Question #1- Similarities and Differences
It is
difficult to completely compare the similarities and differences between
teaching in America and teaching in Australia because my observations are based
off of a limited exposure in either context (ex. one pre-practicum at home and
a couple of days here in Australia). Even though that may be the case, certain
aspects have stuck out as being either similar or different. Similarities have
been shown in both the classroom layout and teacher collaboration, while
differences have come in teaching style and schedules.
With
classroom layout, both the class in Boston and the class in Australia seemed to
be set up very similarly. The teacher’s desk is located in the front by the
smart board, with the students all set up facing the teachers. In both classes,
the students each had individual desks that were set up in groups of four
students each. The classrooms were both highly decorated with very little white
space on the walls. Decorations include posters of the class rules and
behaviors, the date, when the class birthdays are, and most importantly,
student work. It showed both teachers wanted to show they valued what their
students completed and respected the quality of their work. Because the actual
size of both classrooms was very much the same, it seemed both teachers were
utilizing the space in a way to make the most out of it without making it seem
cramped or overcrowded.
The second
similarity noticed was the use of teacher collaboration. Teachers within the same
grade work together in terms of planning lessons and making sure students in
the same grade are being taught the same concepts and information. Co-planning
is done when creating the actual activities and when planning out the schedule
of when certain things need to be done. This is done throughout the day during
the different breaks. For example, during lunch when the teachers are not on
duty, they are all in the staff room and discussing what needs to be done. This
was present in both schools, and showed the teachers truly cared about their students’
success because even during their break of the day, they were still discussing
what could be done to benefit the students.
The first difference came into play in
regards to teaching styles. In Australia, there seems to be more independent
work on the part of the students, as opposed to more group and teacher oriented
work seen in my first pre-practicum. In my pre-practicum here, the amount of
time the teacher spends teaching each individual lesson seems to be less. This
is not to say that the teacher in Australia does less teaching altogether, it
is just broken up differently. It is a quick teaching session and then the
students move on to complete and correct a worksheet addressing the specific
topic. After that there is another short lesson followed by more independent
work on that lesson. Students are occasionally allowed to work with the person
next to them, but usually the work is done on their own. In my first
pre-practicum, each individual lesson was longer and students were encouraged
to engage with the people around them for certain activities.
The second
difference was in regards to the schedules of the day, however this could just
be because I am now in a first grade classroom, as opposed to a third grade
classroom. Students here receive more breaks throughout the day with both a thirty-minute
recess and a fifty-minute lunch break at different times in the day. Switching
between different activities also occurs at a much faster rate than my first
pre-practicum, but again that could be due to third graders having a longer
attention span than first graders. Regardless of the similarities and
differences, both schools have proven to be very successful in what they are
trying to accomplish, showing that when comparing the methods of different
schools, it does not have to mean looking at one as ultimately being better
than the other.