Teaching Inspiration

It is always great to hear stories about inspirational teachers who are genuinely interested in their students. This looks to be another example of such a person:

It is such a shame that the paranoia, regimented bureaucracy and antiquated thinking within the Queensland education system only serves to discourage those teachers who see their role as going above and beyond the provision of the content prescribed within the curriculum. After all, much of this has no relevance to the learners or the context of their lives. The introduction of a National Curriculum has only served to make content delivery even more regimented with little regard for the context, circumstances or needs of individual schools or students.

Unfortunately, any teacher who dares to move beyond these rigid frameworks is deemed a ‘threat’ or a ‘troublemaker’, is seen as problematic and cast aside. Teachers should be expected to understand the experiences and events that impact upon their students lives and should be expected to engage and connect with students in a way that will build relationships of trust and respect and thereby result in greater engagement in school and, ultimately, better outcomes. So what if a teacher is unorthodox in the way they engage and communicate with their students? Why isn’t there scope for a variety of approaches and styles as the circumstances dictate?

The level of cluelessness amongst so many educators is staggering and it is always great to see inspirational stories about teachers who are genuinely concerned about the well being of their students and are prepared to do what is required to help them on their journey through life.

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