Teaching in the real world
Start by reading the following quote.
Chris Woodhead, the former chief inspector of schools, famously said that education is 'not applied child development.' He was trying to make the point that content matters, and that its teaching should be structured and rigorous.
Of course what children learn is important, but how they learn is crucial, too. Mr Woodhead and a succession of Tory ministers thought 'child-centred' were dirty words. It is time to clean up the concept, especially where the youngest children are concerned.
(Hofkins, 2003, p. 22)
In the activity on the right you will be asked to listen to two audio clips from 'Teachers diaries', a programme recorded for the BBC World Service Trust (date unknown).
The two teachers speaking face very different situations and challenges, but both attempt to incorporate the 'real world' and pupils' own experiences into their teaching programmes. As you listen, note the ways in which the real life situations of the pupils in each of the communities affect teaching and learning practice.
Both teachers give examples of mathematics lessons that have incorporated real life situations. In neither case is it apparent that this work was followed up with a critical approach to the wider issues, that is, those which could incorporate a global perspective or include teaching about sustainable development.
For example, how could investigating vehicles and roads be used to provide pupils with positive impressions of walking and cycling (probably the main forms of transport for these children from poor backgrounds)?
And how could the wishes of pupils in New York to receive expensive Christmas gifts be used as a basis for exploring needs, wants and child rights, or for exploring ideas about the meaning and value of celebrations in different cultures?
Look at the activity now.
Activity Resources:
Activity
- Click on the Sound icon and listen to the first clip, focusing on Boosy Siway Doletule, who teaches a class of 22 boys and 12 girls at Winnie Wengazi Primary School in Soweto, South Africa. Then listen to the second clip, focusing on Neme Alperstein, who is a teacher of 'gifted learners' in a multicultural primary school in New York.
To view the transcripts for the clips, click on the Text icon. - Design one follow-up activity based on the issues raised in either example which might challenge pupils to think critically about their perceptions, attitudes and values, and to increase their knowledge and understanding of the global dimension and sustainable development. Try the activity with a group of pupils or your own class.
