My Account
Lucie Cheeseman has worked in over 50 schools across Mahurangi and Auckland demonstrating best teaching practices to schoolteachers.
As another school term beckons, one teacher in Mahurangi has the task of teaching the teachers.
Lucie Cheeseman is a professional learning and development (PLD) facilitator. She is accredited by the Ministry of Education to make sure teachers stay on their A-game.
“Teaching is no different from other professions; we should all be lifelong learners in a rapidly changing world,” Lucie says.
Lucie is based at Omaha and specialises in maths. She has worked with teachers at Matakana, Warkworth, Kaipara Flats and Tauhoa schools. She says doctors may make difficult patients, but most teachers are open to being taught.
“For many teachers, maths is a difficult subject. By demonstrating some of the new techniques I am able to increase the teachers’ confidence and understanding. It’s a dedicated profession and teachers are open to learning new techniques that help increase student achievement.”
Lucie also runs parent evenings and says maths homework still frustrates many parents.
“The way parents were taught is very different from the way we teach now. My husband was not taught maths particularly well. Even as an adult he had gaps in his multiplication, but some of his self-taught mental arithmetic techniques are widely encouraged today.”
Lucie says rote learning of times tables is out, along with teacher’s ‘chalk and talk’ methods. Modern learning environments, problem-solving and teamwork are very much in vogue.
“Learning by rote is appropriate for some students, but many have little conceptual understanding to support their recall of the times tables. This lack of understanding can then prevent students from being able to apply a strategy to help find answers.”
Education Minister Hekia Parata announced changes to the centrally-funded PLD system in 2015. They are due to be phased in over the next two years.
“The link between effective PLD and improved students outcomes is well-established,” Ms Parata said.
“By helping schools to develop dynamic learning cultures that are inclusive of students, parents and whānau we will lift student achievement.”
One of the major changes is allowing schools to apply for funding by putting forward a specific case. Principals are also able to choose their own accredited facilitator rather than being allocated one. Lucie says that’s a step in the right direction.
“We are preparing primary students for a world that doesn’t exist yet. Data suggests that our children will have had around five different careers by the time they are 38. Acknowledging that we need to teach them to take ownership of their learning and be resilient to change is paramount.”
