I used to ‘think’… but now I THINK!

One of the first tasks that was I was required to do before this blog went live was giving it a title. The URL was easy enough – I thought about the easiest way to refer to it, and Mr Kuran’s Blog is essentially just that. But a title… now that requires some thinking.

Over the past few weeks I’ve been fortunate enough to spend time reflecting over my first term as a PYP teacher, attending a three-day conference called ‘Making The PYP Happen In The Classroom’ and collaborating with some amazing professionals from around the city, the country and the world.

I used to think that teachers would only talk to each other in the staffroom, in offices and ocassionally at the back of the school for a secretive cigarette and coffee. That was in the 90s when I was growing up, finishing my primary school years and rather naive! Now I think that teacher collaboration and communication is at the very forefront of 21st century education.

I used to think that the role of the teacher was to teach, manage behaviour and mark tests, while the student was to listen, do, and do again. Now I think that we are all learners, and students are at the centre of the learning process, while teachers should facilitate learning rather than dictate or indoctrinate.

I used to think that good teachers kept the class quiet. Now I think the best teachers have the most active learning spaces where learners are creating, questioning, inquiring, reflecting and take risks.

I used to think that the best students could do everything by themselves. Now I think that student learning is best when it is collaborative, purposeful and unrestrictive.

 

I used to think that we ‘did’ inquiry’. Now I think that inquiry ‘happens’.

For me, the first step into inquiry, has been thinking.

Below is an image one of my students created of me with my thinking face:

Capture

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About Dean Kuran

I'm a primary school teacher at an IB PYP school in Melbourne, Australia. I believe in establishing positive environments in which students can develop confidence and curiosity, while nurturing the skills that will benefit them outside of the learning space.
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