Reflections about secondary school life

The Office of Professional Practice within the Department of Education Studies of the Faculty of Education organised its annual seminar on March 29. The main aim of the seminar was for first-year secondary specialisation students to come together and share particular insights and reflections about various aspects of school life.

The student teachers packed the Erin Seracino Inglott Hall at the University and were welcomed by Carmel Borg, dean of the Faculty, and myself as head of the Office of Professional Practice. Alfred Mallia, director of Operations from the Education Division officially opened the session.

Among other things Mr Mallia explained the role that schools and teachers in particular play in supporting student teachers. The varied experiences gained help to inculcate the enthusiasm so much needed for effective teaching to take place. He emphasised that teaching is evolutionary in nature and therefore entails a lot of personal sacrifice and commitment throughout the career.

It is interesting to note how the various presentations did latch on to this point. Already the student teachers realise that teaching goes well beyond content knowledge (that is, knowledge about a subject) but requires developing particular traits and characteristics, of nurturing various values and beliefs. All these qualities need to come together so that teachers make the educational experience for all students meaningful.

The main objective behind school experience is to introduce first-year students to the nature of secondary schools and classrooms. As such, students adopt the role of reflective observers, drawing on theoretical insights in order to make pedagogical sense of the varieties of experiences that arise and are constructed within a secondary school setting.

In this respect one can conclude that the seminar was successful. It helped to highlight that the students can come together to work first and foremost in groups (we often assume that this just happens!); to explore and study various themes that are central to school life and education; and finally to make a pedagogically interesting presentation that reflects their learning.

Various topics were discussed and presented including a focus on classroom interaction, the process of learning, bilingualism, assessment, planning for sustainability, school culture, classroom management and the reflective practitioner. The 12 groups that were involved in this seminar used their varied skills to present exemplary audio-visual presentations, dramatization of critical incidents, including interviews with students and teachers, and surveys. These were used to support or challenge ideas that they had read about and discussed during their tutorial sessions.

Various issues were presented but within the confines of this brief article I would like to highlight the main points.

A number of presentations identified the qualities of an effective teacher. Teachers need to be, among other things, patient, friendly, understanding, sympathetic, young at heart, creative, helpful, fun, firm, flexible, knowledgeable and positive. Quite a tall order which helps to emphasise the delicate and demanding role that teachers have to fulfil. What is, however, a main highlight of the seminar is not the drawing up of this list but the actual process the student teachers engaged in to come to this stage. This involved observation, readings, discussions and supplemented with questionnaires and interviews involving teachers and students.

The student teachers have already gained a good understanding of various concepts dealing with their role and have clearly identified those aspects they need to subscribe to, emulate and develop. They know that teaching requires a deep personal commitment to issues that go beyond subject knowledge, and ones that involve an understanding of the human psyche, especially how adolescents grow and develop; the need to thoroughly prepare and engage in creating the appropriate lessons that motivate and engage children in the learning process.

I was particularly struck by the student teachers' emphasis on values and that they have a critical role to play as role models. They identified the need to have faith in oneself and each other. A thread which seemed to run through a number of presentations was the need to focus on children in a holistic manner and that we should all strive to get closer to pupils by understanding them as individuals and creating meaningful learning opportunities. Providing individual attention, involvement in school and extra-curricular activities were among the ideas suggested to do so.

Another learning experience was the point raised for reflection and the role it plays in the daily life of all educators as we try to understand and identify ways and means to improve our practices.

Students raised the important and critical point about the issue of learning. We need to focus not on just what is learnt, or what we need to teach but how we teach and therefore how individuals learn. Again, this conclusion helps to show that even as first year student teachers they are aware that the processes of learning are critical to what is ultimately learnt. This applies not only to students in class but to all learners.

Another topic addressed was that of language and in particular bilingualism. Students presented us with various skits to appreciate the context we are working in and that code switching is imperative (in certain aspects) for learning to be maximised.

The various presentations, and the synergy created by the groups, has gone a long way to show that the student teachers are developing a keen awareness and understanding of various aspects of education in general and teaching in particular.

Although they are in their first academic year, it is clear that they are developing the skills, nurturing particular beliefs and values and challenging misconception which they may have started off with as they embark on a challenging career in teaching. The expression of commitment, care and hope have been seeded. This augers well. It also challenges teacher educators to constantly strive to help our students develop not only intellectually but as authentic human beings.

Dr Bezzina is a member of the Faculty of Education and visiting professor at the Alma Mater Studiorum, University of Bologna.