One of the biggest concepts I try to explain about teaching, is pouring knowledge out of your head and praying that it is going into young minds.
For example, today I taught A Level Media Studies, discussing theoretical perspectives on our perceptions of DVD covers, then a lesson on creating and using photoshop. Following that, a journey back to 1914, the First World War and propaganda, finally finishing in 1794 to analyse Blake’s “London”.
Exhaustion from time travel was not listed in the job description.
In between these exceptional talented original inspiring lessons, there are intricate moments where we, as educators, step out of the curriculum maps and year plans, the SOWs (Schemes of Work) and orders from above, to educate on wider issues. The lessons that aren’t written into the syllabus.
During my visit to the Western Front with Year 9 learning about Brooke’s “The Soldier”, we debated patriotism and discussed the meaning of being British. We shared perceptions of Britain – Brexit was one word suggested by a student. How apt – and worked together to form a national identity. Even more fitting and enriched by the wealth of backgrounds in the room, including a Cambodian student who told me that their favourite feature was “the beautiful countryside“.
In my A Level lessons, we talked about their futures. I took time to talk with them about their possible routes and goals, reflecting on my own and giving advice about university, working and making your way in the modern world.
By the end of the day, my GCSE class were crawling through C18th London and discussing possibilities that our society hasn’t changed much since Blake’s outrage in 1794. We envisioned ourselves as poverty-stricken peasants in France, enraged by the aristocrats and their wealth, finally coming to a conclusion – the Revolution. They understood equality. We communicated about what an ideal society looks like and how to look after everyone in it.
These small moments, pockets of real life, are not only crucial to making past literature and modern skills relevant in the world of 2019, but also teaches them the lessons* that aren’t on their timetables.
These ‘extra curricular’ elements to my job add so much wealth to being a teacher. It clarifies that we aren’t just people in front of a blackboard whiteboard. We aren’t just markers of books and makers of resources. We’re humans. Teaching littler humans. About being human.
*examples of ‘lessons’ I’ve taught over the years:
- Romeo and Juliet: breastfeeding. Explaining the role of the Nurse being a ‘Wet Nurse’ (cue giggles from Male students) and explaining the roles of mothers and wet nurses in the 16th century. Have to discuss that without weaning both the child and breasts, milk can continue to produce. Can include questions on method- cabbage leaves mentioned.
- Shakespeare: he’s dead. Long dead. No he wasn’t gay. He did have a life.
- First World War: did not involve fighting Nazis. Didn’t have tanks.
- General: use of communication before phones. Letters. Morse code. Reporting. Yes carrier pigeons are a thing. (No you can’t train and bring one to school)
- Romeo and Juliet: Juliet marrying at thirteen. Explaining periods and puberty being a crucial factor in determining girls for marriage in history. No Romeo was not a paedophile.
- Glue: no a Pritt stick will not give you a glue sniffing addiction.
teaching and tara 