From the Director of Pedagogy and Innovation

What the (Teaching) World Needs Now Is…

This week it has been exciting diving into planning for 2024, and seeing the audacious experiences and changes that our students will experience next year. Hearing about the Forrest Schools initiatives, Wild Ed experiences and the willingness of teachers to try new and risky things has been very encouraging. Too often as teachers we stay in the safe space, swimming around in the shallows for fear of getting it wrong and it not working out for our students. However, increased pedagogical risk taking that is balanced with strategic planning, high quality staff and a strong research base is what is needed. 

In the realm of education, a courageous teacher is one who dares to venture beyond the boundaries of standardised curricula, traditional teaching methods, and conventional classroom settings. These educators exemplify a fearless spirit in their pursuit of innovative ways to engage their students in authentic, real-world activities that do not adhere to the rigid constraints of standardised education. At Blue Mountains Grammar School I am thankful for the teachers that continue to ask the ‘what if…’ questions and see their role as building a learner-focused educational experience, rather than teacher-centric curriculum delivery.

Courageous teaching challenges the rigid standardisation of education by acknowledging that every student is unique. It recognises that diverse learning styles, backgrounds, and interests should be celebrated rather than homogenised. Across our Prep – Year 12 classes I have consistently witnessed how personalised learning experiences cater to the individual needs of students, enabling them to thrive academically and emotionally. A great analogy I heard recently said ‘Teaching students in the same way based on their age is like asking them to wear the same size shoes and clothing based on their age: it does not fit.'  When I heard this, I was reminded of the need to rethink some of the practices we continue to use simply because this is the way it has been done in the past. 

Courageous teaching encourages students to think critically, ask questions, and challenge the status quo. It fosters an environment where open dialogue is valued, and diverse perspectives are welcomed. This approach goes beyond rote memorisation and encourages students to explore complex issues, develop problem-solving skills, and apply their knowledge to real-world dilemmas. Lessons all of a sudden become memorable, fun and engaging. Students learn more because it is connected meaningfully to their life and personal experience. 

I clearly remember a lesson from 1994 when my teacher, Mr Linfoot gave us bush saws as part of a measurement lesson. It was about estimating a length, cutting branches based on our estimate, measuring and then cutting again to adjust the final length. As a 10 year old this was unlike any other Maths lesson I had ever had. It involved giving young students sharp saws, teaching in the bush and pushing the impetus on children to be responsible for our own learning. Nearly three decades on I still remember this lesson because it saw me as a learner who had agency in my learning and could be trusted to take risks. This is courageous teaching, and this is what our students deserve.  

I am looking forward to the different ideas the teachers come up with and experiment with in the future. 

Mr Chris Sanders

Director of Pedagogy and Innovation