After my prep year I went into Grade One with confidence about my English abilities and over the school holidays I had started to read ‘chapter books.’ I remember at the beginning of the year, going into the classroom with my new chapter book and showing my teacher. As an indication of what was to happen over the next year she simply stated ‘maybe you should try this other book- it is more at your level.’ When I told my mother about what my teacher had said she told me not to worry, and to continue reading the books I had been previously reading. As stated my mum then tried to speak to my teacher, but when that conversation did little to resolve the issue, she continued to encourage my reading in private.
Thus, when I started Grade Two I was a little bit apprehensive about what to expect from my teacher. I need not have worried. My Second Grade teacher like my Prep teacher- made me realise English was enjoyable. That year her mother and I pushed me to develop my vocabulary, by setting me the task of looking up any word I did not know the meaning of, in the dictionary. To demonstrate how important Mrs Turner thought reading was, she gave everyone a book based on his or her interest and abilities, as an end of year present. I was one of the few students who got a ‘grown up’ book and this inspired me to read even further over the holidays. As such, it did not matter I had an uninspiring teacher in my early years of schooling, due to the other positive experiences I had and continued to have in the rest of my primary school years.
Walking into my English class for the first time in Year Seven however, I was excited, as I felt I was going to be learning like a ‘grown up’. Over they year this did not eventuate for a number of reasons. The first reason was the English class had mixed abilities and as such, the teacher often spent more time disciplining those misbehaving, rather than extending those students that needed it. He also encouraged numerous closed question and answer responses to the texts we were studying, and this made me feel like I was just telling him information I already knew. “Rote learning emphasises the identification and recognition of information and correct solutions to problems.” (Petrosky, in Doecke et al, 2006, p. 85) This quote highlights a type of ‘teaching to a test’, where students are taught to be able to recite facts or provide the right answers. Thus, I felt this type of teaching did not inspire me to read the class texts properly, and it even went as far as me stopping reading books for enjoyment for a short period of time.
After this rather disappointing first year of secondary school English, I then had the best three years of teaching in the subject, due to two teachers. Both teachers had contrasting styles - one was contemporary and significantly younger, the other stricter and more old fashioned. This demonstrated two things to me: firstly it does not matter how your students perceive you, as long you can motivate them, and secondly they should have the skills to critically reflect on what they are learning. During those three years we were able to negotiate and have more control over the learning process as students, by choosing our texts to study as a class. “For the many who avoid reading…the issue is that they have not been provided with any understanding of what reading is for.” (Nieuwenhuizen, 2007:7) Thus, by being allowed to choose our won texts meant it made us more motivated to read them, and to understand the meaning of them.
I also benefited due to the students in the English class being at a higher level. Due to the students in the class, both teachers were able to place less of an emphasis on ‘chalk and talk’ methods, and instead they could focus on a variety of other activities that made learning English fun, but also worthwhile. For example, we had a trip to the theatre in Melbourne, which for a small English class from the country, it was a pretty big deal. The experiences I had and the knowledge I gained in these English classes, taught me that we did not have to accept dominant discourses, we could challenge them, and in particular students from poor, rural schools could obtain high scores in the VCE.
My VCE English experience while not as enlightening as my three years prior, still taught me some valuable lessons. The emphasis in the two years of VCE English at my school was centred on two key areas: independent learning and group work. Most of our work was either done alone, with some assistance by the teacher or in small groups, rather than learning as a whole class. I felt this was a worthwhile experience as a student, due to the onus being on us to seek out the knowledge we needed to do well. The teachers however, still gave us the tools we required to pass the exams, but they wanted us at the same time to have some control over the learning process for ourselves.
Thus, when I began university- the whole ‘independent learner’ thing was not such an issue for me. I had for the past two years been taught how to research and to write essays - independently. If I did not know how to do something, I also knew where to look and who to ask for help. As such, I found my transition to university compared to some other students, who had been ‘spoon fed’ much easier. It is crucial therefore, with such high drop out rates amongst first year students that teachers at a senior secondary level provide pupils with the skills needed to succeed in further education. Sawyer illustrates the importance of this “teachers tended to stress that students should not be ‘taught down to’ or even ‘led by the hand’ to too great a degree.” (et al, 2001, p.63)
By learning English both in formal and informal ways, has provided me with different and varied opportunities to develop the views and values I now hold. I was extremely lucky to have a mother who was supportive of my English abilities, and who taught me many important lessons about the subject. The most important one was that it does not matter what your background is or where you come from- you still have the potential to succeed at school. At times however I think being able to speed read is probably even more important, because it always means I get the sports section first in the newspaper, when I am with my boyfriend!
My learning about the English subject has not stopped however, and I am continuing to develop new views as I engage with literature, and speak to a range of different teachers on practicum placement. At present, the majority of my teachers and teachers I have observed, have shown me that English is a subject where you can challenge the dominant discourses and actually do something about it. They have also taught me the value of different learning activities and catering for all students - not just the majority. Finally, my best English teacher has shown me that students can succeed in tests, while concurrently enjoying the subject as well.
This essay, the views and values from my experiences as an English learner, and the university subjects I have studied, have provided me with ideas of the teacher I would like to become. I would therefore, like to explain briefly the qualities I think are most important. The first is using different learning activities and approaches with different students. On my practicum recently I spoke to an experienced English teacher who changed her activities regularly depending on the students and their abilities, to give everyone in the class a chance to participate. Secondly, students of all ages benefit from the teacher reading aloud, as it develops their listening skills and noting techniques. Nieuwenhuizen’s quote demonstrates this “he reads aloud to them and keeps reading until the students become so engrossed…they start to get what books can offer.” (2007, p.7)
Next, technology is becoming more widely used in the classroom and in a subject like English it can really benefit the students. English teacher Prue Gill highlights this, “…on line discussion has extended the conversations I have with students often about writing, and has strengthened the sense of each class as a small learning community.” (in Doecke and Parr, 2005, p.150) We should therefore, be providing our students with opportunities to engage in mediums that they are more familiar with or comfortable using. The approach to introducing online discussions is an area that could provide those students that do not usually participate in class, a real chance to do so.
The politics of teaching and the competing discourses is another area that is difficult as an English teacher. “Teachers ‘ work is deeply personal and private, but also unavoidably public and political.” (Bulfin, in Doecke and Parr, 2005, p.41) Teachers have to juggle the demands of the curriculum, the parents, the school, and other faculty members. Thus, it can be difficult not to focus on a particular incident, which could make you doubt whether or not you will become a good English teacher. I think it is important therefore, for the beginning teacher to realise that whilst it is difficult to negotiate all these competing discourses, it can be achieved. This leads into the real value of professional engagement and the level of support a beginning English teacher requires. After reading Scott Bulfin’s article it made me realise that it is difficult being a new teacher, and sometimes you do not get the support or help you need. Also after your first year the assistance seems to drop off significantly, but when does a new teacher become an experienced one?
The essay has allowed me to take a significant issue as an English learner and analyse the impact it has had on me. In combination with my views and values and previous experiences, and through further reading, this essay has enabled me to reflect on the learning process and the type of teacher I want to become. The most important thing for me as an English teacher will be to ensure my students participate effectively in the classroom to achieve the goals we have set, to be able to critically reflect and finally they should enjoy the subject. If I can achieve all three of these things, along with negotiating the other discourses I will be on the way to be coming a successful English teacher.
List of References
Bulfin, S. (2005) ‘Conversation + Collaboration + Writing = Professional Learning’, in Doecke, B. and Parr, G. (eds.), Writing = learning, Kent Town, SA: Wakefield Press in association with the Australian Association for the Teaching of English, pg. 41
Emmitt, M, Komesaroff, L and Pollock, J. (2006) ‘Learning literacy and 'References' in Language and learning: an introduction for teaching, (4th ed.) Oxford: Oxford University Press, pp.204-218.
Gill, P. (2005) ‘Talking to Write: On Line conversations in the Literature Classroom’, in Doecke, B. and Parr, G. (eds.), Writing = learning, Kent Town, SA: Wakefield Press in association with the Australian Association for the Teaching of English, pg. 150.
Nieuwenhuizen, A. (2007) 'How we lost the plot', The Age, August 11, p.7.
Petrosky, A. (2006) ‘Inquiry Teaching and Learning in an Environment Shaped by Behavioural Standards and High Stake Tests’, in Doecke, B., Howie, M. and Sawyer, W. (eds.), Only connect-: English teaching, schooling and community, Kent Town, SA: Wakefield Press in association with the Australian Association for the Teaching of English, pg. 85.
Sawyer, W, Ayers, P and Dinham, S. (2001) ‘What Does an Effective Year 12 English Teacher Look Like”, in STELLA- Combined Issue of English in Australia and Literacy Learning: The Middle Years, pp. 51-63
Van Haren, Rita. 2002, (online) ‘An Academic Endeavour: Year 9’, Standards for Teachers of English Literacy and Language in Australia, , accessed 3rd of April, 2010
