Educating Tanya Note to reader: As Tanyas learning became more complex, so were the models that were used

in this writing. As a child, Tanya learnt to do things other children did. For example, talk, walk and ride a bike. These were learnt through repetition and reward and became automatic (Davidson, 2011). At primary school, the learning was teacher centered and the teaching tools included chalk and a red pen. Tanyas grades were consistently high, so we can assume that her preferred styles were auditory and reading/writing (Fleming & Mills, 1992) Kinesthetic learning was not one of her preferences. She struggled at sport. Combine this with inadequate teaching methods for physical education and lack of sporting options and her dislike for physical activity was formed early. In the secondary years, her highest grades were in Maths and this continued at University. Due to her success in this subject, we can surmise the learning was perhaps deeper than other subjects. However, there is no recollection of who the teachers were, nor their effectiveness. Therefore, this topic was learn(t) meaningfully in spite of the teacher(s) (Atkin, 1992) Tanya learnt maths because she enjoyed it. She liked that there were right and wrong answers. She liked the structure and logical thinking required to solve a problem. She enjoyed the satisfaction of finding a solution. She liked that maths problems were definitive and quantitive. She appreciated how new maths skills relied on understanding of the previous skills and enjoyed the logical development required to increase her mathematical knowledge. Using Herrmanns Whole Brain Model (Atkin, 1992), logical and quantitative thinking processes fall in quadrant A. Given the extent to which she studied maths, her preferred learning style is probably in quadrant A also. At University, Tanya attended all tutorials to discuss and ask questions. Further discussions continued in the cafeteria with fellow students. By discussing concepts with other students she was deepening her learning and using an interpersonal thinking process. This preferred thinking process implies her preferred learning style also falls in quadrant C (Atkin, 1992). At work, Tanyas learning styles have developed. As a swimming instructor she had to learn lesson plans for seven levels. She learnt the language on the lesson plans, memorized them, rewrote them, wrote down key words, practiced them in the car and practiced them in the pool. She gained knowledge through accuracy and efficiency. She was also assigned a mentor. She observed the mentor and asked questions. She gained knowledge through personal relevance. To fully understand the lesson plans, she rewrote them in a grid. The levels were written across the top and the drills were written down the side. This grid helped

create a clear picture of the succession for each level. When she qualified, her classes were videoed and she reflected on her lessons and received feedback from her supervisor. She gained knowledge through meaning and understanding. Tanya was learning through her experiences, feelings, reflections and actions. She used her whole brain for learning (Atkin, 1992)! Looking at Tanyas learning journey, we can see that she has been fortunate that her learning preferences have matched the teaching styles that were presented to her. Also she was raised in a culture where learning was encouraged and accepted as the norm, through her Dad, who was a teacher and at the girls school she attended. This positive experience has developed a passion to become a teacher so that others can have great learning experiences too.

Tanya is likely to teach from her own intelligences as these are where she feels comfortable. Her past experiences indicate her preferences lie in the verbal/linguistic, mathematical/logical, visual/spatial and interpersonal areas (Gardner, 1983; 1993). However, to be an effective teacher, her teaching strategies need to be responsive to the learning needs of individual students (Department of Education & Early Childhood Development, 2013). She will need to develop the following intelligence areas: bodily/kinesthetic, musical, and naturalistic and intrapersonal (Gardner, 1983; 1993). The latter being an important one to develop first, as reflecting and setting goals will help her in her learning journey to become an effective teacher.

References Atkin, J. (1992). Thinking: critical for learning. Townsville, Australia. Davidson, C. N. (2011). Now you see it: how the brain science of attention will transform the way we live, work and learn. New York, USA: Viking. pp.44-55 Department of Education and Early Childhood Development (DEECD). (2013). Principles of Learning and Teaching. Retrieved from http:// www.education.vic.gov.au/school/teachers/support/Pages/unpacked12.aspx Fleming, N.D. & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11, 137-155. Gardner, H. (1983; 1993). Frames of Mind: The theory of multiple intelligences. New York, USA: Basic Books.