Terminology Impacts Engagement & Learning

I'm nearing the end of almost two terms of teaching at Horowhenua College, back in NZ. I have a long commute and still have boxes to unpack at home, because we arrived into our new town in August and then started working the next day! As a result, my blog has been neglected! I have a few posts I've half written though (in my mind) and would like to finish my year completing some of these. I'm reaaaaally looking forward to creating a routine next year, and I might dedicate 1 hour or so fortnightly to blogging, as I do enjoy the research and reflection. 

I have taught in four different schools across the last three years. That's a lot of systems, procedures, values, names to learn. But one thing has stood out across them all, which has frustrated me (yes, I have expressed this frustration). Health lessons being referred to as theory lessons and PE lessons referred to as practical lessons. And actually, any lessons that are in a stereotypical classroom referred to as theory. WHY?! I actually blogged about this briefly when leaving Australia, but this has been a frustration back in NZ too.

I have observed the terminology and names used to refer to learning activities and spaces directly impact on engagement and attitudes towards learning. I've just spent about 30 minutes trolling through academia to see if there is any research to support this observation but haven't located anything yet (please comment or send through to me if there is some research!). However, I have noticed this issue across several schools. The connotations associated with the word 'theory' for so many students appear to include difficult, work, disengaging, and not hands-on. Students have misinterpreted that 'theory' is the 'Education' of PE and 'practical' is the 'Physical'. Of course, this is inaccurate (not to mention implies that Health and lessons in classroom spaces are the only places learning occurs). 

Therefore, hearing colleagues use the word 'theory' especially, really annoys me. I do not want our curriculum areas to be misinterpreted by students, other staff or the community. This is something we've been battling for years already! I really hope no one makes kids run laps or gives them push-ups as a 'punishment'! So why is there still the misconception that theory = learning and practical = fun? I genuinely think some of the effects misconceptions can have on students include:

- A reduction of interest in the subject
- Less engagement/participation in tasks
- Barriers for learning progression
- Negative attitudes towards courses/classes and
- Impacts classroom dynamics

There are already several misconceptions about Health and PE (some here to name a few). I think our terminology can help to reduce these misconceptions and not create more. My suggestions: refer to the physical space you will be in for your learning experiences and frequently remind students they are learning in, through and about movement. Yes, we are learning theoretical ideas, concepts and frameworks, but learning is not just about 'theory'.

I'm Crossing The Ditch - Again!

Last week was the end of Term 2 and my second to last week being a relief teacher before moving back to New Zealand. I have liked having a more flexible working schedule and a greater work life balance - not having to attend meetings has definitely been the highlight! Once I've gotten past the frustrations of no relief being written for me or literally only "kids are working on their assignment", it's been good meeting a lot of new students and learning bits and pieces from different curriculums. Having more time for myself and exploring more of Australia with my fiancé before moving has also been great! 

When I have had relief classes when I've felt void and the kids are working well (basically glorified babysitting), I've taken the time to smash out a heap of blogposts in hindsight from the last 18 months. I'm stoked I've managed to write 21 (now 22) blogposts over the last 10 weeks while relieving. I hated that my blogging went by the wayside last year when I went back to full time after being part time in 2021. There were likely other experiences that I could have blogged about and have forgotten, but I'm happy and proud with what I have posted and hope that I can get a good rhythm of blogging when I get back to NZ.

Teaching in Australia has been challenging. I've felt that the South Australian curriculum is behind the NZ curriculum (a bit of a step back in time). Of most frustration was how normalised and embedded into everyday language was teachers and students calling Health 'theory' and PE 'practical'. This reallllllllly ground my gears. Across all three schools I attempted to shift this language and the way the teachers and students viewed the subjects. It really related back to and reinforced the old school view of HPE. I really hope I never have to have this conversation again, because I honestly and disappointingly just started to give up the longer I've been here!

My next step is going to be a whole new learning journey. We are moving to the central North Island next month and I will be teaching at Horowhenua College. I'm looking forward to a smaller school and being immersed in a school with a lot of culture - watch this space!