Monthly Archives: August 2013

Book: The Skilful Teacher

The Skilful Teacher: On technique, trust and responsiveness in the classroom

Expert, practical teaching advice.
279 pages, ★★★★

One of my lecturers at Monash University confessed to having an “academic crush” on this author when she started her teaching career. I can see why: Brookfield’s advice is useful, comprehensive and easy to read. It’s neither overly theoretical, nor weighed down by excessive branding (like the UbD and Whole Brain Teaching initiatives). I see this book by Stephen Brookfield as a one-man supplement to the PEEL teaching handbooks.

I’ve summarised some of the book’s highlights below.

First, bad classes are not your fault. Don’t take bad classes to heart.

Second, over-intervention and over-encouragement can cause negative effects: anxiety, patronisation, distrust and dependence. This begs the question: how should teachers occupy themselves when they’re at the sidelines in the classroom?

Third, I love this passage on page 90. Take a look at the images below.

photo 1 photo 2

Fourth, the book makes “critical incident questionnaire” (CIQ) a key selling point. The letters ‘CIQ’ are present on almost every double-page. CIQ forms train students to become reflective learners and provide teachers with up-to-date feedback about which ideas/concepts were taught clearly and which ideas/concepts were not. The author is a major supporter of quick CIQ forms in all classes.

Fifth, write helpful comments, whether they’re critical or supportive. Written comments should be clear, immediate, regular, accessible, individualised, affirming, future-oriented, justifiable and educative.

Sixth, don’t succumb to “conversional obsession” (the act of trying to convert impossibly stubborn students).

Seventh, manage your email trail. Which conversations might require a written record? Which conversations are best kept unwritten?

Finally, he ends with a joke. The last of 15 pieces of advice in the final chapter is written as follows: “Maxim 15: Don’t Trust What You’ve Just Read”.

Of course, everyone’s reading will be different. You’ll notice ideas in this book that I overlooked. I strongly recommend this book for any professional teacher. This book isn’t wholly relevant, but there’s a lot of relevance in this book. ★★★★

Book: Mindful Learning

Mindful Learning by David B. Strahan

Obvious, practical advice.
212 pages, ★★★★

Mindful Learning is exactly what you’d expect from looking at its title. It combines the results of four years’ collaborative research by teachers and students into how best to engage students in the learning process at school. Most of the book’s solutions are either well-established theories or are common sense. I’ve summarised four of my favourite snippets below.

First, most interesting was the “learning and face” section. Peer pressure and teacher pressure are often contradictory. Some students also feel pressured into “acting Black” or “acting Latino”, which often contradicts the wishes of their parents and teachers. Students hold the misconception that “being smart” is a “gift from birth”, and isn’t the result of tenacious practice. School students want success to be seen as effortless (“I didn’t practice for this test at all”), and failures to be seen either as inadvertent or someone else’s fault (“I forgot my homework/sports kit”).

Second, all our actions are efforts to fulfil five basic needs: security, belonging, power, freedom and fun. While this theory is by no means perfect, it’s a simple way for some students to develop more empathy. This theory comes from Glasser (1993).

Third, teaching and learning should be integrated with life; i.e. school curricula should be relevant! This is common sense, but is seldom carried out.

Finally, in a verbatim classroom transcript on page 29, a teacher asks a class how to calculate the volume of a fish. I tried it out with great success—it’s the best question I’ve ever set in a maths class. More on this later.

This book is more of a blend (like PEEL) than a brand (like UbD). It’s a collection of common sense teaching practices, and for that reason, I give it a positive review. I recommend this as a light, supplementary reading for existing professional teachers. ★★★★