Training Middle School Teachers
Last Friday, I had the wonderful experience of attending a formal MYP training with Middle School teachers and staff at Lomas Hill. While taking the training, I thought “ I should write about this in order to share the experience with parents of teenagers, because those teenagers are what we, parents and teachers, have in common”.
These are the 5 most important pointers that I can state as a conclusion to such training:
1- A good teacher understands the world which a student comes from and prepares such student for the world that he’ll live in.
It is crucial to understand where each of our students come from because the ONLY situation they’ve all got in common is that they are all seating at the same classroom. Some had breakfast, some didn’t. Some showered, some didn’t, some were kissed goodbye by their parents, some weren’t. Some received their breakfast in a plate, while others cooked breakfast for their siblings. It is important to understand students before judging them.
2- We must help students form strong questions.
Students are now too close and immerse to technology, so we do not have to teach them facts, but we do need to guide them through where to find information, how to find information, and what information they need to find. By doing this, we tackle abilities more than knowledge, which is what the world asks of professionists today.
3- We need problem solvers.
What we are working on is affronting students to “designing” different solutions towards conflicts, situations, problematics, and obstacles. By doing this, we form creative, open-minded young learners who are able to affront real-life situations in a more positive way. Giving teenagers such preparations is necessary because of the life-stage that they are living through and the diverse problematics that it, even by name, includes.
4- Concept Education is a model that favors students at all times.
This is a three-dimensional, which uses a deeper comprehension of concepts. We need to work on impulsing the personal definition that students give to concepts, as they make them theirs. We center students on their process of learning, and not necessarily on what they are learning. Concepts should not only be remembered, but also practiced and holistic. This favors the way a student learns because knowledge becomes an engine, which motivation impulses through learning.
5- IB Programmes have the goal of developing international development in a global context. The concepts “internatio
nal” and “global” describe the world from different points of view.
Concepts are seen from different contexts, to stay not only with a certain “pair of glasses” with which we observe a theme.
As always, I close this article/summary by stating my gratitude towards Lomas Hill and Mariana Resa, for allowing us to experience a wonderful workshop, full of knowledge and conceptual application. Without hesitation, I must reaffirm the value that being an IB school adds to a teacher’s profession and to a student’s development.
Miss Maria José Plascencia
These are the 5 most important pointers that I can state as a conclusion to such training:
1- A good teacher understands the world which a student comes from and prepares such student for the world that he’ll live in.
It is crucial to understand where each of our students come from because the ONLY situation they’ve all got in common is that they are all seating at the same classroom. Some had breakfast, some didn’t. Some showered, some didn’t, some were kissed goodbye by their parents, some weren’t. Some received their breakfast in a plate, while others cooked breakfast for their siblings. It is important to understand students before judging them.
2- We must help students form strong questions.
Students are now too close and immerse to technology, so we do not have to teach them facts, but we do need to guide them through where to find information, how to find information, and what information they need to find. By doing this, we tackle abilities more than knowledge, which is what the world asks of professionists today.
3- We need problem solvers.
4- Concept Education is a model that favors students at all times.
This is a three-dimensional, which uses a deeper comprehension of concepts. We need to work on impulsing the personal definition that students give to concepts, as they make them theirs. We center students on their process of learning, and not necessarily on what they are learning. Concepts should not only be remembered, but also practiced and holistic. This favors the way a student learns because knowledge becomes an engine, which motivation impulses through learning.
5- IB Programmes have the goal of developing international development in a global context. The concepts “internatio
nal” and “global” describe the world from different points of view.
Concepts are seen from different contexts, to stay not only with a certain “pair of glasses” with which we observe a theme.
As always, I close this article/summary by stating my gratitude towards Lomas Hill and Mariana Resa, for allowing us to experience a wonderful workshop, full of knowledge and conceptual application. Without hesitation, I must reaffirm the value that being an IB school adds to a teacher’s profession and to a student’s development.
Miss Maria José Plascencia
Academic Principal / IB Coordinator
www.lomashill.com
www.lomashill.com
Image by TeachersPayTeachers.com
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