face-to-face promotive interaction, individual accountability, interpersonal and small-group skills, and group processing surface at various intervals in a small group situation. whilst its good to understand these factors in designing a jigsaw activity, i.e., how to tease them out in various group settings at different socio-cognitive levels across a myriad of geographical tasks, perhaps, we could consider the four stages of a small group? i.e., forming, storming, norming and performing as a potential sequence and perspective for 'divide & conquer' activities. pardon me, coz at this point, my vocabulary has deserted me on the synonyms for jigsaw hence the phrase: divide and conquer. </p> <p>in group work of any kind, i believe that it is essential that kids learn, not just on the mental front but more so on the social & emotional plane as well as to grow and develop as mature, responsible and sociable individuals who can contribute to society. hence my position on sawing activities. afterall, its the big picture that we're after - not just the enduring understanding but well-adjusted individuals that can contribute to society, much like a well-cellared 2003 browns brother heathcote shiraz (limited release). excellent bouquet with a smooth, subliminal palate of ripe fruit and spice... </p> <p>in closing, why complicate a simple activity unnecessarily? as an acidically witty tutor once put it, 'keep it simple because it will get complicated later' hence my thoughts on the sawing up of the jigsaw. </p> <p> <small> <a href="http://sideways.blog.co.uk/2006/11/01/sparkling_wine_shouldn_t_taste_like_moun~1283409/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2006/11/01/sparkling_wine_shouldn_t_taste_like_moun~1283409/Wed, 01 Nov 2006 05:32:43 +0100 <p>not exactly inspired by the merlot from eight vineyards but then again the merlot isn't a grape that inspires, or so says miles (sideways)... but he's right on this one <img src="/img/smilies/graysigh.gif" alt=":**:" class="middle" border="0"></p> <p>anyways, just some retrospection on my turn at microteaching this week. thought my 'performance' was so-so, much so like a stellenboscht pinotage. neither here nor there, great bouquet but lacking sufficient finish. oh wells, can't have everything.</p> <p>anyways, on with the post-mortem. thought my critical friends were encouraging and rather nice. admittedly, the Q&A session should have been better structured to facilitate the desired answers and better time management would have idealised the situation. and also, the lesson has to be properly scoped out to ensure that sufficient time is allocated to achieve the desired learning outcomes and tasks. besides, certain fallacies of mechanical weathering purported by my readings ought to be disabused prior to my discharge into the wild next year. </p> <p>oh wells, live and learn, and drink up coz life is short! </p> <p> <small> <a href="http://sideways.blog.co.uk/2006/10/14/down_to_earth~1220779/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2006/10/14/down_to_earth~1220779/Sat, 14 Oct 2006 15:27:52 +0200 <p>just need to get something outta my system for those who have really no idea whats going on coz neither do i... ...</p> <p>It seems that the argument of dumbing down has risen from its phoenixical ashes to haunt me. just because we're learning finer rudiments of teaching the english language now, doesn't mean that there isn't a place and time to appreciate the niceties and *ahem* 'cheemness' of the english language? is our linguistic ability as short as our attention span? sighs, the wonders of age and vino. </p> <p>the jury's out coz as some would say: to each his/her own or maybe the ends justify the means. but i think the issue of dumbing down is akin to that of the attention span issue. why are our childrens' attention span so short these days? is it wrong for them to develop longer attention spans...? Hmmm... </p> <p>In the mean time, enjoy this wonderful ode which i can't seem to get outta my head... pity that One Tree Hill ain't no longer there save but an obelisk. Ah, the perils of bad weather and age...</p> <p>One Tree Hill<br> (U2: Joshua Tree)</p> <p>We turn away to face the cold, enduring chill<br> As the day begs the night for mercy<br> Your sun so bright it leaves no shadows, only scars<br> Carved into stone on the face of earth<br> The moon is up and over one tree hill<br> We see the sun go down in your eyes<br> You ran like river to the sea<br> Like a river to the sea</p> <p>And in our world a heart of darkness, a firezone<br> Where poets speak their hearts, then bleed for it<br> Jara sang, his song a weapon, in the hands of love<br> You know his blood still cries from the ground<br> It runs like a river to the sea<br> Like a river to the sea</p> <p>I dont believe in painted roses or bleeding hearts<br> While bullets rape the night of the merciful<br> I'll see you again when the stars fall from the sky<br> And the moon has turned red over one tree hill<br> We run like a river to the sea<br> Like a river to the sea </p> <p> <small> <a href="http://sideways.blog.co.uk/2006/10/13/dumber_no_more~1217821/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2006/10/13/dumber_no_more~1217821/Fri, 13 Oct 2006 17:00:42 +0200 <p>today as we reflect on the recent field class, the apt metaphor or analogy that springs to mind is the finish. what kinda finish does a red leaves in your mouth? or is there even one to talk about? hmmm... the reds in question would be a backsberg pumphouse shiraz (2004 vintage) vs a yalumba 'Y' series merlot (2004 vintage)...</p> <p>but first, lets set things in their proper context. the field trip to the bukit timah nature reserve on tuesday was interesting not just the jokes just got cornier and lamer with the passage of time but also the modelling of teaching strategies/styles. the topic? the tropical rainforest, duh!</p> <p>the fieldtrip was conducted in two ways to get us to understand the different approaches/strategies in facilitating the learning process. well, to me, the first one was teacher-centric or should i say: paper-focused (ie look at the worksheet and fill in the blanks). very rigidly scaffolded to generate comprehension and much akin to a cloze passage exercise amidst the verdant greenery and the serious geriatrics and retirees breezing past you on the trail with their hydration bladders and walking poles...</p> <p>the other was an adaptation of the prophets lambert and balderstone's work which was quite interesting. my interest was piqued by the exploratory/inquiry-based approach the prophets suggested which was quite apt for the task at hand, not to mention, it also acted as a catalyst for the pandora's box of debilitating corny and lame wise-cracks for one and all <img src="/img/smilies/icon_wink.gif" alt=";)" class="middle" border="0"> </p> <p>now onto the play cards, the sensory emphasis coupled with the reflective thinking implicit on the cards' questions is something that is essential for stimulating kids to think about their environment as well as their higher-order thinking skills. well, we were told that we could use the jigsaw method with the cards to further interest students during their field trip. i must say that the jigsaw method works here (ie during a fieldtrip) unlike the planning stages of a fieldtrip where the cacophony of differing views/ beliefs/ pedagogy/ content/ etc serves to divide & dilute the focus.</p> <p>pardon my digression. anyways, you ask yourself. what kinda fieldtrip do i want to conduct? how much info is readily available for the kids out there in the field and yes, what are the weather conditions? the logical constraints? we spent quite a lot of time on those issues but more importantly, at the end of the day, the question essentially is what are the learning abilities of our students? what do we want to them to learn out in the field? and yes, make geography interesting and real but how? and what type of learning experience do we want to leave them with? something that complements their textbooks or something that value-adds their lives (yes, that incl. the textbooks)?</p> <p>perhaps, the learning experience could be compared to the finish of a red: a light, mellow, well-balanced red with sufficient hint of fruit without a finish to shout about from the dark continent or a dark-ruby red, dry, full-bodied red with a lasting finish from the lucky country? </p> <p>i don't mean to diss s. african wines but hey, inconsistency's a bad rep to live down :0 </p> <p>anyways, onto the learning experience we want to leave our students with or generate whilst out in the field. its something that can be likened to purchasing wines for a wedding. you want something thats quaffable yet with the air of sophistication especially if you're expecting a drinking crowd of educated oenophiles who can tell their vintage from the vignerons after 2 bottles. </p> <p>here i posit that the learning experience we leave our students with is very much dependent upon our teaching styles. i.e., teaching style = teaching behaviour + teaching strategy (Leask, 2001). so don't pedestalise your wine to your audience/ customers especially if its a amesbury shiraz grenache which is nothing short of vinegary ribena masquerading as wine or passing off a goldleaf white as a semillion chard when its nothing more than a columbard chard... integrity, intel, and wit are important out in the field.</p> <p>be honest and let your wine sell themselves, just like a beaumont cabernet merlot or a swartland sauvignon blanc and/or cabernet sauvignon let alone a simonsig chenin blanc. that way, your guests will know that its only the good stuff you're serving which will only enliven their already memorable experience... ... </p> <p> <small> <a href="http://sideways.blog.co.uk/2006/10/07/the_finish_the_long_and_short_of_it~1197199/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2006/10/07/the_finish_the_long_and_short_of_it~1197199/Sat, 07 Oct 2006 16:11:26 +0200 <p>this week's lessons passed by pretty fast. perhaps its just age catching up with me... i need some help recalling, pass me that red pls?</p> <p>the field trip on tuesday (26/9) was pretty alright. its always fun to muck around in the field, just as it to muck around the cleanskin section of dan murphy's, figuring out the passe ones from supposedly better ones. essentially, its a trial and error process but thankfully, it wasn't a "$2 for chuck" chard experience...</p> <p>anyways, out in the field, its blessed to have a good team and one thats clear about the pedagogy, content, logistics and instruments needed. granted that it was a 'recce fieldtrip' of sorts, we still need to be clear about what, why and how we're doing it. issit gonna be inquiry learning- or hypothesis testing- based? and we also need to ask, the clarity of the parameters delineated for the fieldwork, are the instruments and their users up to task? otherwise, its like a howling wolves' semillion sav blanc... an undecided white that can't decide what it wants to be...</p> <p>no offence to them wolves (their white shirazes are excellent!) but that particular white cannot makeit... anyways, next week's fieldtrip is a dichotomous one of sorts: -ve vs. +ve demonstration of what teachers shld or shldn't do on a fieldtrip. hmmmm, wonder hows that gonna turn out...</p> <p>onto microteaching. whilst its great fun role-playing raucous, smart alecky students, i wonder how do we actually hone our questioning techniques. questioning in a small group setting might be manageable but how does one stand & deliver in reality proper? is there a particular way/method that student teachers can learn/internalise? or issit one of those things thats not on the curriculum or maybe, even caught not taught... [am not gonna bother answering those qns coz the answers might not sound palatable, just like guzzling a cheap red that leaves splinters down your throat]</p> <p>good questioning techniques differentiate the quality of teachers, macam a strong latte. nyet? ever asked yourself, why does a lavazza- or a grinders-brewed strong latte taste so different between cafes in the same city? afterall, ain't it the same kinda beans, same machine, same techniques but wait... the barista?</p> <p> <small> <a href="http://sideways.blog.co.uk/2006/09/28/navigating_time_space_continuum_for_that~1168825/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2006/09/28/navigating_time_space_continuum_for_that~1168825/Thu, 28 Sep 2006 15:32:36 +0200 <p>all tripped up.</p> <p>that kinda describes my learning experience last thursday where we were all divided into groups (jigsaw) to plan a 'fieldtrip' to the CBD next tues (26/9). honestly thot it was a useless exercise of sorts where there were insufficient comms between the various groups which apparently was to illustrate to us the difficulties in planning a fieldtrip with many brains - ala too many cooks spoil the broth.</p> <p>honestly, i would prefer a streamlined exercise where clear parameters are given because in the field proper, thats what we would be doing - ie w/o the benefits (or perhaps, too many differing viewpoints) on how a field trip should be conducted. afterall, we ought to be simulating real parameters instead of enlightened idealised parameters. hmmmm, enlightened autocracy works coz afterall, a democracy does fall short at times,eh?</p> <p>just like a queen adelaide, so full of promise but so short on delivery... ... unlike a '02 tatachilla mclaren vale merlot, enuff said. </p> <p> <small> <a href="http://sideways.blog.co.uk/2006/09/23/fielding~1153412/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2006/09/23/fielding~1153412/Sat, 23 Sep 2006 15:52:00 +0200 <p>after a long day and the remains of a wonderful riesling, its kinda hard to recall what has transpired this week but nonetheless i shall attempt so do pardon the trackless thoughts...</p> <p>ahr, after much flipping of my downloaded handouts, mr frankland reminds me that its a webquesting i've been taught aside from the utility of printed resources in the classroom. webquesting is a novel endeavour to me, apparently one that has much utility within the classroom to facilitate student-centred learning. apart its much-vaunted advantages, i seriously think it offers teachers a credible 'get-out-of-jail-free card' from the compulsory IT integration quotas that we're bound to meet in school. besides, its good to have such resources on hand anyways coz it seriously makes good fodder for the kids' IT days... hey, the little things count or don't they..? </p> <p>the yearnings for the unsurpassed utility of an isolation ridge riesling, crafted wonderfully by mr frankland brings me to the utility of various printed resources. the differences between a cooladerra and isolation ridge riesling whilst as subtle as they may be (i prefer the isolation ridge altho i wouldn't turn mr frankland down if he were to offer me a his brethren from the cooladerra or poison ridge regions) exemplifies the issues teachers have to grapple with when introducing a particular resource into the classroom to illustrate and outline geographical concepts and/or phenomena. it reminds me of that qce 520 (eng) approach wrt oral communication: tavi (texts as vehicles for information) or talo (texts as linguistic objects) - how should a text (resource) be used, whether they be cartoons, brochures, newpapers, magazines, etc? what are we driving at? which text(s) best achieves the pedagogical task(s) at hand? is this the best way to get students to understand/comprehend/internalise/et al the topic at hand? are these activities meaningful to the students? </p> <p>well, i guess its like matching wine and food...? pedagogical rationale ought to be appropriately matched to the appropriate resources to facilitate students' learning. just like a jacob's creek reserve riesling with a platter of seafood <img src="/img/smilies/icon_wink.gif" alt=";)" class="middle" border="0"></p> <p> <small> <a href="http://sideways.blog.co.uk/2006/09/15/manoeuvres_in_the_dark~1129199/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2006/09/15/manoeuvres_in_the_dark~1129199/Fri, 15 Sep 2006 17:52:08 +0200 <p>this week's been pretty interesting where we waddled, waffled, and learnt hopefully a thing or two about lesson planning as well as what makes a good lesson in class. its interestingly important to understand the need to outline clear and specific lesson objectives and/or thinking outcomes we would like to achieve. i believe that its important to be clear about what needs to be achieve before drawing upon the bag of tricks to accomplish that in the classroom. once clarity is achieved, then the other components can start we thinking about will fall into place, i.e., assessment (the need to or the lack thereof), resources to be utilised, teaching techniques to be employed, etc...</p> <p>but after awhile, you wonder; isn't the lesson plan as good as the paper its written on? coz when you plan, you plan for a reality you envision but seriously, will it work out there? afterall, haven't we been told that there will be no time out there to plan our lessons and the reality out there isn't always what we envision? hey, don't get me wrong now. am not saying that we should throw away lesson planning entirely. can't do that eh, coz its like throwing the baby out with the bath water coz its essential to know why you do what you do, more so with an audience of 30 or even 40 rambunctious kids trying to run rings around ya... anyways, i think its actually both an art and science, kinda akin to wine actually.</p> <p>wine = lesson planning? really? wait a minute, ask yourself; what makes a wine 'good' in your books? issit a well-aged bottle of henscke hill of grace that fetches hundreds of horrors on the wine market, with a fabulous rating from halliday and co... or would be it something simpler, perhaps a unrated, cleanskin durif that goes for abt $8 a bottle? </p> <p>quite subjective eh? coz both provide excellent, fabulous value-for-money experiences for the individual drinker regardless of ratings or cost etc. that is, unless ya're a vino thats just too atas, bred on tasting notes with sky-high ratings from the wine mafia with corresponding prices. what matters most to the individual(s) at the end of the day is whether the wine he/she drinks enlivens, entertains, and (en)contents them. Coz afterall, "a bottle of good wine, like a good act, shines ever in the retrospect - Robert Louis Stevenson" </p> <p>so how then do we go about making good 'wine'? is it as simple as what one australian wine-maker once said:</p> <p> 'It's simple really. You start with rich fertile soil.<br> Into this you plant vine cuttings of noble pedigree.<br> Nature adds water and sunlight. The vines bear fruit.<br> The fruit is picked, crushed, fermented and aged.<br> And then you drink it.'<br> Back label, Banrock Station Shiraz (Australia), 1998</p> <p>am still figuring that out, hopefully, my first vintage will be one to remember ala Parker's first growth... </p> <p> <small> <a href="http://sideways.blog.co.uk/2006/09/08/what_makes_a_good_lesson_plan~1108553/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2006/09/08/what_makes_a_good_lesson_plan~1108553/Fri, 08 Sep 2006 17:08:39 +0200 <p>the first qcg 520 (geography @ nie) session got off pretty well last tuesday. it was nice to meet my fellow geographers and ya, thot dr chang did a great job of getting us to work in groups so as to know each other. apart from that, the group work was useful especially that piece from Lambert (that required reading) which got us thinking about what geography actually meant to students and parents in neighbourhood schools... ...</p> <p>thru the exercise, in which we were asked to 'sell' geography to the local community, i learnt that pragmatism is essential to making geography 'real' to neighbourhood schools and students, and their community. our classroom idealism, perhaps, has been too well-hone by institutions of higher learning is inadequate and ill-placed for the vagaries of the classroom and the PTA conferences... a timely reminder nonetheless i feel.</p> <p>but what i really like about my modules/classes so far has been the approach of my tutors. they have modelled the different pedagogical approaches to teaching, or rather gotten us to 'live it out' which i feel is a great way for student teachers like me to learn. as they say, somethings are taught, some things are caught... </p> <p> <small> <a href="http://sideways.blog.co.uk/2006/09/04/first_day_musings~1096025/#comments">Comments</a> </small> </p>http://sideways.blog.co.uk/2006/09/04/first_day_musings~1096025/Mon, 04 Sep 2006 13:41:27 +0200