Literacy and Numeracy in the Classroom - Assignment Example

Week 6: Literacy and Numeracy in the Classroom In week six, we examined the levels of literacy and numeracy among indigenous students and the various underlying factors that affect their understanding on literacy and numeracy. According to Prudie and Stone (2005), on average measure of literacy and numeracy, indigenous students are more likely to achieve poor outcomes as compared to non-indigenous students. Evidently, there is a considerable gap between the numeracy and literacy level of non-indigenous students and indigenous students. Moreover, the Standard Australian English Oracy and Literacy of many indigenous students in most remote and urban schools are not at a level that enables the participation of indigenous students in employment and further training and education. The reasons behind the poor literacy and numeracy outcomes amongst indigenous students are intertwined and complex. Some of the poor outcomes can be attributed to the fact that a substantial number of indigenous students in remote and urban schools are ESL students, English is their second language thus the use of English as the main instruction language puts them at a more disadvantaged position when it comes to learning than the non-indigenous students who their first language is English. Furthermore, the poor outcomes in literacy and numeracy among indigenous students can be attributed to the prevalence of hearing diseases and disabilities. As a result of these factors, other behaviour problems emerge such as absenteeism from school, absenteeism leads to poor academic achievement this in turn contributes to critical barriers to indigenous students participating in further education and finding employment in future. Beresford & Partington (2003), note that most schools fail to address the different needs of illiterate indigenous students mainly because of pedagogical and resource challenges. Nevertheless, Prudie and Stone (2005), note that factors such as attentiveness, attendance and language background can contribute to literacy and numeracy. Lessons learnt in week 6 provided great insight in my teaching profession with regards to how to address poor outcomes in literacy and numeracy amongst indigenous students. One of the key lessons learnt is that, when teaching indigenous students one should consider their language background and encourage attentiveness and attendance by employing teaching strategies that indigenous student can easily relate to. Week 7: Effective Approaches to Indigenous Education During week 7, we focused on the effective approaches to indigenous education. We identified some of the key concepts that should be put into account in order to realise effective education outcomes for indigenous students. These concepts include; culture, pedagogy, contextualizing learning, teaching strategies, learners –centred approaches and teaching and learning strategies. Culture is one of the key aspects that influence learning and teaching processes. According to Partington (2005), culture comprises of one’s perceptions, customs and behaviors. Partington also notes that pedagogy is a combination of teaching instructions, methods, skills, activities and knowledge employed by a teacher. With reference to the sentiments of Beresford & Partington (2003), there is a close link between culture and the pedagogy employed by teachers. Research studies indicate the cultural variation between students and teachers is one of the main reasons that cause indigenous students to be disadvantaged in learning. The approaches used by teachers are also crucial in determining the outcomes of students. Beresford & Partington (2003), depict that the contextualising of learning is crucial since it helps to align the content of the curriculum to the environment and experiences of learners. Moreover, in order to realise effective learning outcomes for indigenous students, teachers should employ a student –centred approach since it facilitates inquiry or discovery learning (Killen, 2003). Knowledge gained from week 7 will evidently help me to improve the learning outcomes of students in my classes. In the course of this week, I learnt that effective approaches to education involve putting into account concepts such as culture, pedagogy, contextualization of learning and employing student centred teaching approaches among many other factors. Given the fact that cultural variations between students and teachers is one of the disadvantageous factors in learning, as a teacher I will endeavour to understand the culture of my students and incorporate a culturally inclusive curriculum in the classroom. Moreover, in my teaching practice, I will endeavour to employ a student centred approach, I will also contextualise learning based on the environment and experiences of the learners. Week 8: Effective Approaches to Indigenous Education In week 8, we explored further on the effective approaches to indigenous education. Our main focus during this week was on skill development through teachings practices and participation through motivation and engagement. Good teaching practices promote skill development, in order for good teaching practices to be realized, a culturally inclusive curriculum should be implemented. There are various ways of finding culturally relevant approaches of teaching content and skill. There are also many relevant courses and texts that reflect on the lives, aspirations and experiences of indigenous students. Increasing the relevancy of the curricula requires that teachers should know their students, be sensitive to the capacities and interests of their student and understand their culture in-depth. Moreover, in order to realise positive engagement, attendance amongst indigenous students is crucial. Regular attendance is a continuous issue that can be encouraged through proper school preparation especially during the entry period. In addition, creating pathways to further training, education and employment for indigenous students can encourage regular attendance. During this week we also examined the student motivation and engagement wheel. With reference to Munns & Martin (2005), we established that motivation is the cognitive orientation of students towards school work and school in general. Whereas, engagements are the actions that follow the cognitive orientation (Munns & Martin, 2005).Through the student motivation and engagement wheel, we established that indigenous students can be able to appreciate the benefits of school and how education can help them in future. Personally, I found that the lessons learnt in week 8 were invaluable to my teaching practice. Foremost, I learnt that good teaching practices can be actualized by incorporating culturally inclusive curriculum and finding culturally relevant approaches of teaching content and skill. Secondly, I learnt the importance of student motivation and engagement and ways in which students can be encouraged to appreciate, attend and participate in school. Week 9: Community and Urban Schools and Classrooms During this week, we examined the characteristics of remote, urban and rural schools in Australia. By reviewing statistics in the government websites, it was established that indigenous children living in the urban areas were more likely to go to pre-school as compared to indigenous children living in the remote areas. In order to find out why there was a lower school attendance in remote areas where most indigenous people lived, we focused on the characteristics of remote schools is Australia. Our main emphasis was on teachers in remote schools .According to the finding s of Heslop (2003), most teachers in remote areas are often from the non-indigenous communities, they are young, unmarried and live away from their families and friends. Moreover, they are often inexperienced when it comes to working with indigenous people since it is usually their first teaching employment. In addition Heslop notes that their tenure of employment in indigenous schools in the remote areas is often short. Consequently, non-indigenous teachers experience various challenges. It is often a challenge for them to adjust to live in a community with a different culture, practices and social norms. In the course of this week, we also reviewed a survey for the human rights and equal opportunity commission. According to this survey there were three main concerns revolving around rural and remote school education. These concerns include; provision, access and quality of education. The lessons learnt during this week generally helped me to prepare to work in different settings. Based on the findings of this week, I learnt that there are major disparities between the conditions in urban and remote schools. Schools in the remote area are faced with major challenges therefore in order for teachers to make an impact in these schools it is important for them to understand and adjust to the cultures, social norms and practices of these areas. Week 10: Community and Urban Schools and Classrooms In week 10, we further examined what it entails to work in remote schools within the indigenous communities. According to Partington and Beresford (2003), when one is working in remote areas that is far away from their area of residents, they need to first adjust as individuals thereafter they should take up their professional capacity. Settling down requires strategic planning and action on the part of the teacher. Building healthy relationship with the alleged community is crucial in order to actualize this, it is important for teachers to observe the social and cultural protocols of that setting. Moreover, it is essential for the teacher to balance between work and leisure. During this week we also examined the three challenges revolving around the provision, access and quality of education. Based on the sentiments of Stokes, Stafford and Holdsworth (2002), these are some of the issues that affect education in most remote areas. However, over the years the Australian government has put across efforts to bridge the gap between the provision, accessibility and quality of education in urban and remote schools. For instance the government has committed and allocated resources to develop education facilities and schools in remote areas. The government has also established other local alternatives in form of relocation and distance education. Even so, some of the constant challenges facing schools in the remote areas include; falling enrolments, population shifts and funding issues. Lessons learnt in week 10 were essentially an eye opener to me on some of the challenges that a teacher deployed to work in remote schools should expect. I learnt that settling down in remote areas as a teacher requires strategic planning and action on how one will build healthy relationships with the surrounding community. Furthermore, during this week, I was able to understand in-depth why there is a big gap between urban and remote schools with regards to the provision, accessibility and quality of education. Besides the efforts put across by the government, as a teacher, I found that my role is essential in bridging these gaps. Week 11: The Role of Sport in Engaging Indigenous Learners During this week, we examined the relationship between sports and indigenous learners. We examined whether sports was a useful tool of engagement for indigenous learners. We also examined whether sports activities helped to increase school attendance and participation in learning. Moreover, we examined whether the current education outcomes amongst indigenous students justify the money being spent by the government on sports as a tool for engaging indigenous learners in education. Grandin(2008) observes that education authorities facing challenges revolving around low attendance figures of indigenous students have recognized that sports is an effective tool that can be used to increase the attendance and involvement of indigenous students in school. Providing sporting opportunities and facilities for developing skills has became a means through which the government uses to engage indigenous students in school and help them to develop their sporting abilities. Grandin notes that sporting activities have favorably helped to boost the self-esteem of indigenous students. It has also generated opportunities for indigenous students to demonstrate their physical and sports competencies. The attendance of students has been generally high in schools whereby sports has been used as an engagement tool. Nevertheless, the use of sports as an engagement tool has brought about minimal improvements as far as the performance and participation of indigenous students in concerned. During this week I learnt about the importance of sports in boosting the self esteem of students and its importance in encouraging school attendance. Given the fact the studies have shown that the use of sports as an engagement tool has brought about minimal improvements as far as the performance and participation of indigenous students in concerned. I find that it is essential to carryout further research so as to establish how sports can be incorporated in learning in order to improve the participation and performance of students as well. Week 12: Case Studies Based on the finding various studies, it is evident that there are major disparities between the learning outcomes of indigenous students and non-indigenous students. Generally, indigenous students experience poor education outcomes (Calma et al 2008). According to Prudie and Stone (2005), on average measure of literacy and numeracy, indigenous students are more likely to achieve poor outcomes as compared to non-indigenous students. There are various underlying factors that have contributed to indigenous students experiencing poor education outcomes. Some of these factors include; unfavorable school curriculum that does not reflect on the indigenous culture, the lack of properly trained teachers and health issues among many others. Various research studies show that many indigenous students go through school with limited English comprehension and literacy (Kronemann 2007). It is believed by many education practitioners that the low focus of the curriculum on English as the Second Language (ESL) reduces the ability of the school to address the needs of indigenous students. Furthermore, some research studies also show that in remote and regional areas, indigenous students experience difficulties when it comes to relating to the components of the curriculum. In many aspects, the current education curriculum in Australia does not incorporate indigenous culture, language or knowledge. This in turn makes it hard for indigenous students to relate to the curriculum and realise high learning outcomes (NTDE 1999). Therefore, effective approaches to indigenous education are crucial in order to improve the learning outcomes of indigenous students. Effective approaches to indigenous education may involve putting into account concepts such as culture, pedagogy, contextualization of learning and employing student centred teaching approaches among many other factors. Moreover, the role of teachers in improving the learning outcomes of indigenous students is crucial. Strategic planning and action on the part of teachers is crucial since this will help them build healthy relationships with the indigenous community and implement teaching practices that indigenous students can easily relate to. Conclusion Basically, the topics discussed in this unit have provided great insights that are relevant to my teaching practice. This unit has explored some of the key aspects of indigenous education and has helped me to enhance my understanding on theories of indigenous education. Several studies have established that indigenous students experience poor outcomes as compared to non-indigenous students. Lessons learnt using during this unit provided great insight in my teaching profession with regards to how to address poor outcomes in literacy and numeracy amongst indigenous students. One of the key lessons learnt is that, when teaching indigenous students, one should consider their language background and encourage attentiveness and attendance by employing teaching strategies that indigenous student can easily relate to. Knowledge gained in the course of this unit will evidently help me to improve the learning outcomes of students in my classes. For instance, I learnt that effective approaches to education involve putting into account concepts such as culture, pedagogy, contextualization of learning and employing student centered teaching approaches. Owing to the fact that cultural differences between students and teachers is one of the disadvantageous factors in learning, as a teacher I will endeavour to understand the culture of my students and incorporate a culturally inclusive curriculum in the classroom. Moreover, in my teaching practice, I will endeavour to employ a student centred approach, I will also contextualise learning based on the environment and experiences of the learners. In addition, this unit helped me to prepare to work in different settings. For example, during week 10 we explored the differences between the conditions in urban and remote schools. By examining these characteristics, I was able to understand some of the challenges faced by teachers in remote areas. Generally, the lessons in this unit were invaluable to my teaching practice. One of the key lessons that I learnt during this week was that good teaching practices can be actualized by incorporating culturally inclusive curriculum and finding culturally relevant approaches of teaching content and skill. Secondly, I learnt the importance of student motivation and engagement and ways in which students can be encouraged to appreciate, attend and participate in school. Indigenous education teaching resources Blair, E., Zubrick, R. & Cox, A., 2005, The Western Australian Aboriginal Child Health Survey: Findings to Date on Adolescents, The Medical Journal of Australia 2005: 8, pp. 433 –435. Bourke, C., Rigby, K. & Burden, J. 2000, Better Practice in School Attendance: Improving the School Attendance of Indigenous Students, Commonwealth Department of Education, Training and Youth Affairs. Calma, T. et al, 2008, Achieving improved primary and secondary education outcomes for indigenous students, AMP foundation, Sydney. Purdie, N. et al, 2000, Positive Self–Identity for Indigenous Students and its Relationship to School Outcomes, Retrieved on May 9, 2011 from Steering Committee for the Review of Government Service Provision, 2007, Overcoming Indigenous Disadvantage: Key Indicators, Productivity Commission SCRGSP, Canberra Bibliography Beresford, Q & Partington, G., 2003, Reform and resistance in Aboriginal education, The Australian experience, University of Western Australia Press, Crawley, WA. Calma, T. et al, 2008, Achieving improved primary and secondary education outcomes for indigenous students, AMP foundation, Sydney. Grandin, B., 2008, Sport facilities a win for indigenous youth, Accessed online on May 11, 2011 from Heslop, J., 2003, Living and teaching in Aboriginal communities, In Beresford, Q. & Partington, G., Reform and resistance in Aboriginal education, University of Western Australia Press, Crawley, Western Australia. Holdsworth, R., Stafford, J., Stokes, H., 2002, Rural and Remote School Education: A Survey for the Human Rights and Equal Opportunity Comission. Accessed online on May 11, 2011 from Killen, R., 2003, Effective teaching strategies: Lessons learned from research and practice, Social science press, Australia. Kronemann, M., 2007, Education is the Key: An Education Future for Indigenous Communities in the Northern Territory, AEU, September 9, 2007, p.6. Munns, G. & Martin, A., 2005, It’s all about meE: A motivation and engagement framework, Australian Association for Research in Education Annual Conference, Sydney. Northern Territory Department of Education, 1999, Learning Lessons Report: An Independent Review of Indigenous Education in the Northern Territory, Darwin, pp.125–131. (NTDE 1999) Partington, G., 2005, Perspectives on Aboriginal and Torres Strait Islander education, Social Science Press, Thomson. Purdie, N. & Stone, A., 2005, Deadly vibe: Engaging Indigenous students at school, Teacher: The National Education Magazine, April 26-29. Read More