I’m not an idiot, but I might be an ignoramus.
At least, that was how I felt when recently attending the University of Melbourne School Mathematics Competition ceremony for prize winners. The Junior, Intermediate and Senior Divisions were all handed their prizes by a mathematician who first presented to the audience on their current area of mathematical research. For much of each talk, I was completely lost. At the same time, I found the presenters’ passion for their subject area infectious; I gathered from the warm response of the assembled students and parents that they were similarly impressed.
Two Carey students, Ashton (Year 7) and Kaixin (Year 11), were on hand to receive prizes for their outstanding achievements in the competition. I congratulate them both. And I am sure that both Ashton and Kaixin enjoyed and actually understood the content of the presentations, in contrast to my own non-comprehension.
This got me thinking. As teachers, we sadly sometimes witness but a fraction of what our students are capable of. In many cases, teachers only have one point of contact with any student, whether that’s as their Science teacher, their Debating coach or a leader on their camp. Mentors and Heads of House have richer relationships with the students in their care than the average teacher might; nonetheless, it is not always easy for teachers to know everything that their students are involved in and capable of. Finding those points of connection is one of the great joys of education.
Some years ago, a Year 12 student in the midst of his final exams told me that he was looking forward to reading for pleasure upon finishing school and promised that he would keep reading in his post-school life. This was a particularly illuminating revelation because that student was only days away from beginning life as an AFL footballer. I’ve had no contact with him since, but remember the conversation happily. Let’s face it, we probably don’t assume that footballers, as a subset of society as a whole, are the most prolific readers. That individual, who is now enjoying a very successful career on the field, epitomised this idea that there is so much to learn about every student.
It’s true of teachers, as well. I have similarly enjoyed hearing students talk with excitement of some achievement that they’ve just learnt their teacher has completed, or of a niche interest that they share with them. Those points of connection go a long way to developing a productive teaching and learning relationship that can be deeply beneficial in the long run.
And so, while I am unlikely to ever have a meaningful conversation with students about computational fluid dynamics in ocean waves, I am heartened to know that some of my colleagues surely will. I will gladly stick to conversations about books.
David Martin
Deputy Head of Middle School – Student Learning
