2) You are at an interview for a job at a school with a large number of students from lower socio-economic backgrounds. The Principal asks, ‘At our school, some of our students live in troubled and sometimes abusive family environments, some others are from refugee or new immigrant families with financial difficulties. Considering the problems these students experience in their lives, how will you engage them in their studies of English/Maths/Science/PE…?’
This is assuredly one of the most daunting and complex issues a teacher must face: how do you engage a student whose life does not allow school to be a priority? My answer to this question is multi-faceted, including aspects on my view of teaching, science in the world and the implications of Provocation 7 (Should we teach students or subjects?).
In my mind, science is not a subject, it is a way of viewing the world. Science is in, under and around everything in the world – it is our way of describing and understanding our lives and existence. My ability to type this now, or verbally deliver it in an interview, is a result of chemical and physical processes occurring in my body, as is your ability to read it. The laptop on which I type was born of technological experimentation, as was the blogging interface I am currently utilising. The school, the desks, the chairs and the people therein all are embodiments of biological, chemical and physical interactions, and thus science is inherently relevant to every aspect of our lives.
Science is fundamentally about being wrong. It is about disproving findings, eliminating hypotheses and repeating processes to retrieve differing results; science is about a process of elimination, and is thus underlain by the premise of being incorrect. To put this in context it is important to realise that the chance of initially guessing something correctly is, generally speaking, very low, and thus scientific inquiry is founded on the premise of juxtaposing and testing multiple solutions for a conundrum/event/happening/phenomenon. The beauty of this investigative process is that accidents can also yield exciting discoveries – the discovery of penicillin undoubtedly being the most well-known example of this. By its very nature, science necessitates creativity and imagination: the development of hypotheses and experimental procedures requires an inquisitive, adaptable, and novel approach to the task. It requires questioning, collaboration and building upon previous investigations to expand knowledge and understanding.
It is evident, then, that individuals who are creative, analytical, curious, hands-on, focussed, imaginative, purposeful, willing and collaborative are well-suited to the world of scientific discovery and experimentation. This caters to a wide range of learning styles, providing a foundation of inclusivity. Individual interests can also be catered for, as the all-pervasive nature of science provides myriad possibilities for its exploration therein. Again, this highlights the versatility of science as a discipline, and illustrates the targeted manner in which it can be delivered to different students.
For the disadvantaged students who have more pressing issues in their life than focussing in class and doing well at school, it becomes a matter of showing them the importance of it, rather than telling them why they should care. No one of any age responds well to being lectured or told categorically that their opinion is incorrect, and thus establishing a dialogue between student and teacher can go a long way in achieving an approach that befits the individual student’s situation. A concerted effort must be mustered to engage these students, across all of their classes and the school as a whole.
In my area specifically, I would endeavour to make a genuine connection between the science content in my classes and the student’s reality. In doing so it could be possible to generate an interesting and constructive outlet for their frustrations, and work to highlight the fact that science is applicable to every person, in any life situation. It is imperative to enable these individuals to realise that no matter their background or socio-economic status that they deserve to receive an education and have the ability and right to learn at school. Self-concept is often compromised when children are raised in a ‘disadvantaged’ environment, as society tells these individuals that are not as worthwhile as those who have more money and opportunities in life. It is wholly empowering to show these students that their value is equal to that of their counterparts, and by giving them ‘the time of day’ at school allows this process to occur.
This is in no small portion related to the premise of Provocation 7: should we teach students or subjects? Focussing solely on the subject frequently eliminates the potential for such a specific dialogue to be established – to truly reach these students from ‘troubled’ backgrounds there is no question that it is the student that must be taught specifically.
Science is relevant to every person in the world, no matter their background. To inspire and empower these students it is crucial to highlight this relevance to their lives, within the larger context of the world, through the establishment of a reciprocal dialogue of support…I only hope I am able to achieve this.
– For Science!
Synergistic Bonding in the Classroom! 