in the classroom
‘ Ask for help ’
How to improve if you are teaching out of area .
By Danielle Norton
Most teachers have had the experience at some stage in their careers . With a teacher shortage looming , chances are that if it hasn ’ t happened to you yet , the day is coming when you will be asked to teach a subject that you haven ’ t been trained to teach .
In my first year as a qualified English teacher , I was employed to teach English in a country school and was also assigned an Information Technology class .
Luckily , in 1998 , IT was not as advanced as it is now , but I was far more passionate about literacy and literature than I was about binary codes .
As a young , inexperienced teacher , I was flying blind in every class , just hoping that I was getting it right .
A decade later , I taught in a school where secure relationships , not subject expertise , were the indicator of effective learning for the students .
This meant that not only was I teaching subjects that I was knowledgeable about and experienced at teaching , like literacy , but I also had to embrace subjects like personal development , art , science and work-related skills .
The real problem for me , though , was mathematics .
Numeracy is an important element of every student ’ s education and to rely on me to teach it seemed ( and was ) ridiculous . Not only was my subject knowledge limited , but my understanding of the methods used to teach maths was non-existent .
According to the VIT , if you are a registered teacher , as long as you are registered to teach , it is up to the employer as to which specific subjects you are allotted .
Schools prefer teachers who are experts in their subjects and are well-trained in teaching them , but sometimes principals and timetablers have no choice but to assign teachers from the pool of staff they have .
So what do we do if we find ourselves teaching a subject we know nothing about ? Education Review spoke with Sally Trotter , an experienced secondary school teacher who has taught in Victorian secondary schools for over 30 years .
Here are her tips for improving your practice if you are teaching out of area : Look first within your own school . Find the resources that already exist at your school . There should be study designs , past exams and lesson plans if the subject has been taught before .
“ Teaching should be a collegiate experience ,” says Ms Trotter .
” Don ’ t be afraid to ask for help . You should be able to find people within your own school who can help you be your best . Look to the learning specialists and leading teachers to help you in a practical way .” Find a mentor If you ’ re not assigned a learning area leader or a mentor that you connect with , find one .
With an internet connection available almost everywhere , there should be somebody , somewhere , that you can
connect with who has the expertise you don ’ t .
When you quake or falter , check in with them , debrief and work out a course of action for going forward with your teaching .
Ms Trotter says that her methods lecturer from her Dip Ed days remained a mentor for her for many years , giving her invaluable advice , not only on the curriculum but also on classroom management . Professional Development Attend professional development activities , both online and in person and join subject associations .
One effective way to learn about teaching a different subject is to observe a class or two at another school as a PD activity . This is a good place to find a supportive professional network too . Professional reading Do not fly by the seat of your pants . When teaching an unfamiliar subject you can ’ t rely on your natural intelligence .
Read , a lot , build a professional library , and research the topics you are teaching .
“ You need to know what your subject is about . Find out about it and learn it yourself ,” says Ms Trotter .
Putting in the extra effort will help you approach the work with confidence . Plan your lessons with rigour Be clear about your teaching and learning . Set learning intentions and articulate them for your students .
This ensures that students know what they ’ re meant to be learning during any given lesson .
They also need to know how this knowledge will be assessed , so clearly state how they can demonstrate their knowledge too .
Ms Trotter also suggests that taking the pressure off yourself as a teacher by encouraging students to be more responsible for their learning is a good way to approach teaching an unfamiliar subject .
For example , plan small group tasks using the Think , Pair , Share technique or the Jigsaw ‘ experts ’ method . Be prepared to make mistakes You will get things wrong but if you can acknowledge your errors gracefully your class will respect you for it .
You don ’ t have to know everything . Use these times as teaching moments and encourage students to help you find the correct answers together . ■
16 | educationreview . com . au