Memorable experience

I think life is one long memorable experience. Thinking of discreet happenings lots come to mind but learning to horse ride was very memorable for me. It was a challenge of my willpower and fortitude to communicate with my strong willed mare, and make her respond to my commands so we could get to the point that we worked as a team. My  riding instructor was so patient and consistent. She never gave up, we worked together, discussing techniques and considering alternative possibilities. All the time she consistently modelled the correct way which got the results.This made a big difference, watching, learning and trying for myself until eventually Manita, my mare and I could attempt the dressage circuit. It was an achievement and it was the practice and desire to do it that sustained the long effort.    

Thoughts on Practical Theory

Dorovolomo (2004) writes about teachers having a “sense of ownership” of their work.  Certainly this what has helped me to develop and change my practical theory over the years.  The formulation of this theory to get to the current paradigm I teach out of has definitely been a combination of my own values, beliefs and goals. But in looking back and reflecting on this evolving theory I have to say the context of my teaching has been a significant driving factor. These ‘varying contextual climates’ have given me the opportunity to work within education communities that held their own strong philosophies and values, to teach alongside colleagues who had a wealth of experience and I experienced  their own practical theories in action and of course to learn from the learners themselves, the students.
I started teaching in school education in 1975 when there was a huge ‘de-schooling movement’ in Australia. It was an exciting time when new ideas about teaching and learning were emerging. Parents were passionate about their children’s education, we were passionate about making changes, the education system was sympathetic. We had great philosophical discussions in the staff room, trialled new programs, tried creative teaching methods and didn’t have the cramped curriculum found in schools today. This was a great foundation on which to build my practical theory.

             Since then I’ve observed learning theories and methodologies come and go. I’ve seen the introduction of outcomes based education and a system driven by assessments where teachers complain about teaching for testing within a top heavy curriculum. But through all of this, I have taken my experiences on board and developed my own personal identity as a teacher. When I completed my Masters of Ed in 2007, I felt so enthusiastic again that the passion had revived that I felt back in 1970’s. I’ve been teaching for 35 years and I absolutely agree with the notion of teacher’s practical theory.   Mine is currently informed by positive psychology through recognising the importance of motivation and joy in learning. Csikszentmihalyi ‘s research on ‘the state of flow’ is an important factor in my own theory because I have seen how the engagement of emotions is a driving factor in understanding which leads to a state of deep learning. Mental states matter is my mantra. I have particularly observed this in adult learners from all cultural backgrounds. It is a common state we all share.

Introduction

Hi,
My name is Julie and I'm teaching at Sharjah Women's and Men's Colleges. This semester I'm in the Liberal Arts Faculty teaching creative writing to the bachelor students as well as academic english in the Education Faculty.
I'm from Australia and I was teaching at the University of Sydney before coming to HCT. I've had a long teaching career in school education and higher education in Oz.
I'm looking forward to getting settled into the course once I'm in a routine and I've solved the computer probs I'm having.
Cheers.