TEACHER TRAINING INTRODUCTORY STATEMENT

05.07.02

‘Throughout your life advance daily,
becoming more skillful than yesterday,
more skilful than today.  This is never-ending.’

- Yamamoto Tsunetomo, Hagakure, The Way of the Samurai 

It is said that a good teacher is firstly a good learner.  If we live each day in expectation of learning opportunities, we will quite naturally generate an environment of learning around us – and thus more ably promote learning in others.  Learning requires great humility, receptivity and responsibility: In recognising personal limitations, while remaining confident in our knowledge and ability, we seek challenge, direction and change through new situations and relationships.  It is this personal search and growth that allows us not only to relate to our pupils on the equal footing of mutual learning – whereby we encourage openness, honesty, dedication and humour – but also enhances our sensitivity to their needs so that we lead by example those less able to engage.

A teacher should:

Provide a clear and relevant presentation/recap of task/learning objective.
Impart the knowledge, resources or skills required to achieve it.
Set quantifiable parameters - time scale, quality, amount.
Interact corporately and personally – to encourage, guide, evaluate – allowing for corporate and individual response.
Be open to improvise according to the feel of the class.

A pupil should:

Understand and remember the key aspects of the task/learning objective.
Feel challenged but able and motivated to work.
Confidently express relevant concerns/opinions/knowledge appropriately to staff or peers.