Reflection
The teaching body is a significant attribute of teaching and influences the ways in which we communicate, construct and deliver knowledge to our students. The teaching body is a new concept for me, however from the content covered this week, my understanding is that the teaching body requires a sense of self-awareness and intentionality on the part of the teacher to design instruction as a participant in the learning process. I understand my own teaching body to be the way I interact with students, engage children with learning when modeling task expectations and present content in a way that motivates students' learning using affective force (also a new terminology).
Affective Force is associated with teaching strategies used in the classroom and is influenced by the presence of the teaching body2,4. The teaching body promotes student engagement in tasks and generates a desire to learn that is more conducive to learning than simply preparing developmentally appropriate activities without situated actions1.
Louise provided helpful examples to better understand concepts of the teaching body in a number of ways. In particular, I found the example of making the comparison between a teacher wearing a suit and a teacher wearing jeans and a t-shirt useful in evaluating how the discursive body can construct our teaching identities and communicate aspects of identity such as professionalism. Each of us experience our body differently across professional and personal contexts; inside and outside of the classroom, the way we conduct ourselves, dress, and interact with others changes dependent on the social context1. Further, the difference between a teacher standing in front of a class and a teacher sitting on the floor with the children impacts upon the social setting of the classroom and phenomenological teaching body as the learning is interactive rather than directive. I see the teaching body as consistent in respect to attitude and approach towards teaching (positively) and flexible depending on the class activity or delivery of task to bring about a depth of communication otherwise not utilised.
Affective Force is associated with teaching strategies used in the classroom and is influenced by the presence of the teaching body2,4. The teaching body promotes student engagement in tasks and generates a desire to learn that is more conducive to learning than simply preparing developmentally appropriate activities without situated actions1.
Louise provided helpful examples to better understand concepts of the teaching body in a number of ways. In particular, I found the example of making the comparison between a teacher wearing a suit and a teacher wearing jeans and a t-shirt useful in evaluating how the discursive body can construct our teaching identities and communicate aspects of identity such as professionalism. Each of us experience our body differently across professional and personal contexts; inside and outside of the classroom, the way we conduct ourselves, dress, and interact with others changes dependent on the social context1. Further, the difference between a teacher standing in front of a class and a teacher sitting on the floor with the children impacts upon the social setting of the classroom and phenomenological teaching body as the learning is interactive rather than directive. I see the teaching body as consistent in respect to attitude and approach towards teaching (positively) and flexible depending on the class activity or delivery of task to bring about a depth of communication otherwise not utilised.
(Serbe, 2009)
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Bibliography:
1. Braise, M. & Nuttall, J. (2011). Learning to Teach in the Early Years Classroom. South Melbourne, Victoria: Oxford University Press.
2. Phillips, L. (2013). Week Two: The Early Years Teaching Body [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.
3. Serbe, M. (2009). Teaching and Body Language.[Web log message]. Retrieved from http://visualculture09.wordpress.com/2009/12/02/teaching-and-body-language/
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