Every time I hear the Ministry of Education criticize teachers for one size fits all and the talk about the need for teachers to be facilitators, rather than teachers, that we need to get out of the classroom, we need to use 21st century technology, teach critical thinking, etc., I think of all of the many times that teachers have done just that. And they were doing it in the 20th century. These are the times that our children will remember well into adulthood. On a quick look through BC Teacher Archives, I found the following. I have selected only a few, but I could have filled many, many pages with these stories.
I have no doubt that there is a need for training and professional development to help teachers keep up with the
technological times. And teachers are eager to learn. But I would like to ask the Minister not to insult us by inferring that we need fixing. I ask that he support teachers to be able to teach in whatever way best suits their classes. Support us, don’t tell us how to teach.
Teacher Newsmagazine
Volume 10, Number 7, May/June 1998
Students mine a rich vein of history
by Werner Kaschel
For three days in early June, school bags are filled not with texts and notebooks, but with camping equipment, small first-aid kits and gold pans. The classroom is the outdoors.
Teacher Newsmagazine
Volume 11, Number 1, September 1998
An experience in environmental education
by Steve Lott
These are Grade 7 city kids and for most of them it is the first time they have been to a beach llike this, even though it's only 20 minutes by bus from our school. I have brought them here in the hope that such an out-of-school experience will broaden their appreciation of where they live and what it means to be a member of a complex ecological community.
Teacher Newsmagazine
Volume 10, Number 3, Nov/Dec 1997
Adventures in Math and Science
by Alan Gregson
Adventures in Math and Science is a multilayered celebration of learning, prepared and delivered by teachers in collaboration with professional services, business partners, community newspapers, parents and a host of other volunteers.
Teacher Newsmagazine
Volume 11, Number 2, October 1998
From Coquitlam to the Yukon
by Chris King and Phil Wright
The value that the students received from the experience can never be measured.
Teacher Newsmagazine
Volume 13, Number 1, September 2000
First Nations students explore cultural heritage
by Jeff Crocker
The Abby Junior students and teachers will have Kyuquot Sound and the beauty of that remote land imprinted on our minds forever.
So it appears as though using the community, both locally and globally has been going on for a long time. Its nothing new. However, all of these events are highly dependent on funding, which in the last 10 years, has been woefully inadequate.
Then the Ministry infers that we are all technological luddites. However it seems that online teaching innovations have been around for years.
In April 1997 May Knapp reported about on online experience between Richmond's Walter Lee Elementary School and Vanderhoof's Evelyn Dickson Elementary. The schools participated in a workshop to launch a new discovery-based online game for elementary students.
Before the digital natives came around there were many teachers that were digital pioneers!
The following year Shayne Konar, a teacher in Grand Forks reported the following amazing experience to the BCTF Teacher Magazine.
"The results, so far, of this hi-tech, hands-on approach to curriculum and learning have been exciting. While Lach is currently in Central America, and a long way from home (Castlegar), he's not alone on his journey. Students "ride along" with him courtesy of a global phone satellite link, digital camera, and computer providing direct voice and data communications to classrooms in Grand Forks. The alignment of time zones affords the opportunity for real time interaction/conversation with Lach as he travels through diverse cultures, languages, and lifestyles. The "passengers" on this trip are anything but passive. They receive and send e-mail, learn Spanish, and research how people live, their environment and history. Diverse questions about politics, economics, the effects of El Nino, ecology, and unique features can be answered on the spot. Students are in charge of their learning: directing Lach, becoming navigators, and plotting co-ordinates and trip direction."
And in September 1997, Lance Read recognized that, "computers are excellent tools for assisting people in the efficient collection of information and the enhancement and presentation of thoughts and ideas surrounding that information."
In the May/June 2000 issue Henning von Krogh wrote about "Technology and the changing role of a teacher."
"How does this affect my workload and the expectations of me? As the science specialist, I am responsible for students enrolled in Science 8, 9, 10, Biology 11, 12, Chemistry 11, 12, Physics 11, Geography 12, Forestry 11, 12, Earth Science 11.
I am also available to help students in Math 8, 9, 10, 11A, or anything else they might ask. I am responsible for helping students with technical support, answering any questions, at any point in any of these courses, and trouble-shooting the new system. I am to modify the courses if I deem it beneficial, add in my "best practices," "learn" new material for courses I have not taught before, negotiate alternate projects for students wishing to replace Pathfinder work with more active research and investigation, make the courses more relevant and essentially be a mentor to all students. With 23 years of teaching experience, a solid background in many of these courses and the confidence that comes with practice, it is easier for me. What of a beginning teacher? Where would one start?"
The Ministry also speaks about the need for teaching critical thinking. I think we've known about that for years as well.
Teacher Newsmagazine
Volume 9, Number 4, Jan/Feb. 1997
Teaching Children is Labour Intensive
by Janet Amsden
We have altered our teaching to make a system that conforms to the child rather than one that forces the child to conform to the system with class sizes of 30 or less, we know our students much better than our teachers knew us. Education has become child centred, no longer teacher centred.
Teacher Newsmagazine
Volume 11, Number 1, September 1998
Teach critical thinking through historical problem solving
by Linda Clode
Using their critical thinking skills of analysis, synthesis, and evaluation, students can propose alternative solutions to the decisions made in the past. Applying problem solving to history encourages students to see the importance of careful consideration of the problems facing the nations and to come to the realization that consequences of any decision are inevitable
But what is especially great is that teachers can offer the human touch. They understand that there are other needs of children as is shown in the following article. How wonderful!
Teacher Newsmagazine
Volume 10, Number 2, October 1997
The Refuge: one school's heart, all schools' hope?
by Gavin Hainsworth
"In the current storm of passionate interest in technology, one school, Ridgeway Elementary, of North Vancouver, has planted a walled garden at its centre instead of a MacLab. Appropriately called the Refuge, this sanctuary to students and teachers alike has transformed the school and community in ways that Voltaire (and many others) would approve. In an otherwise sterile urban environment, students can walk down the hall and open a door to find nature. The secret garden of Ridgeway is as mysterious as that in Frances Hodgson Burnett's novel of the same name unseen from the classrooms, with only two entrances: a painted doorway and dark metal gate."
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