Secondary Maths/Economics & Business Studies

中学数学/经济学 & 商学

Australian 澳大利亚

My name’s Mr. Matthew. I'm the secondary mathematics teacher at BIS. I have about 10 years of teaching experience and about 5 years of experience as a secondary teacher. So I did my teaching qualification in Australia in 2014 And I've been since then teaching at a number of secondary schools including three international schools. BIS is my third school. And it's my second school working as a mathematics teacher.

我是Matthew老师，是英伦学校中学数学老师。我有大约10年的教学经验和大约5年的中学教师经验。2014年我在澳大利亚取得了教学资格，从那以后我一直在多所中学教书，包括三所国际学校。英伦学校是我的第三所学校，这是我当数学老师的第二所学校。

For now we focus on preparations for exams. So all the way from Year 7 to Year 11, it’s preparation for IGCSE exams. I do incorporate many students centered activities in my lessons, because I want the students to be talking most of the lesson time. So I've got a few examples here on how I can engage the students and have them working together and learning actively

For instance, we used Follow Me Cards in class where these students work together in groups of two or groups of three and they just have to match one end of the card to the other. This isn't necessarily right that this has to match with that and then eventually makes a chain of cards. That's one type of activity. We also have another one called Tarsia Puzzle where it's similar although this time we've got three sides which they have to match and piece together and eventually it will form a shape. That's what we call it Tarsia Puzzle. You can use these sort of card exercises for many different topics. I can have the students working groups. We also have Rally Coach where the students take turns so the students will attempt and exercise while for another student, their partner will watch them, coach them and make sure they're doing the right thing. So they take turns doing that. And actually some students do very well. We have another sort of activity Sieve of  Eratosthenes. This is all about identifying Prime numbers. Like any opportunity I get to have the students work together, I printed out on A3 and I have them working together in pairs.

In my typical lesson, hopefully I'm only talking about 20 % of the time for no more than about 5 to 10 minutes at a time. The rest of the time, the students are sitting together, working together, thinking together and engaging in the activities together. 

现在我们关注考试的准备工作，从七年级到十一年级都在为IGCSE考试做准备。我确实在课堂上融入了许多以学生为中心的活动，因为我希望学生在大部分上课时间能够参与其中。我这里有几个例子阐释一下我如何让学生参与进来让他们一起合作，积极学习。

例如，“Follow Me”卡片，让这些学生以两人一组或三人一组的方式一起，他们只需要将卡片的一端与另一端匹配，并没有唯一正确合适的匹配方式，然后最终形成一个卡片链。这是一种类型的活动，另一个称为镶嵌拼图，它很类似，我们有三个边，他们必须匹配和拼合在一起，最终它会形成一个形状，这就是我们所说的镶嵌拼图。你可以用这些卡片练习很多不同的主题。我可以让学生们组成工作小组。我们还有 Rally Coach 让学生轮流进行，以便学生尝试和锻炼，而对于另一个学生，他们的搭档会看着他们，指导他们并确保他们做正确的事情。所以他们轮流这样做。实际上有些学生做得很好。我们还有另一种质数筛选算法活动，这都是关于识别素数的。就像我让学生们一起工作的任何机会一样，我在 A3 上打印出来，让他们两两协作。

在我课上，希望我只讲20%的时间，一次不超过5到10分钟，剩下的时间学生们坐在一起，一起学习，一起思考，一起参与活动。

Sum them up in the philosophy, the students learn more from each other than they do from me. So that's why I prefer to call myself a learning facilitator where I provide the environment and the direction for students to engage independently lines of themselves and help each other. It's not just me at the front lecturing the whole lesson. Though from my point of view that wouldn't be a good lesson at all. I need the students to be engaging. And so I provide the direction. I have the learning objectives on the board every day. The students know exactly what they're going to engage in and learn. And the instruction is minimal. It's usually for activity instructions for the students to know exactly what they're doing. The rest of the time the students are engaging themselves. Because based on the evidence, students learn far more when they are actively engaged rather than just listening to a teacher talk all the time. 

I did my diagnostic tests at the beginning of the year and it proved that the test scores improved. Also when you see the students in the classroom, it's not just an improvement in test scores. I can certainly determine an improvement in attitude. I like the students engaged from start to end each lesson. They're always doing their homework. And certainly the students are determined.

There were students who were constantly ask me all the time. They came up to me to ask “how do I do this question”. I wanted to reform that culture in the classroom instead of just asking me and seeing me as the go to guy. Now they're asking each other and they're helping each other. So that's part of the growth as well.

从理念上说学生们从彼此身上学到的比他们从我身上学到的更多。这就是为什么我更喜欢称自己为学习促进者，我为学生提供环境和方向，让他们独立参与，相互帮助，不是只有我在前面满堂灌输。在我看来满堂灌输绝对不可取，我需要学生参与其中，我为他们提供方向，我每天都在黑板上写着学习目标，这样学生们就很明确，他们应该干些什么学些什么，我下的指令其实很少，通常都是些活动指导，让学生确切地知道他们在做什么。剩下的时间里学生们都在积极参与，因为有证据表明，当学生积极参与时他们会学到更多，而不仅仅是一直听老师在那讲。

对这一点我深信不疑，因为我在今年年初做了诊断测试，这是考试分数提高的证据。而且当你在课堂上看到学生时，你会发现不光是学生成绩提高了，我还可以确定他们的态度是否有所改观，我喜欢学生们从头到尾都在专心听课，他们总是在做作业，学生们肯定下定决心学习了。

有一些学生一直在问我这个问题，他们走到我跟前问我该怎么做，所以我想在课堂上改革这种文化，他们现在不再光问我了，将我视为最佳求助人，现在他们在相互询问，他们在相互帮助，这也是成长的一部分。