At the moment, I have the most profound opportunity to be able to be reflective of my own teaching pedagogy and to view others in their practice.
I was reminded today that as a child, I actually hated maths. It was a subject that I didn't understand. I arrived from the UK and could not recite my 2, 3 or 4 timetables like everyone else. I couldn't understand why it wasn't gelling. It wasn't until I began learning the 7 times tables that I realised that there was a number pattern, which I was then able to transfer the same skill into other learning other times tables.
Fast forward almost 40 years and I get totally excited about teaching maths now. Using ten frames and seeing little ones subitising when using dice. Knowing that when they roll a 6 and 4 they just know that its 10. There's a trust in the number and a belief that they can do maths!
What I love about the research into the brain, is that so much of our learning happens through doing. The practical outworking of ensuring that our learners are actively involved in real life situations and seeing that learning happens through doing. But also working within a child's Zone of Proximal Development is key!
I observed an amazing educator last week run through a Heggerty spelling lesson and boy were they
good! What I loved the most was their passion. Their passion for their craft was exceptional and also transferred into the students. Not only were the high expectations being transferred across into their learning, you can see their brains taking in the information and then using it directly into their spelling!!!
Brains are pliable, exceptional and amazing. As educators we need to be open enough to our children's learning so that their experiences are shaped and guided by their questions and provocations. Yes, there is a curriculum to teach, but your methods of gently guiding and using brain based activities, both can be achieved.
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