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How to be a inspiring and motivating teacher through Science and technology

How to be a inspiring and motivating teacher through Science and technology



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Published by Michael Prants
Essay on the importance of making science and technology interesting, to be a motivating and insipiring teacher for your students.
Essay on the importance of making science and technology interesting, to be a motivating and insipiring teacher for your students.

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Categories:Types, Research
Published by: Michael Prants on Aug 03, 2009
Copyright:Attribution Non-commercial


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Good teaching and learning in science and technology are important parts in making a motivatingand inspiring teacher. It is through quality teaching practises and activities that define the level of educational outcomes we achieve for our students. Great teaching is achieved through,continuous learning and updating of knowledge, always learning more and encouraging their students to do the same. Additionally the implication of frameworks assists in the greater development of students through outlined processes leading to detailed learning. Lastly the use of collaborative learning and discussion between students and teacher is needed to extend thelearning of students’, as well as to teaching the skills, tools and strategies to work effectively withothers.“Teachers’ work is learning work” (Groundwater-Smith, 2007, p.46), continuous learning anddeveloping of knowledge is a crucial practise that I as a teacher will impose in my teaching career to become an inspiring and motivating teacher. As to do my job effectively and give my studentsevery chance to excel, I must continue to excel myself. Without a thorough understanding of science and technology, how can I expect my students to learn how to build an electrical circuit,or how to use a scale and apply it to floor plans? An example of how I would apply continuouslearning in my teaching to better impart knowledge on my students, is like how Jim, when wewere building our model houses, researched new innovative technology in the field of sustainability, so that he was always one step ahead of us. He was never surprised by our newfindings, and always had something to add, teaching us something new again. This is how Iwould use my continuous learning, so that I to could help my students grow endlessly, furtheringtheir knowledge. Even when students have learnt something new, we as teachers can help todevelop their understanding, by helping them to test their ideas more rigorously and review their  past experiences in the light to any change made to their ideas (Harlen: 1993).
Another important teaching practise which should be used into becoming a great teacher is theuse of frameworks. Frameworks allow teachers to create a structure of learning in the classroomand identify what their students already know, and where they want to be at the end of the unit.Frameworks allow students to explore their prior knowledge and consider what they would liketo learn on a topic. The K-W-L-H framework organiser is an example of a framework that Iwould use in my classroom, as it is a highly effective framework that allows students to reflectindividually before sharing what they have learnt with their peers. K-W-L-H stands for; what theyKNOW, what they WANT to learn, what they have LEARNT, and HOW they have learnt it(Victorian Curriculum and Assessment Authority: 2007). Through using a framework such asK-W-L-H, I would be able to effectively run a class that is coherent and collaborative, workingtogether as a team to learn through activities which are purposeful, appropriate, challenging,cooperative and rewarding (Board of Studies NSW: 2000).Lastly the practise of collaborative learning and discussing in class between students, theindividual student and teacher, is highly important to the productive relationship between all classmembers and the wellbeing of the students’ education. This results in the development of a greatmotivating and inspiring teacher. Collaborative learning and discussion helps to develop students’greater understanding of topics, as well as the acquisition of skills, tools and strategies to work effectively with other group members. These skills are highly useful and serve not only in theclassroom but also out in the real world, when in the work force. An example of the style of collaborative learning, in which I plan to exercise in my class, is the collaborative discussion of criteria setting for assessments. This is highlighted by the example of Jim in our science andtechnology classes, where he involves the whole class in discussing what, we as a class want inthe marking criteria for our assessments. This was used for both assessments 1 and 3, andallowed students to have their say, by expressing their opinions as well as creating a sense of  belonging, with student voices being heard and considered in the decision making process. Thiscommunicated to them the fact that their ideas were valued, and encouraged them tocommunicate regularly again (Harlen & Elgstgeest: 1993).
This sense of belonging and inclusion significantly increases students self esteem and confidence,leading to improved efforts in class activities and assessments, because how students feel abouttheir learning in science and technology, whether negative or positive has a consequence onwhether they reach their potential or not (Hein & Price: 1994). Thus this is why I believecollaborative learning and discussion is highly important, and I plan to practise it in my class.In conclusion teaching and learning in science and technology is highly important, and a goodteacher in science and technology makes a great teacher in general. How we as teacherscontribute to the learning of our students through teaching practises and activities, defines thelevel of greatness we have achieved. Great teaching is achieved through, continuous learning anddeveloping of knowledge, the application of frameworks in the classroom to assist in the greater development of students and lastly using collaborative learning and discussion to extend studentsfurther. This is what I will implement in my classroom, so that I can become a great teacher!
Board of Studies NSW. (2000).
Science and Technology Syllabus
(pp. 9-12). Sydney: Board of Studies.Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2007). 'The changing nature of teachers'work' (Chapter 2) in
Teaching: challenges and dilemmas
(3rd Ed.). Sydney: Thomson.Harlen, W. (1993). The teacher’s role. In
Teaching and Learning Primary Science
Ed.).(pp.116-136). London: Paul Chapman Publishing.Harlen, W. & Elgstgeest, J. (1993). Encouraging and handling children’s questions. In
UnescoSourcebook For Science In The Primary School 
(pp. 95-110). Paris:UNESCO.Hein, G. & Price, S. (1994) Interpreting children’s work. In
 Active Assessment for ActiveScience: A Guide for Elementary School Teachers
(pp. 87-110). Portsmouth NH:HeinemannVictorian Curriculum and Assessment Authority. (2007).
Support materials.
Retrieved May 12,2008 from http://vels.vcaa.vic.edu.au/index.html

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