The act of planning a single lesson plan for review is a necessary but problematic element of teaching. Geoff Petty, an educationalist whose consequentialist approach influences contemporary thought, says expert teachers do not necessary focus their planning on one-off lessons, but rather on the ‘bigger picture’. That bigger picture can include ideas for outside the class, adult-needs models of education, wider elements of cultural capital, and even just the assessment that the students are building towards.
I question concept teaching models that aim for skill based transfers in my subjects. Such an approach loses the power and relevancy of our discipline. Instead I say we should aim for insights, human interest elements. Between schooling and learning, aim for learning.
These past few years I have both seen and delivered a number of interview lessons. I believe these lessons reflect the philosophy of the observer as much as they do the capability of the teacher. The stakes for an interview lesson are high: will you be given a job? Or as an observer, can you judge that that teacher's wider operation? These outcomes are pragmatically important but also reflect more profound approaches to the profession. So with this tension in mind, here are some of the ways I think about interview lessons:
Students seeking success in literature should aim to read beyond the limits of the classroom. Each of these books have proved very useful for both my students and me in teaching and reading literature at the higher levels.