In traditional education settings, we focus on answers. But what we probably should focus on is how a student behaves when they don’t know the answer.
If the question is ambiguous, the clarity needs to be in the answer.
I was listening to ABC Classic FM in the car yesterday, and there was a piece that was really bugging me, because I couldn’t for the life of me find the beat! Every time I thought I had it, I knew immediately I was wrong. By the time the piece was over I had worked it out though (with much concentration and effort!) – it was in 15/8! Fifteen quavers to a bar!
That made me realise that now I know how my students who struggle with rhythm and aural skills feel! So I then spent some time reflecting on how I would help explain to these students how to identify a time signature in an unknown piece of music, as well as what strategies I would provide to them.
Most teachers think they know their subject. I know I did. But what I have discovered during my prac placements is that I have great potential to be able to explain my subject effectively, but just because I know something to be true doesn’t mean I can explain it to each of my students (who might all need different information in order to glean their own understanding) or provide pertinent examples to them at the drop of a hat.
So, this summer will be spent revising and collecting a wide variety of examples, with the aim of being well prepared for the new year.
One final thought – I have also realised that many students know, accept and expect that their teachers know how to teach – it is the subject matter knowledge that they sometimes doubt that their teacher(s) have. There are various reasons for this, including outside tuition in specialist areas like music, however we are doing our students are disservice if our ability to convey our knowledge effectively is not up to scratch.