Geography Education & Teaching Practice
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Geography Education & Teaching Practice
Useful resources for pre-service and current geography teachers in Australia, particularly NSW. Resources aimed at helping develop holistic, passionate and creative geography educators who foster a love of learning in their students. Set up specifically for students studying EDCZ25800 at Avondale College, but available for anyone who falls into the above.
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True blue news article

Zac Redman's comment, October 27, 2013 3:09 AM
unfortunately there is an error with the link to the article...
Jordan Macpherson's comment, November 4, 2013 11:49 PM
unfortunately there is an error with the link to the article...
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Gillard puts geography on the map - National -

National geography curriculum will be developed after report warns
of decline in quality of teaching of subject and plummeting student
numbers. - The Age Online
Tiani Page's insight:

Although this is an older article, it relates to the EDCZ25800 lecture 2.4.13. It also illustrates how influential politics can be in determining what subjects gain attention and thus credibility.


Jordan Macpherson's comment, May 21, 2013 12:07 AM
One reason was a failure to engage students, with some teachers taking a "capes and bays" approach to the subject, requiring students to memorise geographical details such as the rivers of northern NSW. - This was the key line for me throughout the article, and i think Gillard has hit the nail on the head whilst saying so. From reading these other articles on 'scoop-it', i am now able to demonstrate a variety of teaching techniques which should hopefully encourage students who take the Geography class, and show others that Geography can be a fun subject to learn from.
Zoe Wright's comment, May 6, 2014 6:33 AM
This article was interesting read as it shows how geography has not been taught badly for awhile and how it was going to be change in the Australian Curriculum
Jennifer Scott's comment, May 14, 2015 10:39 AM
This article brings attention to an issue within education that needs to be addressed. I’m shocked to read that stage 4 and 5 of geography doesn’t equip the student for stage 6. I was also surprised to read that NSW is only state that has geography taught as a stand alone subject.
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Teach Geography.pdf

Tiani Page's insight:

An excellent resource for those just starting out, or uncertain about facets of geography teaching in Australia (particularly NSW). EDCZ25800 students, I do give you a copy of this later in the course, but I will put it up for you now. please do not do this as a 'reading' keep it as a resource.

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Geography in the early years

Foundation Stage Curriculum Knowledge and understanding of the world A sense of place: Observe, find out about, and identify features in the place they live and the natural world.
Tiani Page's insight:

This article may relate to teaching geograhy to the early years (primary) but the concepts are still relevant. - think how you might be able to modify their suggestions to suit junior high classes.... Or even senior.


bree's comment, November 5, 2013 4:50 AM
Reading this I have noticed not alot about geography has changed. The reasons why we would teach it and the skills development. Its going to be very helpful when I teach practical ideas in geography as it clearly demonstrates in the article, thanks!
Leigha Tew's comment, November 6, 2013 9:08 PM
Children begin to develop a sense of geographical awareness and understanding from the moment they are able to distinguish between two locations. In teaching 'geography knowledge' in foundational years, it is key to establish links between already formed, vague, pathways and understandings. As a secondary teacher, we can extrapolate these links and build on these understandings to establish a sound and thorough geographical literacy.
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8 Signs You Should Become a Teacher

Are you thinking about becoming a teacher? If you possess these qualities, you would probably make a great teacher!
Jordan Macpherson's comment, November 4, 2013 11:27 PM
Teachers have quite a large responsibility on their shoulders. Getting to teach hundreds, maybe even thousands of students will require effort and positive attributes. This article shows you how you as a teacher can benefit your students both in and outside the classroom. I like what Daniel said about teachers becoming administrators. It's too true. Teachers need to be passionate!
bree's comment, November 5, 2013 4:55 AM
I would definitely print this out and post in my little desk area for when I become a teacher. This would help me gain not only the motivation but remind the reasons/purpose why I am here and teaching. This article has shown me the benefits how to teach your students in and outside the classroom. Adding another question, are you in it for you (AKA money, time spender etc) or the students?
Michelle Waters's comment, April 19, 2015 12:20 AM
Teaching Geography may well be a blast for a teacher, but we must remember that not all students are going to love this subject. The ways to be an effective teacher is to be passionate, curious, creative and optimistic. Students will get more out of the class if the teacher puts in the effort to make the class attractive for learning. I think it is particularly important to be optimistic in the Geography classroom. Many of the students will reflect your attitude, and if it is positive, then the classroom will be a much better place to do some learning!
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Rationale, Why and Aims of Teaching Geography ACARA (taken from shape paper)



.........................................What is geography?..........................................


1) Geography is the investigation and understanding of the environmental1 and human characteristics of the places that make up our world. It is described as the ‘why of where’. Geography answers our questions about why places are like they are, and how they are connected to other places. It explains how and why they are changing, and how and why their characteristics vary from place to place.


2) Geography provides the tools to analyse interpret and understand places and the meanings people give to them. Places are specific areas of the earth’s surface. They can be a locality, a town and its hinterland, a river catchment, a coastal zone, a metropolitan area, a major sub-national region or a whole country. Places are defined by people and consequently different people may perceive, name and define them differently. They have porous boundaries and are interconnected with other places through a range of links. These links include environmental processes, the movement of people, flows of trade and investment, cultural influences, and the exchange of ideas and information. A place’s character is influenced by the way local environmental, economic and social conditions interact with the outcomes of these interrelationships. Places are therefore both local and global, and constantly changing.


3) The characteristics of places studied in geography include population, climate, economy, landforms, built environment, soils and vegetation, communities, water resources, cultures, minerals, landscape, and recreational and scenic quality. Some characteristics are tangible such as rivers and buildings. Others are intangible such as wilderness and socioeconomic status.


4) Geographers are interested in both the similarities and differences between places. They seek to identify patterns that make sense of and give meaning to the world. To do this they mostly specialise in understanding one or a small number of the characteristics of places, through the different branches of thematic geography.


5) To investigate such phenomena, geographers often study their spatial distribution across many places (using space as an analytical tool). They look for regularities in these distributions. They also study the environmental and socioeconomic processes, such as vegetation clearance or migration, that help to explain these spatial distributions.


6) Geographers are particularly interested in place dependency. This means finding out how the same processes can produce different outcomes in different places through their interaction with local environmental, economic and social conditions. Geographers seek understanding through the operation of general processes. But they also emphasise the contingency of these processes and the resulting diversity between places. Order and diversity are equally important concepts in the discipline.


7) The study of interrelationships between the characteristics of places complements the approach of thematic geography. A key theme is the interaction between human societies and their biophysical environment. This involves studies of human impact on environments, both locally and globally, and environmental influences on human life. Other themes include the study of the relationships between the different biophysical characteristics of places. An example is the effects of rainfall on vegetation. Yet another is the relationships between the different human characteristics of places, such as the effects of local economic conditions on population mobility, or the effects of culture on local economies.


...........................................Why geography?.............................................


8) Geography responds to student’s curiosity about places. It nurtures their wonder about the world and its diversity. It develops a geographical imagination that enables them to relate to other places and the lives of people in those places. It equips them with knowledge of the world that allows them to understand, debate and make informed decisions on a range of current local, state, national and global events and issues.


9) Geography is essential to an understanding of key aspects of Australia’s environment, population, economy and society. For example, by studying their own place, and the places to which they are connected throughout the world, students gain insight into the factors that influence their locality, their community and their lives.


10) Geography teaches students about the resources and services that the biophysical environment provides to support their life. They learn how these are produced and maintained by environmental processes. They also discover how people perceive and use these resources and services, and change them through this use. They investigate the opportunities and constraints that these resources provide for human life and economic activity, and examine current challenges such as the ability of the Australian environment to support a much larger number of people. They also explore the sustainability of these resources.


11) Geography teaches students how to view the world spatially. It enables them to understand the significance of location. As well, it provides insights into how location is mediated through infrastructure, technology, and economic and social relationships.


12) Geography teaches students how spaces are organised and designed, and the consequences of this for different groups of people. It explores the spatial distribution of phenomena and investigates the causes and consequences of economic and social differences between places. This provides an opportunity to teach students about inequalities between places in Australia (an important contribution to national citizenship) and between nations (an important contribution to global citizenship). 


13) In addition geography provides opportunities for students to learn how they can have an influence as active citizens. It encourages them to question why things are the way they are. It prompts them to imagine other ways in which their world could be organised, and to investigate and evaluate alternative futures. Through their exploration and discussion of such issues, students can develop an informed view of their responsibilities towards the biophysical and built environments. Importantly, too, they gain insights into their responsibilities towards people throughout the world.



............................Aims of the K–12 geography curriculum...........................


14) The geography curriculum should contribute to the general educational aims set out in The Shape of the Australian Curriculum. It should also achieve specifically geographical aims. 


These aims include:


� helping students to make sense of their own experience of the world


� developing their knowledge of and sense of wonder about the world’s variety of places (and their environments and peoples)


�developing their understanding of why places are like they are, and how and why they are changing, including a sound knowledge of their own place


�developing their spatial awareness and understanding of locations, spatial distributions and flows, and their consequences


�nurturing their fascination with places through fieldwork and the use of new technologies in and beyond the school grounds and the local area


� fostering their interest in, and valuing of, the ways that the environment supports their life, and helping them to understand why a sustainable approach to the future is vital but contested


�developing their understanding of the visual, spatial and written representations of places and environments


�encouraging them to be thoughtful local and global citizens when making decisions that affect their lives and the lives of others


�helping them to develop the intellectual capabilities, knowledge, and awareness of their place in the world that will allow them to function effectively in that world, and to make informed choices about how to live


� learning the process of geographical inquiry, how to use it to discover new geographical knowledge and make sense of new situations, and how to be confident and creative users of geographical skills and communicators of geographical knowledge (adapted from Catling & Willy 2009, p. 18).



15) Above all, the curriculum should produce students who are enthused by geography – students who want to learn, who can ‘think geographically’, who have a well-developed understanding of geography as a way of investigating the world, and who can use this understanding to influence their own and their community’s future.


16) To achieve its aims, the curriculum should be engaging and intellectually challenging, and focus on depth of understanding rather than breadth of content. It should provide opportunities for teachers to connect with young people’s present and future lives, to use their experiences to make them active agents in their own learning, and to ‘challenge and excite them with content that might be beyond their immediate horizon’ (Geographical Association 2009). 







Leigha Tew's comment, April 2, 2013 12:46 AM
Geography is a holistic subject, geography teaching is a holistic occupation. This article is incredibly clear in its exploration of the necessity of, value of and essence of a geography teaching. This rationale of the national curriculum is direct in its aims for the curriculum and its statement of relevance. The rationale also clarifies that geography teaching isn’t about imparting facts or knowledge, it is about nurturing analytical, critical, productive and creative global citizens.
Rachel Goods's comment, August 22, 2013 10:06 PM
This reading was helpful in that it showed geography how it could be beneficial for students as a subject and its importance to students. It also helps teachers it what they should be aims to teach and what they should make geography like as a subject for the students.
Jordan Macpherson's comment, November 4, 2013 11:36 PM
This really underlies the importance that Geography is now playing both in schools and in todays world. The subject importance in school seems increasingly growing and this article would be good at getting people interested in Geography.
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Multiple Intelligences by  Dr. Thomas Armstrong

Multiple Intelligences by  Dr. Thomas Armstrong | Geography Education & Teaching Practice |
This page provides general background information about the theory of multiple intelligences, practical strategies for using the theory in learning and teaching, and resources for further study.
Tiani Page's insight:

As a secondary teacher it is essential to teach utilising multiple intelligences if you want to engage your students. Read this summary and think how you might /could incorporate intelligences into your geography teaching.

Leigha Tew's comment, April 9, 2013 1:45 AM
This is a short, concise summary on the implications of and possibilities for incorporating learning via activities that make use of multiple intelligences. The awareness of these intelligences and utilising teaching strategies which maximise the function of these intelligences could be the key to students excelling in our classrooms. In Geography, the broad and varied nature of our content and its applications obliterates restriction of incorporating such a teaching strategy, indeed teachers of geography are limited to incorporating multiple-intelligence learning activites only by their creativity.
Gavin Bowyer's comment, April 29, 2013 1:09 AM
I am definitely not a fan of personality types and testing and people being so consumed by trying to peg another person in their behaviors of characteristics. I believe that it diminishes individual growth and stunts developed of autonomy and independence. That said, I am a big fan of the multiple intelligences theory, as even only having eight categories of intelligences that people are aware of is a vast improvement on one or two. It provides a framework for diversification of tasks within a classroom to maximise the effectiveness of learning. Even if a student is a great spatial thinker, it does not mean that a naturalist based lesson will be lost, as it is all variation and new and interesting. The challenge as always is to ensure that one finds a way to keep being inventive and creative with the delivery of content as it so easily lends itself (as a throwback to the past) to liguistic/logic.
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lightbulb_tree's comment, April 1, 2013 7:39 PM
A sound case is made for why Australians need geography. The benefits of studying (and enjoying) geography are persuasively presented, leading one to agree that the integrated model of social education is overcrowded and is minimizing the significant framework provided by geography: to understand the world around us. It is geography, when taught correctly, that molds, through academic discipline and practical explorations, interested and informed citizens. In any socio-economic and political climate, Australia needs Australians who need geography.
Leigha Tew's comment, April 2, 2013 12:59 AM
This article examines the need for and outlines the benefits of including geography in the curriculum until at least year ten. Geography is about enquiry, change, investigating issues and the discussion and development of practical solutions. The drop in Year 12 enrolment in Geography has reflected the necessity of geographical understanding in society. Australia needs individuals who are socially, spatially and politically literate, who understand physical and human geography, and its implications in order to guide and improve the direction of our nation in an ‘everyday’ and political capacity. Teaching geography is about the nurturing of these citizens and by incorporating geography teaching into the core curriculum, Australia has a better chance to develop and excel.
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All Over the Map: 10 Ways to Teach About Geography

All Over the Map: 10 Ways to Teach About Geography | Geography Education & Teaching Practice |
We have created 10 activities for teaching about geography using Times content, all related to the National Geography Standards.
Gavin Bowyer's comment, April 29, 2013 1:17 AM
Awesome article! I think it is critical that people are helped to understand the importance of global knowledge and understanding when they are so often already heavily involved in the global world. It has great tips and activities that can be used and a nice link to other resources. I personally found the discussion on mental mapping interesting, and I also feel like mapping skills are suffering as a result of smart phones and gps navigation devices, with people needing to use them to find even basic locations, or places they have been previously - something that I have thought about and endeavor to not take for granted myself.
Rachel Goods's comment, August 22, 2013 9:58 PM
This article is very helpful, as someone how doesn't have a lot of background in geography and let alone teaching it to students! It is very easy to read and understand, I think it is easy cause it is worded in a very relevant and current terms. This will not only make it easier for students to understand, but make it more fun and interactive for them.
Jordan Macpherson's comment, November 4, 2013 11:52 PM
This article can defiantly help those teachers that struggle to teach Geography. This article has plenty of little ideas to use to help students understand the concept of any subject. The best thing that I enjoy about this article is the fact at how each idea is well presented and easy to understand, aswell as each of the headings being 21st century related eg. No. 6 about the Iphones. All of this will interest the students and get them to interact with the teacher and what is asked as it is excitable to the students.
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Leigha Tew's comment, April 16, 2013 1:38 AM
Outcomes based evaluation isn't simply a concept for consideration in unit and lesson planning for students. Constant pedagogical development can be considered within a framework of professional standards or outcomes for teachers, and specifically geography teachers. Focussed goals or baselines of achievement, knowledge and skills for geography teachers can direct personal development improvement and be used as an assisting guide in self-evaluation of quality teaching.
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Highly Effective Teachers

Courtney Mallon's comment, September 16, 2015 11:42 PM
The 5 elements of an exceptional teacher in the Dispositional Cluster Model, is very helpful. During my study (pre-service) years, I hope to construct my own meaning and understanding from knowledge, and develop in each of the 5 areas in the diagram. I expect that over the years of teaching I will develop strengths and gain skills to broaden my umbrella to stop me from getting wet. Teaching is not just a job, it is an ever changing, self developing, lifestyle career.
Ben Woodham's comment, October 12, 2015 7:29 PM
The Quality Teaching Model implemented in NSW along with the DCM provides a platform for the teacher to build on their professional experience. The elements outlined in the Dispositional Cluster Model revolve around teacher authenticity and commitment to both students and parents through a means of communication. These are the elements that make an effective teacher. The article goes on to say that there needs to be "congruence between words and actions, between what you say and what you do". I believe this should be important in a teachers personal life but even more so in the classroom where the teacher is a role model to the students and should inspire them to learn. With the way technology has developed no longer is the teacher just a content pusher. Instead they should model learning towards students and provide a base of support and understanding.
Josh Waring's comment, November 19, 2015 5:12 AM
This article really puts into perspective become a highly effective teacher. The summaries of what an effective teacher are brilliant. The 5 elements of an exceptional teacher has given targets to aim for once I'm out in the field teaching.
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Geographical Association - 'Teach Geography' Video

Geographical Association - 'Teach Geography' Video | Geography Education & Teaching Practice |
The GA supports primary and secondary geography teachers through teaching resources, geography journals, CPD events, Barnaby Bear, Worldwise and more.
Tiani Page's insight:

A great little video to make you think about what it is to be a geography teacher. 

Tara Hansen's comment, March 25, 2013 9:07 PM
This 'Teach Geography' video outlines the benefits of learning about and teaching geography, identifying geography as a means of accessing information about the world around us. It looks at teaching geography in such a way as to inspire imagination in the students, to show them a world outside what they know. It takes teaching geography to the next level, outside of the mundane classroom that is too often associated with learning, and into the amazing things the world around us has to offer.
Leigha Tew's comment, March 26, 2013 12:15 AM
This visual presentation, though motivating and inspiring with its pop music and well-intentioned text, challenges us as teachers to pull real world concepts into the classroom and teach them as present truths in order to encourage students to think critically, analytically and practically as problem-solvers. To enlighten the students of this concept: that our present behaviours and attitudes have present and future global implications. To expand students awareness of the world around and explain connections between natural, political and socio-economic triggers and events or causes and effects.
Jordan Macpherson's comment, April 1, 2013 11:48 PM
I think this video has done a good job in showing us that Geography isn’t just a subject to fill up a subject line for students, but more as a positive visualization inspiring others to consider Geography as a subject they will actually be able to gather relevant, worldly information from. The video includes benefits that you will get from learning about geography and how that can be useful outside of the classroom. Also, it shows that is more to geography that looking at books and maps inside the classroom, but there is a whole world outside ready to be explored.
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The Australian Curriculum: A look through the lens of Christian education.

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Australia needs a geographic revolution - On Line Opinion - 22/4/2008

Australia needs a geographic revolution - On Line Opinion - 22/4/2008 | Geography Education & Teaching Practice |
Geography is an essential tool in determining the future direction of the Australian economy.
Tiani Page's insight:

A and article allowing you WTO further develop and strengthen your understanding of why geography teaching is valuable.

Gavin Bowyer's comment, May 13, 2013 4:49 AM
I like the title, 'Australia needs a geography revolution'. It's true too - and needs to start from the top (government, research, tertiary education etc.) and work its way down. This article puts forward a very strong argument that is both compelling and hard to fault. Geography is misunderstood, misused and therefore has lost its impetus for use in modern society, which ironically has developed to a point where a general understanding of geography is more important than any other era in history.
Rachel Goods's comment, October 16, 2013 10:35 PM
When teaching geography we need to be making it relevant, that means looking a relevant issues that the kids can relate to. If you use something out dated they aren't going to have heard of it before and are going to be less interested. Therefore compelling our students to want to know more about geography as they can see where it would fit with them when they go out into the wider world and pursue whatever it is that they want to do.
Michelle Waters's comment, October 6, 2015 7:41 PM
This article criticises how geography has previously been taught in the classroom and how it needs to evolve to show the ‘better’ side of the wonderful subject. It states that “enhancing the geographic education of Australia is important if we are to have an innovative and productive future.” This is completely relevant for us as teachers as we are the primary source of geographical knowledge for many of our students. It is imperative that we show out students how the world interacts and how they can be active global citizens.
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Commission on Geographical Education: International Charter on Geographical Education

Commission on Geographical Education: International Charter on Geographical Education | Geography Education & Teaching Practice |
Tiani Page's insight:

A valuable read.

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Teaching Geography through Englsh.pdf

Tiani Page's insight:

This is a longer resource but definitely worth the read. Provide sound ideas for helping address literacy in geography teaching ( a key component and element of both NSW syllabus and Australian Curriculum)

Leigha Tew's comment, April 30, 2013 1:16 AM
Literacy within geography is related to the development of thinking skills and the development of communication skills. In planning a lesson, teaches should consider the meta-language to be used or learnt, the process of the input and output of content knowledge, the utilisation and development of lower and higher order thinking skills and the need for differentiation. This article highlighted three primary ideas for promoting literacy development in bilingual classrooms - task-based learning approach, performance based assessment as formative assessment and collaborative learning. Teacher explanations and pictures/diagrams were the highest rated means of assistance for bilingual students. This emphasises the need for teachers to be effective explainers. The practice and development of literacy skills can be found and evaluated through oral and written literacy but also collaborative learning and the use of games to consolidate and evaluate literacy. Finally in planning lessons teachers can begin at the framework of these four points - content to be learnt, metalanguage to be learnt, thinking skills utilised and the topical relevance to personal culture.
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Teaching for a Better World.pdf

Kenny Watson's comment, March 31, 2013 6:52 AM
This was an interesting but to be honest some what tedious read. I totally agree however with his final conclusion that "education needs to be about developing a critical self awareness of both self and society and an understanding of what needs to change." I thought that was brilliant and is my biggest aim in becoming a teacher. Lucky me geography is a good way to facilitate that kind of thinking.
lightbulb_tree's comment, April 1, 2013 7:34 PM
Hmm...will we see history repeating?…Hicks reflects on his experiences in defending what he maintains as the essence of geography: teaching for a better world. Students who can think critically and creatively about alternate futures are students well equipped for coping in the future world. He presents the notion of an ideological battlefront where we must discern how best to teach this subject, not as an objective body of knowledge, but an analysis toolkit.
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How geography shapes cultural diversity

How geography shapes cultural diversity | Geography Education & Teaching Practice |
Study offers evidence that long countries give better protection to languages than those that are wide.
Tiani Page's comment, March 28, 2013 12:38 AM
GAVIN BOWYER'S COMMENT This particular article was very interesting to me as a history major. The thesis was interesting and there is some data that can support it. however, and as the critics suggest, there are still some questionable aspects of the research and methodology with which the conclusions were arrived at. That said, I believe there is some truth to the idea that cultures and civilizations spread along latitudinal axis rather than longitudinal. It stands to reason given similar climatic conditions and resultant ease of settlement.
Jordan Macpherson's comment, November 4, 2013 11:34 PM
This was a really informative article that i really had no joy reading. I understand the concept behind this article but as someone who has no real time for history i did get quite bored. I think that the weather conditions give some truth to the fact that cultures and civilizations spread along longitudinally seems reasonably fees-able.
Leigha Tew's comment, November 6, 2013 9:17 PM
This article is a simple affirmation of the role location, communication and social development play in spreading/maintaining languages on a regional and global scale. As a geographer, it is important to note the links in geographical literacy between the physical and social spheres of culture and historical development. In regards to this article specifically, I would agree that the climactic influence on agriculture, and the impact of agriculture on travel and trades, encourages the growth, spread and maintenance of east-west civilisations.
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8 Easy Ways to Build Rapport with Your Students

8 Easy Ways to Build Rapport with Your Students | Geography Education & Teaching Practice |
One of the ingredients to successful teaching is building rapport with your students. Students are motivated to learn in subjects which they like the teacher. A healthy and happy relationship betwe...
Tiani Page's insight:

Part of being a good geography teacher is just being a good, aware teacher in general!

Jordan Macpherson's comment, April 1, 2013 11:35 PM
As much as there is a line that is needed to be drawn between how we stand as a teacher rather than a friend, there still has to be a positive relationship there. I found that whilst I was on my prac, the students were extremely well behaved for my supervising teacher because of the relationships he has built with the students. I think that the article gives a great insight in to building a rapport with students, but I still believe that there is more needed than just a rapport. As a teacher you will be assisting these students for possibly 6 years of schooling, there has to be more than just a rapport with students for you to get the best out of them and help to exceed to the best of their potential.
Jordan Maua's comment, April 2, 2013 12:23 AM
As many teachers would disagree to this article I believe all this that is being said is 100% correct and every teacher needs to understand that when a student notices you care for them then they will do anything and everything for you. There are many GREAT points in this article for teacher to read because it helps teachers become closer with their students.
I know there are laws these days about teachers and students becoming too close. But what I do not understand is: what is more important? A students enjoyment of education and seeing them succeed or pushing the students away and seeing them being a pain in the bum in the classroom?
Daniel Ratcliffe's comment, May 6, 2013 8:46 AM
I would like to say that most of this seems like common sense, but sometimes it takes stating the obvious for people to get the point. I have become a huge fan of the saying that 'people don't care how much you know until they know how much you care', and they wont know how much you care until you show them. This is what i love most about teaching; the relationships :)
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Teaching Geography

Teaching Geography | Geography Education & Teaching Practice |
Tiani Page's insight:

A useful resource to expand your own knowledge


Kyle Armstrong's comment, April 1, 2013 8:45 AM
I found Teaching Geography to be a very resourceful page, it provides relevant information and resources for the high school teacher to use. The rich in depth video cases following geographers in the field give the students an understanding as to how geography applies to them.
Jordan Macpherson's comment, April 1, 2013 11:59 PM
As well as giving ideas on how to teach geography to your class, teachers can pick up some valuable information on different topics which will help them better understand what they are teaching about. Not just in geography, but in every other subject out there, it is vital that you are able to hold the interest of your students during class, by effectively using different teaching strategies. This article shows the importance of different strategies, and I think, how students may prefer certain ones to others. This article and others like these will be very beneficial for me when I am out on prac and when I eventually do become a teacher.
Rachel Goods's comment, August 22, 2013 9:54 PM
This page is full of resources! This shows you new ways in which you can teach and also help you as a teacher to learn more about what you are teaching. The more you know, the easier it will be to teach your students and to help them when they don't understand. Watching to geographers working in the field also shows students how geography could be relevant to them.
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Draft F-12 Australian Curriculum-Geography Validation Version Aug2012.pdf

Tiani Page's insight:

Important to know the direction we are heading.

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17 main qualities that a successful geography teacher must have | Geography | Knowledge Hub

17 main qualities that a successful geography teacher must have are as follows: (i) Thorough knowledge of the subject Like the teacher of any other subject a geography teacher should have a thorough
Tiani Page's insight:

How many of these do you have? Obviously some are key to being a successful teacher in general (not necessarily just a Geography Teacher) But the list is comprehensive. 

Zac Redman's comment, April 1, 2013 5:24 AM
This page shows what Dey believes to be the 17 main qualities and good teacher needs. The importance of teachers not just to teach but also to continue to learn is one major point that Dey mentions. Things are always being invented, discovered or modified so it is upto teachers to stay up to date with these things for the students benefits.
Kyle Armstrong's comment, April 1, 2013 8:29 AM
This article was a good indicator as to how we can improve on the effectiveness of our lessons, by incorporating the 17 teaching qualities, we as teachers should be able to make lessons more engaging and relevant to the age and needs of the student. It is important that we continue to learn after finishing our degrees, information about Geography is constantly changing, therefore we should always be up to date with our information. As geography teachers we also need to be able to incorporate out of class excursion, this gives a break from the routine of inside classes and gives relevance to the students.
Rachel Goods's comment, November 4, 2013 6:48 PM
Just because you are the teacher it doesn't mean that you have stopped learning. New things are always coming out, therefor you do not know everything! I think it is also good to inform your students that you do not to know everything, but will always do your best to find out answers for them. This was a key point that was made, it also makes it easier when it does come to questions you do not know answers to.
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lightbulb_tree's comment, April 1, 2013 7:35 PM
Notable points of weakness in student learning across the state manifest in practical mapping activities, such as topography bearing and cross section, and in applying definitions of geographical terminology. The review stressed the importance of critical case study selection – choosing illustrations that position the student to best understand geographical concepts, not just those of interest to the teacher! Additionally, it is crucial to equip students with basic literacy skills - neat layout, handwriting clarity, spelling, sentence structure, and the comprehension of syllabus jargon.
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Introduction to Population Density

Introduction to Population Density | Geography Education & Teaching Practice |
Students learn a formula for calculating population density. Then they explore U.S. Census data.
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A ICT based lesson activity of Population Density. Other good lesson ideas on site. 

Zac Redman's comment, October 27, 2013 3:34 AM
Once again National Geographic has produced a great educational article, this time it is on Population Density. National Geographic explains this idea simply and sets it out in a easy to understand style. All teachers, not just geography teachers could teach their students about population density from this article.
Rachel Goods's comment, November 4, 2013 6:50 PM
National Geographic has made this topic of population density easy to read and easy to convey to your students, to gain the best understanding from them as possible.