I love the idea of being able to bring in other curriculum elements into my lessons. My sweeping statement for teaching is that we are educating the youth of today to ready them for the outside world. So, if this is the case, then it makes absolute sense to be covering more than one KLA when planning and teaching lessons.
My discipline areas for study are Home Economics/Hospitality and Mathematics and to me nothing screams more REAL life than Home Economics. I have had a number of comments from peers regarding the 'odd' mix of my disciplines but I have much pleasure in telling them of the opportunities that I have had to bring Maths into my Home Economics lessons. Pie graphs, tables, conversions, chemical compositions and numerical variation are all Maths based tools that I have used in the Home Ec classroom. Whether we are measuring out our ingredients, measuring the required material or working out how many grams of carbohydrates we should have in our diet, we are using Maths. The one thing I need to remind myself of is the fact that it is okay to spend time on other areas within the curriculum. Too often, we get caught up on getting through the content of the lesson and don't stop to consider whether the class understood how or why we are doing things. If it takes 20 minutes to go through how to work out what 60% means, then is that such a bad thing? I make assumptions that the students will have covered these things in their Maths lessons (and they probably have) but did they actually understand it? I have also experienced this with relation to senior subjects where I have assumed that by year 12 they would well and truly know how to structure an essay. Unfortunately, this is not the case and many students have needed to be guided through the genre before they can begin the actual assessment. So, although this may not have been factored into lessons - it is a very necessary skill that needs to be taught. I guess this is why some lessons just do not go to plan - we need to be flexible when planning so that we allow for situations such as this.
One of the teachers at my last prac school told me that he believed we were all just 'Teachers' - not a Maths teacher, science teacher etc....a 'Teacher' - someone who has the ability to guide students' learning. I constantly worry about my lack of content when I enter the classrooms and have been reassured by many teachers not to worry - that the content will come.
Sunday, September 5, 2010
Issues faced by adolescents
I am so glad that I am not an adolescent in todays society! Having finished high school in 1991, that time of my life seems like it was forever ago and that is OK by me. Adolescents seem to be faced with so many more issues and pressures than I ever remember. The ones mentioned in our course readings (body image, eating disorders, disabilities and mental health) cover only a few of the obstacles that adolescents will face. Within the Home Economics discipline, we are constantly trying to relay the message about healthy eating and lifestyles but have to be so aware of the differing situations of the students around us. I am always very careful not to make assumptions, generalisations or judgements regarding particular topics because I am not aware of what is going on in the student lives outside of the classroom. These topics would include such things as body image, eating disorders, self worth and family arrangements.
It levels of committment of some of these students amazes me. Not only are they trying to find themselves in what must be a difficult transitional period of life, but on top of this, they also have to worry about finishing high school, working out what they want to do when they leave, work part-time, play sport, socialise with friends..........and the list goes on. They are so busy! In one mouthful we are telling them that they need to enjoy their adolescence and the next we are insisting that they take responsibility for their learning and lives. I would imagine it must be very difficult to find the perfect blend.
I guess what I am trying to say is that as a Learning Manager, I need to take into consideration the pressures and issues facing adolescents when I am planning my learning experiences. It is unrealistic to think that I could know everything about each and every student, but I must try and find that connection that allows me to be the very best educator that I can...
It levels of committment of some of these students amazes me. Not only are they trying to find themselves in what must be a difficult transitional period of life, but on top of this, they also have to worry about finishing high school, working out what they want to do when they leave, work part-time, play sport, socialise with friends..........and the list goes on. They are so busy! In one mouthful we are telling them that they need to enjoy their adolescence and the next we are insisting that they take responsibility for their learning and lives. I would imagine it must be very difficult to find the perfect blend.
I guess what I am trying to say is that as a Learning Manager, I need to take into consideration the pressures and issues facing adolescents when I am planning my learning experiences. It is unrealistic to think that I could know everything about each and every student, but I must try and find that connection that allows me to be the very best educator that I can...
Wednesday, August 4, 2010
Middle Phase Reform
I am going to start by saying that it has been 20 years since I finished high school so it would be unrealistic for me to draw on my own experiences of Middle Schooling. I do not remember enough about it to make judgement so instead I will base my beliefs and opinions on what I have seen in schools whilst on EPL visits.
According to the Middle Years of Schooling Association, the middle years span from the age of around ten to fifteen and involve a number of different changes for the students. These include physical, cognitive, emotional, social and moral differences, not to mention the hormonal and structural changes that are occuring.
Doesn't it seem obvious then that the needs of these students will be totally different from that of other ages, and therefore our teaching will have to accommodate these needs. It is at this time in their lives that their cognitive abilities are at an all time high (MYSA, n.d.) and we need to promote, foster and encourage them in every possible way.
'Educators, along with parents, face the challenge of assisting these students to build the skills and confidence that will help them achieve in school and later in further education and training, work and life' (QLD Govt, 2003). I truly believe that there needs to be more emphasis put on the real-life aspect of learning, rather than simply getting through the list of items within the curriculum. Wouldn't it be better to tap into and perfect some of the essential skills required in life than to skim over topics that the students are not only unengaged in but will not remember them the next day, let alone in a couple of years. Most learners (myself included) are capable or much better understanding if the subject or topic is challenging, interesting, but most importantly, PURPOSEFUL.......
The MYSA Position Paper states that Middle Schooling implementation involves three phases: Initiation, Development and Consolidation. As Learning Management students, we are encouraged to use this in every single lesson that we plan, only we call it the Hook, Body and Conclusion. We need to engage the students from the very start of the lesson right through until the end - sometimes easier said than done. This brings me back to my previous point that a lot teachers seem too worried about getting through the curriculum lesson by lesson, week by week and may not stop to reflect on how the teaching/learning is progressing. Without this reflection or evaluation, how will they ensure that students are getting the opportunity to fully understand what is being taught. According to Evans (2010) teachers need to understand that the curriculum documents are simply a set of standards or a starting point. It is unrealistic to think that you will be able to teach each and every one of those skills or standards. There needs to be a link between the Australian curriculum and the individual needs of the students. This means also taking into consideration Professional Learning, Teaching Teams, Teaching Capacity, Resources and 21st Century tools available within the school environment.
'Good pedagogical practices should provide students with an education that prepares them for life (Knipe, 2007, p. 10). Gone are the 'chalk and talk' days - students now expect more from their lessons. They are surrounded by technology and opportunities on the outside and in order to keep them engaged, we must offer those same facilities inside the classroom.
'The challenge is to better equip students to face complex demands in their school and work life, and to give them the skills and confidence to be lifelong learners and active and informed citizens' (QLD Govt, 2003).
I believe Middle Schooling is about identifying and embracing the fundamental characteristics of the learner, and using them as a tool to enable us to promote and provide the very best educational environment that we can.
References
Education Queensland. (2003). The middle phases of learning: A report to the minister.
retrieved on 2 August, 2010 from
http://moodle.cqu.edu.au/file.php/3271/MPL_Macer_report.pdf
Knipe, S. (2007). Middle Years of Schooling. Frenchs Forest: Pearson Education Australia
MYSA. (n.d.). MYSA position paper middle schooling: People, practices and places.
retrieved on 4 August, 2010 from
http://moodle.cqu.edu.au/file.php/3271/MYSA_Position_Paper.pdf
According to the Middle Years of Schooling Association, the middle years span from the age of around ten to fifteen and involve a number of different changes for the students. These include physical, cognitive, emotional, social and moral differences, not to mention the hormonal and structural changes that are occuring.
Doesn't it seem obvious then that the needs of these students will be totally different from that of other ages, and therefore our teaching will have to accommodate these needs. It is at this time in their lives that their cognitive abilities are at an all time high (MYSA, n.d.) and we need to promote, foster and encourage them in every possible way.
'Educators, along with parents, face the challenge of assisting these students to build the skills and confidence that will help them achieve in school and later in further education and training, work and life' (QLD Govt, 2003). I truly believe that there needs to be more emphasis put on the real-life aspect of learning, rather than simply getting through the list of items within the curriculum. Wouldn't it be better to tap into and perfect some of the essential skills required in life than to skim over topics that the students are not only unengaged in but will not remember them the next day, let alone in a couple of years. Most learners (myself included) are capable or much better understanding if the subject or topic is challenging, interesting, but most importantly, PURPOSEFUL.......
The MYSA Position Paper states that Middle Schooling implementation involves three phases: Initiation, Development and Consolidation. As Learning Management students, we are encouraged to use this in every single lesson that we plan, only we call it the Hook, Body and Conclusion. We need to engage the students from the very start of the lesson right through until the end - sometimes easier said than done. This brings me back to my previous point that a lot teachers seem too worried about getting through the curriculum lesson by lesson, week by week and may not stop to reflect on how the teaching/learning is progressing. Without this reflection or evaluation, how will they ensure that students are getting the opportunity to fully understand what is being taught. According to Evans (2010) teachers need to understand that the curriculum documents are simply a set of standards or a starting point. It is unrealistic to think that you will be able to teach each and every one of those skills or standards. There needs to be a link between the Australian curriculum and the individual needs of the students. This means also taking into consideration Professional Learning, Teaching Teams, Teaching Capacity, Resources and 21st Century tools available within the school environment.
'Good pedagogical practices should provide students with an education that prepares them for life (Knipe, 2007, p. 10). Gone are the 'chalk and talk' days - students now expect more from their lessons. They are surrounded by technology and opportunities on the outside and in order to keep them engaged, we must offer those same facilities inside the classroom.
'The challenge is to better equip students to face complex demands in their school and work life, and to give them the skills and confidence to be lifelong learners and active and informed citizens' (QLD Govt, 2003).
I believe Middle Schooling is about identifying and embracing the fundamental characteristics of the learner, and using them as a tool to enable us to promote and provide the very best educational environment that we can.
References
Education Queensland. (2003). The middle phases of learning: A report to the minister.
retrieved on 2 August, 2010 from
http://moodle.cqu.edu.au/file.php/3271/MPL_Macer_report.pdf
Knipe, S. (2007). Middle Years of Schooling. Frenchs Forest: Pearson Education Australia
MYSA. (n.d.). MYSA position paper middle schooling: People, practices and places.
retrieved on 4 August, 2010 from
http://moodle.cqu.edu.au/file.php/3271/MYSA_Position_Paper.pdf
Friday, July 30, 2010
Essential Learnings = Planning Essentials
For this task we are asked to deconstruct the Essential Learnings for our KLA - in my case this is Technology (for Home Economics/Hospitality) - Essential Learnings by the end of year 9.
So what are Essential Learnings? They identify what should be taught and what is important for students to have opportunities to know and be able to do at particular year juntctures. There are 3 parts to the Essential learnings for each KLA (Key Learning Area) and these are: the Learning and Assessment focus, the Ways of Working and Knowledge and Understanding. All 3 areas inform curriculum planning outlining the agreed core for the KLA. This agreed core is a minimum only and schools are still able to organise their curriculum to meet the needs of their students. (QSA, 2007)
So, on to the deconstruction process:
I am going to use bold text for the words that I consider to be most important.
Learning and Assessment Focus
Ways of Working
Blooms Taxonomy Essential Learnings Key Words
Remember Identify
Understand Consult, discuss, communicate, select, identify
Apply Apply, make, refine, manipulate, design
Analyse Analyse, investigate
Evaluate Evaluate, reflect, justify, recommend
Design Design, generate, plan, manage, make
Higher order thinking involves the transformation of information and ideas resulting in synthesis, generalisations, explanations, hypothesising, interpreting and the drawing of conclusions. (taken from powerpoint generated for Kurwongbah State School)
I believe that all of the key words listed in the Ways of Working are examples of higher order thinking skills where it is not about simply recalling information, but using the information to make informed decisions, solve problems and generate a deep understanding of the topic by building on previous knowledge (constructivism). When doing research however, I discovered that Analyse, Evaluate and Design are the highest order thinking levels.
Knowledge and Understanding
Technology as a human endeavour
Final Reflection
We cannot ask students to demonstrate the ways of working (or Blooms taxonomy) without first teaching them how to do what we are asking. That means, if we want them to do an analysis on something, we must first teach them how to analyse. It is only when they understand how to do the task that they will be able to demonstrate their knowledge and understanding of the topic.
I have listed some strategies for each stage of Blooms Taxonomy:
Remember - mnemonics, Rhymes, Acronyms, Music
Understand - concept maps, KWL charts, casue-effect maps
Apply - classification activities, tree diagrams, puzzles, games
Analyse - SWOT analysis, Y-charts, Venn diagram, flow charts
Evaluate - decision making matrix, Judge Jury activity
Design - problem/solution charts, modelling
(ITC, 2009)
References:
Blooms Taxonomy power point accessed at http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm
ITC. (2009) Innovative Teachers Companion 2010. Sydney: ITC Publications
QSA. (2007). Essential Learnings – Information Statement.
Retrieved 30th November, 2009 from
http://www.qsa.qld.edu.au/downloads/learning/qcar_is_essential_learnings.pdf
So what are Essential Learnings? They identify what should be taught and what is important for students to have opportunities to know and be able to do at particular year juntctures. There are 3 parts to the Essential learnings for each KLA (Key Learning Area) and these are: the Learning and Assessment focus, the Ways of Working and Knowledge and Understanding. All 3 areas inform curriculum planning outlining the agreed core for the KLA. This agreed core is a minimum only and schools are still able to organise their curriculum to meet the needs of their students. (QSA, 2007)
So, on to the deconstruction process:
I am going to use bold text for the words that I consider to be most important.
Learning and Assessment Focus
- Explore the role of technology in society from a range of perspectives
- Use their imagination and creativity to develop design solutions and make design and production designs that demonstrate consideration of requirements
- They understand how information, materials and systems can be combined in innovative ways
- Understand the importance of matching characteristics to specifcations or standards
- Investigate contributions of technological processes and products in all markets
- Recognise that technology has a rich history, overlapping fields and great career opportunities
Ways of Working
Blooms Taxonomy Essential Learnings Key Words
Remember Identify
Understand Consult, discuss, communicate, select, identify
Apply Apply, make, refine, manipulate, design
Analyse Analyse, investigate
Evaluate Evaluate, reflect, justify, recommend
Design Design, generate, plan, manage, make
Higher order thinking involves the transformation of information and ideas resulting in synthesis, generalisations, explanations, hypothesising, interpreting and the drawing of conclusions. (taken from powerpoint generated for Kurwongbah State School)
I believe that all of the key words listed in the Ways of Working are examples of higher order thinking skills where it is not about simply recalling information, but using the information to make informed decisions, solve problems and generate a deep understanding of the topic by building on previous knowledge (constructivism). When doing research however, I discovered that Analyse, Evaluate and Design are the highest order thinking levels.
Knowledge and Understanding
Technology as a human endeavour
- New products and technologies are designed and developed to meet changing needs and wants of intended audiences, and include artefacts, systems, environments, services and processes
- Product design and production designs are influenced by aspects of appropriateness and by detailed specifications, constraints and standards of production
- characteristics of resources are compared, contrasted and selected to meet detailed specifications and predetermined standards of production to best suit the user
Final Reflection
We cannot ask students to demonstrate the ways of working (or Blooms taxonomy) without first teaching them how to do what we are asking. That means, if we want them to do an analysis on something, we must first teach them how to analyse. It is only when they understand how to do the task that they will be able to demonstrate their knowledge and understanding of the topic.
I have listed some strategies for each stage of Blooms Taxonomy:
Remember - mnemonics, Rhymes, Acronyms, Music
Understand - concept maps, KWL charts, casue-effect maps
Apply - classification activities, tree diagrams, puzzles, games
Analyse - SWOT analysis, Y-charts, Venn diagram, flow charts
Evaluate - decision making matrix, Judge Jury activity
Design - problem/solution charts, modelling
(ITC, 2009)
References:
Blooms Taxonomy power point accessed at http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm
ITC. (2009) Innovative Teachers Companion 2010. Sydney: ITC Publications
QSA. (2007). Essential Learnings – Information Statement.
Retrieved 30th November, 2009 from
http://www.qsa.qld.edu.au/downloads/learning/qcar_is_essential_learnings.pdf
Thursday, July 15, 2010
My Belief Statement
The Macquarie dictionary states that the word learn means 'to come to have knowledge of or skill in by study, instruction or experience. Learning, then, is the act or process of getting knowledge and skill. Learning is not about sitting in on a class and listening to the content - it also takes into consideration the embedding of this information so that we can use it meaningfully.
Teaching involves giving that knowledge and skill in a way that students will be able to understand, store, internalise and use in a meaningful way. (Marzano & Pickering, 2006).
So how do we ensure that our students are able to do all of these things? With so many different learning styles present in a classroom, it is up to us as Learning Managers to ensure learning outcomes are met in ALL learners (Smith, Lynch & Knight, 2007).
Killen (2003) states that 'Different teaching strategies are simply different ways of helping students to learn.'
I believe in my discipline of Home Economics/Hospitality, it is easy to 'Keep it Real' (ie. relate learning to the everyday life experiences of the students). Regardless of whether we are studying Food, Textiles or Individuals, Families and Communities, the students have had or will have exposure to all of these areas. I love that what I am guiding the students through will undoubtedly help them in later life. No matter how 'real' the learning is, the variety of learning styles will still shape how I need to address my lesson planning. I have made a list of pedagocial techniques that I have used or seen used in the classroom:
- Class discussion and brain storming of ideas
- Hands on Learning (practical cooking, sewing, creative pieces)
- Use of ICT in 'theory' lessons to make it more interesting
- Peer review
- Effective feedback following tasks, assessments and lessons
References:
Killen, R. (2003). Effective teaching strategies: Lessons from research and practice. Victoria: Thomson Social Science Press.
Marzano, J.& Pickering, D. (2006). Dimensions of learning: Teachers manual. (2nd ed.). Heatherton: Hawker Brownlow Education.
Smith, R., Lynch, D. & Knight, B.A. (2007). Learning management: Transitioning teachers for national and international change. Frenchs Forest: Pearson Education Australia
Teaching vs Learning
So what is the difference between teaching and learning?
Does teaching automatically mean learning?
Roy Killen (2003) describes a teacher as the person responsible for guiding the instructional process. So just because you are a teacher, does that mean that students are automatically going to learn what you tell them. Short answer - NO! I am sure we have all experienced the good and the bad as far as 'teachers' go - those ones that make class a pleasure to go to, and then those that make us cringe at the very thought of going to one of their lessons. Now, my high school days were a while ago (19 years to be precise) and I can still remember those teachers that made learning more enjoyable but I probably remember more vividly the ones that didn't!!!! Being a teacher is so much more than standing in front of the class with a lesson plan full of content to get through - it is about engaging with the students. The term 'Learning Manager' is certainly more appealing to me than 'teacher', indicating that we are going to 'manage' the students, making them more responsible for their own learning and thus creating a sense of empowerment. We can stand up in front of that class and talk until the sun goes down about a particular topic but if there is no engagement from the students, we may as well be pushing it from one of their ears straight out the other one. They need to be able to internalise the information in a variety of ways and this is where student directed learning comes into its own. What better way to get the students to learn, than to put it into a relevant, real life and meaningful context. Giving students choice in learning isn't about letting them learn about whatever they want, but more allowing them to direct it in a way that suits their needs and desires.
I know I want to be remembered as the 'teacher' that taught them so they actually 'learnt' - the one that they look back on and realise how I helped shaped their teenage years. I realise that for a lot of students, we are the significant adult in their lives so they will most certainly look to us for guidance - isn't it only fair that we offer every student the chance to 'learn' from us.
Reference:
Killen, R. (2003). Effective teaching strategies: Lessons from research and practice. (3rd ed.). Victoria: Thomson Social Science Press
A previous learning journey.....
'Before we can move towards a better understanding of the Middle Phase Learner, and our role as manager of learning, it is wise to redefine the concepts of teaching and learning'. (http://moodle.cqu.edu.au/mod/resource/view/php?id=81545)
In order to do this, I will look back at a previous learning journey that I have had by answering some questions.
The learning journey that I am going to choose is during my time as an apprentice hairdresser.
What was the reason for learning? Did it just 'happen' or was it planned?
Well, as far as becoming a hairdresser, it was something I kind of 'fell' into. After moving to the Gold Coast at age 21, I realised that I wanted to put my brain to some use but had absolutely no idea what I wanted to study. So I took myself off to the local TAFE and got some brochures on the courses that they offered. The certificate in Salon Practices looked like fun so I signed up. Never in a million years did I think that this would lead to a career in Hairdressing. So, initially, I guess you could say that the learning journey just 'happened' but once I had started, the learning became a lot more planned.
Were you anticipating success? Was your motivation intrinsic or extrinsic?
Whenever I do something, my philosphy is 'to do my best' - I am very much the perfectionist (which can be very tiring at times!!) So was I anticipating success? OF COURSE......as for motivation, there is always self satisfaction on a job well done but there is also a great deal of pride when you are praised by peers or work colleagues.
Was it a useful or desirable thing to learn?
It was extremely useful as this was to be my career and I was lucky enough for it to be desirable as well. As much as I HAD to do it in order to complete my apprenticeship, it was also something that I was really enjoying.
Was it a by heart (rote) type of learning or was it more about understanding and using the information?
For me it was very much about understanding why I was doing things and being able to use that information in a variety of ways. Hairdressing is not the type of thing you can learn by rote - instead it takes lots of practical experience (backed up by a great understanding of the relative theories).
Who did you learn from? Did somebody support you, model or explain the desired learning outcome?
In my situation, I would attend TAFE one day a week and work in the salon for the rest of the week. The time I spent at TAFE seemed as though it was purely to get my certificate. With a group of around 20 apprentices, it was hard to get the one-on-one modelling that was sometimes required. Back in the salon was another story - my senior hairdresser was fantastic. She definately knew her subject and was able to model and explain all the elements very effectively. I believe this may have had a lot to do with the fact that I was the only apprentice and therefore, generally had her undivided attention.
How did you know you were successful at learning?
The obvious answer would be - I completed my apprenticeship.....but that doesn't necessarily mean that I was successful at learning. I know a lot of hairdressers that although qualified, probably don't have the skills they should have.
I believe that I was successful at learning because I was able to take the knowledge and skills taught and apply that in real-life situations - in this case, styling someones hair! Hairdressing can be very unforgiving - if you are not good at it, you generally won't have any clients!!!! :) Thankfully, I had a really good following so I must have been OK.
When I was younger, I would constantly doubt my abilities but as I have gotten older (and hopefully wiser), I realise that you can only ever do your best - and as long as you are doing that, what else can you ask of yourself. I tell the students in my classes (and my own children) that the only person you have to prove anything to is yourself - because your conscience is stronger than anything else in the world.
In order to do this, I will look back at a previous learning journey that I have had by answering some questions.
The learning journey that I am going to choose is during my time as an apprentice hairdresser.
What was the reason for learning? Did it just 'happen' or was it planned?
Well, as far as becoming a hairdresser, it was something I kind of 'fell' into. After moving to the Gold Coast at age 21, I realised that I wanted to put my brain to some use but had absolutely no idea what I wanted to study. So I took myself off to the local TAFE and got some brochures on the courses that they offered. The certificate in Salon Practices looked like fun so I signed up. Never in a million years did I think that this would lead to a career in Hairdressing. So, initially, I guess you could say that the learning journey just 'happened' but once I had started, the learning became a lot more planned.
Were you anticipating success? Was your motivation intrinsic or extrinsic?
Whenever I do something, my philosphy is 'to do my best' - I am very much the perfectionist (which can be very tiring at times!!) So was I anticipating success? OF COURSE......as for motivation, there is always self satisfaction on a job well done but there is also a great deal of pride when you are praised by peers or work colleagues.
Was it a useful or desirable thing to learn?
It was extremely useful as this was to be my career and I was lucky enough for it to be desirable as well. As much as I HAD to do it in order to complete my apprenticeship, it was also something that I was really enjoying.
Was it a by heart (rote) type of learning or was it more about understanding and using the information?
For me it was very much about understanding why I was doing things and being able to use that information in a variety of ways. Hairdressing is not the type of thing you can learn by rote - instead it takes lots of practical experience (backed up by a great understanding of the relative theories).
Who did you learn from? Did somebody support you, model or explain the desired learning outcome?
In my situation, I would attend TAFE one day a week and work in the salon for the rest of the week. The time I spent at TAFE seemed as though it was purely to get my certificate. With a group of around 20 apprentices, it was hard to get the one-on-one modelling that was sometimes required. Back in the salon was another story - my senior hairdresser was fantastic. She definately knew her subject and was able to model and explain all the elements very effectively. I believe this may have had a lot to do with the fact that I was the only apprentice and therefore, generally had her undivided attention.
How did you know you were successful at learning?
The obvious answer would be - I completed my apprenticeship.....but that doesn't necessarily mean that I was successful at learning. I know a lot of hairdressers that although qualified, probably don't have the skills they should have.
I believe that I was successful at learning because I was able to take the knowledge and skills taught and apply that in real-life situations - in this case, styling someones hair! Hairdressing can be very unforgiving - if you are not good at it, you generally won't have any clients!!!! :) Thankfully, I had a really good following so I must have been OK.
When I was younger, I would constantly doubt my abilities but as I have gotten older (and hopefully wiser), I realise that you can only ever do your best - and as long as you are doing that, what else can you ask of yourself. I tell the students in my classes (and my own children) that the only person you have to prove anything to is yourself - because your conscience is stronger than anything else in the world.
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