Being a History Teacher

I always enjoy attending the Queensland History Teachers Association state conference. It is an extremely enjoyable time, not just because of the food :) To hear the voices of like-minded people refreshes me and reminds me of why I love what I do. I feel truly blessed to have found a job which I am passionate about. History provides so much to explore. Students must develop an understanding of history and the skills required to evaluate events from the past. 

That last point is key. Within the new Australian History curriculum which is being introduced in 2013, there is a great emphasis on historical literacy. No longer is history simply about knowing names, dates or locations. Rather, the teaching of history is about empowering learners with the skills they need to interpret the sources from the past and make meaning of them. 

The development of these skills, within students, is my challenge. Not only do I need to provide students with a context in which they can understand the historical period, concepts and relationships, but I also need them to understand the inquiry process. Combining both of these elements effectively within a discussion is the goal. 

It is my desire to ensure all of my students are aware that this is what history is about. Within my teaching pedagogy, I am always looking for ways in which I can engage students with this. In particular, Web 2.0 tools are key for this. I am excited to see how this goal will be achieved within the 21st century environment. 

Image accessed from:

http://www.history-ontheweb.co.uk/ahssg/ahssg.htm

The Growing Paradigm for Schools and Teachers

The industry of education is experiencing a shift. A “google” of “education” will reveal the enormous discourse which is growing about how to improve the current system. This shift is being driven by the invasion of technology into the lives of the young whom we teach. 

It is no longer possible to engage students with a pedagogy that is rooted in the cultural era of the industrial revolution. 

The 21st century has brought about the digital revolution. All sectors of society are adapting to the change. Subsequently,  education has been forced to acquire a new paradigm. The success of education depends upon it. 

The companies that succeed within the 21st century are those that promote autonomy and creativity. Google would be a primary example. Time and time again, we hear the message that freedom for an employee allows them to focus on their passions and explore new ideas. I believe that such an approach must be applied within our education system. Within my own limited experience, I am yet to see this in practice. 

Is it not possible to provide teachers with one day a week when they are free to focus on developing stimulating, engaging and relevant teaching experiences? Are teachers free to spend the majority of their time doing what they do best? Or are our teachers too burdened with duties that distract them from their core role?

I know that with this changing paradigm a lot of questions are being asked. I believe this is the right place to begin. The next step, however, is to ensure that the change does occur and that creativity and autonomy are released within the many facets of education. 

For a more detailed discussion of these issues, check out the RSA video below. It is extremely well done and very thought provoking.

   

Reading and History

As a history teacher, I see reading as an intrinsic skill for any student. So much of what we do as historians is linked to the reading of sources. 

Literary sources need to be read in order to explore their content and theme before engaging with critical analysis. My concern is that students are becoming numb to the importance of reading. With so much visual stimulation available to a student, are they at risk of seeing reading as optional?

I therefore ask the question to teachers, how do you engage your students with reading? How do you frame the role of reading in  your classroom with disengaged teenagers? I am hearing the term “flipped” classroom discussed a lot at the moment. In reflecting on my teaching practices, maybe I need to be designing classroom practices that require reading in a different context to allow for more discussion/analysis in the classroom. Often when reading takes place in the classroom, the discussion/analysis process is limited to the end of the period and not completed.

I believe that the reading of literary sources is crucial for any historian. I acknowledge that visual sources are also key, however, literary engagement is of primary importance. Maybe there is a way in which reading historical sources can be engaged with through Web 2.0 technology.

I don’t necessarilly have the answers yet, rather I wish to document my thoughts on this topic.

Please feel free to leave any feedback.

Image accessed from:

http://www.shortfacts.com/2013/03/10/top-5-benefits-of-reading/