INTERNATIONAL STUDENTS

A Compote of general material prepared for International Students undertaking the Graduate Diploma Program at CDU in 2012 and 2013.

Please note this document is written in a way that reflects my working with a group of students from several Asian Countries. They were training as teachers at Charles Darwin University. This is the first of a series. I am realigning some of my earlier notes and will send these to you as they are updated.

1. Introduction

Thank you to those who were able to come to our conversation on Thursday afternoon. I think it was helpful for us to share time. Students need to have the opportunity to talk and express opinions. Sometimes students have questions they want to ask, and there may not be a forum or the opportunity for this to happen. Another thing discussion helps is for people to realise that others could share their issues. Talking things over and working together in a group situation can be wise.

There were several things you raised which I will take on board. The requested information will also be organised in the next few days.

The issues you raised were, in part, some of those I had listed to discuss. Some other points I had in mind did not come up, so I will discuss them with you in this email.

An important thing for you to consider is that ‘at risk’ where this applies can be taken to mean ‘an extension’ being the opportunity for you to continue to develop and consolidate your teaching development and understanding. This is an essential process because it would be altogether unwise and unfair on you to suggest that everything had even been completed satisfactorily if that was not the case. That would be selling you short and also doing a disservice to the school and the children where you might go and teach on graduating from the course.

One of the things I would urge is that you consider your development to date. Take note of both the theoretical subjects completed and the practical teaching work undertaken.

Think about the things you have done well and celebrate your successes. Think about the ongoing nature of your course and things you might do differently and possibly better if you continue the program. It is always essential to self-evaluate and note your progress in a reflective journal.

2. Matter, manner and method – including VOICE

What you teach, how and why you teach, all come into the equation. Matter or content is prescribed mainly within the curriculum. Children and students need to understand the relevance and ‘why’ things are being taught, why they are necessary and how they are applied. Manner, or ‘how’ you teach, is down to your personality and characteristics. The “3M’s” all connect to help “make” a teacher.

I wanted to place particular emphasis on VOICE. While correct language use is essential, so is how teachers use their voices. It is, in my opinion, important that teachers are conversational with and when dealing with children and students. Many teachers forsake the idea of conversation and use a commanding voice with students most of the time they interact. Their vocal tones can become very unpleasant. The way we talk, as well as what we say, is significant.

3. Facial characteristics

The facial expressions teachers use are essential. It’s important that teachers look happy, relaxed and pleasant. Children and students do not respond well to those who look unhappy, uptight, overly and constantly serious or miserable. The face is an essential part of a teacher’s makeup.

4. Stance and attitude

The way teachers stand, their deportment, their physicality and the way they appear are important considerations. Look and act comfortably, but ensure posture is not overly rigid or overly relaxed and sloppy. There are set a critical example to children and students in how they stand, sit, walk and act. If you are well prepared, this will help your confidence. That will reflect through the matter of how you look and function.

Part of this is to relax with children and students. Don’t be stand-offish and aloof, and always maintain careful standards.

5. Dress standards

Be sure you understand the dress codes that apply to members of staff. If unsure, ask so that you know the dress sense applying to your school. Smart and casual generally fit.

To be continiued