Home' Teacher : November 2010 Contents CURRICULUM & ASSESSMENT 27
Recently, a retiring primary school prin-
cipal was asked what she thought the class-
rooms of 2030 would look like. I imagined
my own school buzzing with robot teach-
ers, hover ca rs and online learning, but the
principal said she hoped schools would
remain the same, with teachers maintain-
ing excellent relationships with their stu-
We may live in an age of unparalleled
information and communication but in
many ways teaching has remained the same.
We wonder, tell stories, seek explanations,
and search for personal connections, mean-
ing and inspiration. Few humans, particu-
larly young ones, learn without a strong
desire to do so. All students stumble at
some point and require support. An effec-
tive teacher is there to pick them up and
push them to the next level. Effective teach-
ing is not about devices or trends; it's about
expert teachers engaging their students, and
working supportively with them to learn,
discover and celebrate the wonders of their
subject. No 'new' paradigm of learning can
replace that. T
Daniel Groenewald is an English teacher
who has taught at independent schools in
Melbourne and Perth. He has a Masters
of Education and Masters of Arts from
the University of Melbourne. His teaching
and research inte rests include infor mation
and communication technology, literacy,
linguistics, popular culture, middle years,
film and literature.
Barber, M. & Mourshed, M. (2007).
How the World's Best-performing School
Systems Come Out On Top. London:
McKinsey & Company.
Fullan , M. (1997). The Challenge of
School Change. Melbourne: Hawker
Love, K. Pigdon, K. Baker, & Hamston
J. (2005) Building Understandings
in Literacy and Teaching (BUILT)
CD-ROM. Melbourne: University of
Ministerial Council on Education,
Employment, Training and Youth Affairs.
(2008). Melbourne Declaration on
Educational Goals for Young Australians.
Melbourne: MCEET YA.
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