This will be my third post on teaching in a shool system that shares a faith, when I myself do not share that faith. Earlier this week the staff at OLA and the entire Holy Spirit district went to a Spiritual Development Day. Among the very many things touched upon during the talks, one thing the speaker said a few times that stuck out to me was, "Are you majoring in the minor things?" A question like this has so many implications for considering life in general, but I want to turn this to education. I hope this post doesn't get to be too controversial. I merely intend it to be thought-provoking. I think to make this post a little balanced, I'll write one ranty thing, and one learning thing. I guess with that disclaimer I can come out and say like most teachers that I hate standardized testing. Hold on, this connects. I realize these tests are major things, or we consider them to be. But I think in terms of educational focus, it forces teachers (and their students) to major in minor things - worrying over what exact material will be on a large test, rather than focussing on more important learning behaviours and milestones. For instance, if teachers and students weren't worrying over the minutae of completing a standardized test and all that bodes for the future of students, careers and schools, they could major in big picture things like experiential and experimental learning, cultivating rich and capable personalities, and focusing on a bigger picture, bigger world outcome (as opposed to the outcome of a large test in the immediate future). Another thing I noticed when reflecting on my practice during my internship was how I did planning during the weeks. Like the Faculty of Education taught, we should write daily lesson plans. It is helpful to walk through each lesson plan to know what you're going to do through the day. But I felt so awful because half the page was taken up with writing the general and specific learning outcomes and it seemed like a lot of things to reprint every day. I also felt like it was sort of narrowing my vision and understanding of where we are going. It felt a bit like minor things, kind of trying to stack up and make sense together. Partway through, I changed how I planned. I began to write lesson plans for weeks instead of days at a time. So on the same sheet of paper, I would have all the LO's and assessments I would need that week. I would number them off and then have all my week learning activities (down to transition times and that sort of thing) all on one sheet. It really helped me see our direction more clearly, and I felt it was helpful to my students because I felt more in control. I wasn't looking at minor things, but looking at major ideas. This is not to say that I think the minor things are unimportant. There is a place for them. But I feel to look at the small things exclusively is a detriment. It means clarity on the next step is unavailable. I think it teaches our kids to think or dream or plan for the bigger things. It teaches them to only think of the next step, not the journey 1000 steps from now. So here's my question for other educators: are you majoring in minor things? How have you transitioned from minor things to major things? Until next time, M :)
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Meagan Fullerton-LeeMeagan is an aspiring teacher, voracious reader, tentative motorcyclist, and passionate gardener. In all things she sees education. Here she shares her passions. Archives
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