Most parents are the same in that we want to see the best in our children. We naturally want them to avoid problems by making the right choices. When our children are very young, we make the choices for them. As they grow and develop, we hope that they make good and sound choices of their own.
The complexity of life makes this process a very challenging one. The modern world keeps changing the ‘decision making landscape’ and our boys here at St Edmund’s College are continually navigating their way. In an age of information overload, teachers play a pivotal role in cultivating critical thinking skills. They help students navigate through vast amounts of information, discerning reliable sources from unreliable ones, and enabling them to make informed decisions (Jones et al., 2019).
The world is undergoing rapid change, driven by technological advancements, globalisation, and evolving societal norms. Teachers are instrumental in equipping students with the adaptability and knowledge required to excel in this dynamic environment (Brown & Lee, 2018). Education encompasses more than just academic subjects. Teachers create a supportive environment where students learn to communicate, collaborate, and navigate challenges, contributing to their holistic development (Gardner, 2006). Beyond academic prowess, teachers impart crucial values such as empathy, respect, and integrity. These values form the backbone of responsible and ethical citizenship, shaping individuals who contribute positively to society (Johnson, 2017).
Teachers have the power to bridge societal gaps. They provide opportunities for students from diverse backgrounds, working towards levelling the playing field and ensuring that quality education is accessible to all (Freire, 1970).
A love for learning is a gift that lasts a lifetime. Teachers instil curiosity and a thirst for knowledge, motivating students to continue their educational journey long after formal schooling concludes (Dweck, 2006). At St Edmund’s College we try to do this every day. In an interconnected world, we have tried to play a pivotal role in fostering global awareness and understanding. That encourages an appreciation for diverse cultures, perspectives, and worldviews, promoting tolerance and inclusivity (Banks, 2016). In conclusion, the St Edmund’s College staff are the linchpin of education here, they are responsible for moulding the individuals who will go on to shape our world, and that of their very own. And as the year closes out, our Year 12 students, will be the first to shape this new world. A world that extends far beyond textbooks, earnt values, learnt skills, and built a desired passion that inspires the new generation. Let us not forget and acknowledge the invaluable contributions of both the Parent and the Teacher. For long after the students have left and gone, we the people should continue to support and celebrate the parent body and all of our educators, who play an indispensable role in families, communities, society and all around our world.
Tim MacArthur –
Head of Rice House
References:
Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching. Routledge.
Brown, G. T., & Lee, J. (2018). The role of teachers’ subject matter knowledge in their pedagogical content knowledge: A synthesis of research. Educational Psychology, 38(9), 1043-1063.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.
Gardner, H. (2006). Multiple intelligences: New horizons. Basic Books.
Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2017). The prevention of mental disorders in school-aged children: Current state of the field. Prevention & Treatment, 11(1), Article 1a.
Jones, A., Scanlon, E., & Clough, G. (2019). Mobile technology and critical thinking in the primary classroom. British Journal of Educational Technology, 50(6), 2862-2877.