I’ve had to make adaptation to myself and what I know to be correct. I’ve had to remind myself more than once that this is also, “Language Arts”.
Another TEFL module complete with a return on assessment of 100%. This adventure’s name is “Adapting Subject Specific Material”. To achieve this, I had to give them what they wanted even though I disagree with their logic. “If it walks like a duck, if it smells like a duck, if it talks like a duck, it’s a duck”. There is of course the remote possibility I’m incorrect. I’m never wrong.
I said to a friend that I must rewire parts of my brain and when I explained my statement he agreed. A week or so after that encounter I changed my mind on having to rewire my mind. Analogy, “The junction boxes are already there in place and I have to build additional pathways that tie in to the existing circuitry”. I did tell my friend about the change of mind and why.
Thinking more simply is difficult. One of those new pathways I must build will allow me to think more simply and tie in with my critical thinking.
In the course of the course, I find myself having to go sideways and read more than is provided, so out I go researching the topic. I’ve read theory and practice and I find myself making judgements and decisions on those theories and practices. This is known as critical thinking. Were I not making decisions and judgements it would be abstract thought and not critical thinking.
In my journeying I stumbled in to the square root of all evil, “Common Core”. Lemme tell you, the square root of two isn’t the only thing irrational! Oddly or not, the PPP* was from Stanford University, “The Common Core For English Language Learners”. See slide 30, I had an elfin bovine with the conceptual ahead of the procedural in math! I said “ELFIN”, read it again.
The theories and concepts of Common Core in Language Arts from what I’ve seen and it isn’t a lot, is good. Art has far more room for the conceptual than Math and Science do. That art has far more room for conceptual approach than Math or Science do is a surprise to anyone how?
On another lateral move I wound up with “The Ontario Curriculum Grades 9 and 10 English”. This would have been a handy thing to have from the outset. In my opinion this document should have been provided as reference material for the glossary alone. Yes I told the educators about it, nicely.
From the Ontario document, “Teachers develop appropriate instructional strategies to help students achieve the curriculum expectations”. I’m finding the word “Expectations” in this Ministry document quite a bit. When I read, it certainly seems the philosophy is “No Child Left Behind” from the Common Core/Common Good theory.
The problem with “Expectations” is just that, they are “Expectations” and not “Demands”! Faulty and misleading language because these expectations they talk about should be, yes should be, DEMANDS. This “Demand” states what you must achieve to move on to the next level.
I’m just not seeing a problem with letting kids and these are kids in school, that we “Expect” the “Demands” to be met and if those demands are not met, there will be consequence. Maybe it’s just me again, but I believe learning the difference between “Expectation” and “Demand” is a pretty important life lesson.
I haven’t gone over the MoE Curriculum with a fine-tooth comb by any stretch of the imagination. I saw the grading scheme and it had 4 categories and they are, 50 to 59%, 60 to 69%, 70 to 79% and 80 to 100%. I didn’t see a designation for 0 to 49% so I’m guessing this is the, “Minimally Exceptional” George Carlin, who is an influence on me, was talking about in his take on language.
If you’re finding this writing clinical and analytical with a touch of snide that would be because it is. I have a structure that works for me and I like it because it is ordered. Even my “Snide” has order and purpose and is 100% ambiguity free.
Here’s a rather bold conclusion I’ve come to for you to chew on, you shouldn’t even be allowed to Teach until you’re 45. We need to revise the expression,” Those that can, do, and those that can’t, teach”. Change it in to this, “Those who can do, teach, those who can’t do are kept the hell out of the classroom”.
Me and “Good Friend” had some chatter going and at the time of writing I haven’t heard back from “Good Friend” on how it was received when I noted what appeared to be a “Comma Splice”. I’m hoping “Good Friend” sees how I’m changing and adapting and knowing “Good Friend”, yes and not so much.
I’ve moved in to the next module of this TEFL Course and I have encountered and satisfied the demands of, “Establishing Behaviour Norms”. Something makes me think most people wouldn’t want me doing that. C’est la vie**.
G.R. Hambley ©
October 14, 2017
*PPP – Power Point Presentation
** c’est la vie. french expression that is rather famous in english and other languages. it means “it is the life.” can also be trasnlated into english as: – “that’s life”