CONTRIBUTORS The inadvertent learner
This month, in our ongoing collaboration with Edge Hill University curated by ALICIA BLANCO-BAYO, Early Years Lecturer and WTEY Programme Leader at the University’s Faculty of Education, we’re delighted to hear from LYNN KEARNEY, Lynn Kearney, a Y2 student on the BA (Hons) Primary Early Years with QTS at Edge Hill University
It is often said that children are intrinsically motivated to learn, and teachers and education professionals work tirelessly to aid that process through effective and engaging lessons. Dedicated teachers often work above and beyond to ensure children reach their full potential and thrive. Yet what about the inadvertent learning that often remains
unspoken? Do the children in our classrooms learn only the positives from us, or are we subjecting them to lessons and hidden messages that could be detrimental to them?
I have a recollection from primary school of returning to school after the summer holidays. Each year I watched as taller children were praised and celebrated for getting taller, whilst I received a sympathetic smile and consolation words of “maybe next year”. This may seem harmless, and of course it was never intended to be harmful. It was merely part of a mathematics lesson, but I became self-conscious about my height and my inability to make myself get taller. I became known as ‘only little’ or ‘just small’, comments that are still attributed to me now. The insinuation that small is lesser can be damaging and hurtful, so as teachers we surely should be more mindful of the messages we convey, whether explicitly or implicitly.
How about the teacher who shouts at a child across a classroom because they are not showing the types of behaviours they would like to see? Are they teaching the children anything inadvertently from the way they have chosen to manage the situation? There are several ways in which an adult’s behaviour could affect the children in our classroom. Some children may learn from the adult shouting that they should be cautious of them or of anyone who shouts. Another child might have learnt that they should shout to get what they want or to gain power. Other children may have observed how to gain attention from the teacher or their peers.
Of course, there are often positives and negatives to all situations, and this is no exception. Inadvertent learning can also occur when the teacher responds effectively towards others, demonstrating kindness and consideration, modelling effective ways of communication. The teacher who reassures children that they are loved and special just as they are, is helping to embed a strong sense of self in the children. So inadvertent learning can be prevalent in so much of what we do when working with children.
With ever-growing demands on teachers and professionals, it could be argued that always getting it right has never been more difficult, and of course we are likely to make mistakes along the way, particularly with rising stress levels. Mindful professionals may improve their ongoing practice by reflecting rigorously, monitoring, and considering occurrences of accidental learning, and developing ways to prevent adverse effects on children.
Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world”. Remembering that children are learning every second of every day, we must be mindful of what we are teaching them and how this can impact on them now and beyond. In such a privileged position of teaching, let us provide children with the most powerful weapon they could possess.
The power of tech in the classroom
In her regular column this month,
STEMtastic! founder KIRSTY BERTENSHAW picks up on the theme of classroom technology and explains how she uses it to inspire her students to learn.
Long past are the days of excitement in the class as the TV and video player were wheeled in, but technology still has the power to enthuse and excite our learners. Students are often keen to engage in any activity where they get to use technology. We have the old favourite activities such as researching projects and answering a question sheet using computers, but as technology moves on, so should we! Here are a few of my current favourite uses of technology, which might lend inspiration to your classroom too. Microscopes
As a science teacher, teaching a class to use microscopes is a tricky exercise. Some students are very quick at picking up the skills and can carefully focus their microscopes, while others take longer to get accustomed to the fine focus adjustments. In my early years of teaching, these lessons would result in me running around the room checking each student’s set up, helping them to focus and identifying anomalies such as air bubbles or eye lashes on the eye piece. Digital microscopes can make the process much easier and more successful. Using a video microscope, the teacher can demonstrate what air bubbles and other artifacts might look like. Students can see how turning the focus knob affects the view and how gentle they must be before they try independently. This also helps alleviate the fear of failure for some students as they are prepared for what they will experience. Immersive virtual reality
Photographs have improved in quality, and amazing detail can now be seen when examining them. They still don’t match up to being somewhere in reality though. Immersive virtual reality, whether using carboard viewers and smart phones, or something more hi-tech, can completely change a student’s experience. When looking at ecosystems and habitats, students can be immersed in the ocean, walking around the sea floor, and viewing the wildlife around them. They can fly through the solar system passing each planet and seeing the size difference and space between them. While a school trip to Rome may be unattainable, students can explore the Colosseum using virtual reality. “Virtual field trips” have already been in use for some time, and some museums even offer virtual tours. Using games for learning
Sometimes called gamification, using games in the classroom is great way to personalise learning, allowing students to learn at their own rate. There are a great deal of online maths, English, languages and science games in existence already, and with free to use quiz websites such as Wordwall, appropriate quizzes and games can be produced quickly and easily for a class. Games are also a fabulous alternative for any students reluctant to learn, or who need self-confidence. An example of a game which is a good science resource (though not personalised), would be “Operation Ouch! It takes Guts” by the BBC, which take students on a tour of the digestive system, teaching them what each part does as they complete the game. Other education games offer customisable characters and the option to save progress. If the budget is tight, there are plenty of free games available that students can be directed to.
I prefer to explore a curriculum area at its basic level, then introduce the game and let students explore at their own rate while being on hand to assist or explain any tricky concepts – although students are often found helping each other.
Technology advances quickly and embracing and including it in our lessons in all forms, can benefit both teachers and students!
Kirsty is the founder of STEMtastic, an education consultancy with a focus on Science, Technology, Engineering and Maths
www.stemtastic.co.uk
March 2023
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