Ed Foundations Post 2: Wayne

YouTube: Classroom Music Teaching resources:

Topic 2: YouTube in Education

A quick search of YouTube's hundreds of thousands of video clips will reveal many educational video recources, from popular How To guides to K12 teacher groups focused on recorded lessons and instructional videos. These videos and range from highly academic, to highly amusing, for example this amusing video clip explaining to students of the I.S. 109 school of Queens, NY why they have to tuck their shirts in when they come to school.

http://www.youtube.com/watch?v=gdLEPrzwBeo

If you wanted to be more SPECIFIC in searching for teaching resources online, then it would be better to go to teacher-specific sites e.g. TeacherTube and WatchKnow aggregate thousands of videos from educators, YouTube, and the rest of the Web. Basically these sites are clearinghouses of educational videos that cover most school subjects, categorized by subject and education level. WatchKnow has a review panel of educators and educational video experts that check videos from first-time submitters before posting.

http://www1.teachertube.com/

http://www.watchknow.org/

 Another option is to upload your own videos on YouTube, or indeed just on your computer. With a simple web cam and the free MovieMaker utility included with Windows XP (or iMovie in a Mac), you can edit the recording, add subtitles and effects, and save it in the right format. 
http://www.youtube.com/watch?v=6DHFKVzG8Zw


With the regular YouTube account, you are allowed to upload up to 10 minutes of movie time per clip, or up to 100MB. To be able to upload longer videos, you must apply for a Director account, which you can get, pending authorization.  Uploading the file is very simple. You can type in a title, description, and keywords, and choose the category you would like it to appear in. You can also choose whether to make the video public, or to allow only invited individuals to see it. Once the video is uploaded, you can send a link to it through e-mail, or embed it in any blog or a web page.


http://www.google.com/support/youtube/bin/answer.py?hl=en&answer=57924


  

YouTube: Advantages in Classroom Music Education

Topic 2: YouTube in Education

Though YouTube is blocked in many classrooms because of inappropriate materials on the site, there are many valuable (and downloadable) videos that do further learning.

For a music teacher, YouTube is a gold mine of performances, performance reviews, musician interviews, and music lessons. Video, perhaps more than any other medium, has the power to engage, enlighten, and fascinate your students. We can see and observe and listen. Not just listen and read.

By using a popular medium like YouTube,  you are fitting into your students existing habits and surroundings, making it easy for them to access your material, and projecting a more updated image for your class or school. 

"A lot of students these days expect information to be presented in a flashy, entertaining way, so videos can help draw them in," says Larry Sanger, executive director of WatchKnow, a site that collects education-related videos.

 "YouTube is not necessary for good teaching," writes Christopher Conway from Inside Higher Education, "in the same way that wheeling a VCR into the classroom is not necessary, or bringing in PowerPoint slide shows with images, or audio recordings. YouTube simply makes more resources available to teachers than ever before, and allows for better classroom management. Rather than use up valuable time in class watching a film or video clips, such media can be assigned to students as homework in the same way that reading is assigned." 

http://www.youtube.com/watch?v=AhoOG5Kf1w4

YouTube: Disadvantages in Classroom Music Education

Topic 2: YouTube in Education

If humans make an invention, there will be flaws. We can find evidence of this in just about every human invention in the world – human inventions have flaws like humans themselves. YouTube although one of the best inventions in the world to bring the world together in global harmony, it can also cause problems for teachers and students alike in small situations that can turn big:

Teachers have problems with YouTube when it comes to classroom distraction – how can they embrace such a great educational tool, when members of the class get off task in a computer class by surfing random inappropriate content? How can teachers protect the kids from viewing inappropriate content and keep them on task? Unless a firewall is placed in the school that blocks YouTube, strict rules need to be established in the classroom, for when it should be appropriately used.

Students, have issues with YouTube in different ways – cyber bullying the obvious antagonist.

Although YouTube was created as an enjoyable share site, the video blogging that occurs on YouTube can also include the less desirable activity of cyber bullying,  (using technology and electronic media to harass another). This is a common practice, especially for kids, who are spending less time on the playground and more time at a computer. In today's world, it's important to understand how such bullying works and how applications like YouTube are used so we can help prevent this cowardly behavior from happening. Cyber bullying is especially bad, because it follows kids into their bedrooms – it’s not just something that happens in a face-to-face encounter.

To some, YouTube remains a mystery. Is it evil or good? As Lange, postdoctoral fellow in the School of Cinematic Arts at the University of Southern California observes, “people who do not regularly participate on YouTube may not understand why people watch seemingly poor quality or odd videos.  The answer to the question “why do you’ Tube” is as broad as the answer to the question “why do human communicate?”

http://jcmc.indiana.edu/vol13/issue1/lange.html

Just like a community, YouTube is made up of those who fit and those who do not fit well with norms and rules of a good society. Those who do not play well with others have long plagued Internet communities – YouTube is a perfect example. The people who post rude and often racist, sexist, homophobic, or obscene messages are just like those people. It won’t be a big issue if YouTube set some regulations properly. But YouTube was designed for the whole purpose of ‘freedom to post’, unless it’s copyrighted, or illegal – it’s basically freedom of speech.

Some countries like China and India find this provocative and have blocked YouTube all together on a number of occasions. To give a definite answer as to whether YouTube should be banned or not because of inappropriate content is quite controversial.

 In my opinion, I think it’s a good example of how we are tested as humans to do the right thing, and to use our common sense in how to make the best out of this fantastic internet site.

YouTube: Practical Education/YouTube Symphony Orchestra

Topic 2: Youtube in Education

For the most part, posting a video of yourself playing a piece of music, whether it be yourself in a band, or simple solo – can be rewarding. Many people who watch your video will be happy to give you constructive comments, although these comments will range from total praise, to technical advice, to insults, possible fights between the people commenting, and stuff that is neither constructive nor insulting (just non-relevant).

A great example of how YouTube has been put to practical use for aspiring musicians in the last few years is a phenomenon known as the YouTube Symphony Orchestra.

The YouTube Symphony Orchestra was launched in 2008, and is an orchestra that is made of musicians who have auditioned via posting their audition on YouTube. Every year, the orchestra reviews a new round of auditions, and whoever plays best wins a place for that year. (If you pass the audition one year, doesn’t necessarily mean you win it the next year.)

Anyone can audition – just like anyone can watch YouTube. YouTube Symphony does not require any plane flights to the audition; it does not require the stress of having a wasted trip for nothing. It allows its auditionees to audition within the comfort of their own surroundings – ranging from their home concert halls to their own bedrooms.  They perform better, and they perform more honestly.

In 2010, Following this online auditioning for and voting process, the YouTube Symphony initiative selected 101 orchestral musicians and soloists (including four Australians) from thousands of applicants in over thirty countries to come together in performances held at the Sydney Opera House and broadcast live via satellite to YouTube viewers all over the world. The participants were coached in a week of rehearsals with San Francisco-based conductor Michael Tilson Thomas and mentors from the Berlin Philharmonic and London Symphony Orchestra. Many of the pre audition tutorials were on YouTube.

E.g. for Trumpet:

http://www.youtube.com/watch?v=HL8lThg4YZ8

‘The worldwide audience figures announced and confirmed a total of 33 million people watched the YouTube Symphony Orchestra finale. This includes 11.1 million live streams of the three-and-a-half-hour event, displacing rock band U2 as the most-watched live music concert online. After the initial live presentation, a further 19.1 million streams followed in the next 24 hours. Approximately 2.8 million people tuned in on mobile phones: the biggest-ever YouTube mobile live stream.’

http://www.limelightmagazine.com.au/Article/252414,youtube-symphony-attracts-33-million-views-worldwide.aspx

It’s an example of the extreme of how YouTube can be put to good practical use for musicians. I know I will certainly audition for 2012!

YouTube: Observations on Truth & Globalization

Topic 2: Youtube in Education

The world, in my opinion is becoming fairer.  As humans, we are learning about our world at a terrific rate thanks to globalization. The star sign people call this ‘the age of Aquarius’, according  – the age when the truth is revealed.  YouTube is one of the vehicles for this truth. A sweeping statement, yes, but one I would like to put out there.  

YouTube is an opportunity to make people feel more aware of where they are in the world. Are we as crazy as we seem, or are we just like every other human trying to put ourselves out there in finding answers?

Are we that different from people overseas? Is a kid playing guitar in his bedroom in America really that different from a kid playing guitar in his bedroom in Australia or Thailand or Brazil? Students, especially music students can find out the truth of where they stand in the world. They can surf YouTube for many answers, whether it is related to schoolwork or related to life in general. It may take many contrasting videos of a certain topic to learn that there is a connecting message between them, which will give the answers they require.  Sometimes they may not get any answers, which really – is an answer within itself.

When we want answers we can find them, at every corner.  We now have the ability to find out the truth about ourselves in a world context, not just in the context of our own school, music institution, or country.

Creation: Sibelius/Finale & Garageband

Topic 1: The best ICT tools to assist in Music Education

Sibelius and Finale are arguably the ‘veterans’ of the composing world. Back in the olden days before computers, composers were restricted to composing their music on the Piano, to get any idea how it sounded. Others had to do it strictly from being able to hear it in their heads and notating it down on manuscript paper. We now live in a world where students or teachers do not necessarily have to be piano players to hear how their compositions will sound when played.

These programs can play back to you exactly what you write. You can write for any instrument, and there is a playback system option, you can put all forms of music expression in, there are also tools to help you with using the site.

The only drawback to Sibelius and Finale composing is that you hear EXACTLY what you write but only in a computer generated form. The technologies have improved for these programs where the instruments sound more ‘real’ although of course nothing beats the real thing when played live by live people. It is therefore important that the teacher can remind the students of this, and make sure that they can imagine the music that they are composing being played by a live person.

For a composer who has no knowledge yet of how to notate music, Garageband is also a very good basic composition program to use in the classroom. Instead of notating music, you can either record your music into a track, and/or make use of the loop tracks available on the Garageband program.  This program would be especially useful to get kids interested in layering music tracks on top of themselves to get a final product. 

http://www.edgalaxy.com/journal/2009/11/28/the-ultimate-guide-to-garageband-for-educators.html

http://www.sibeliuseducation.com/

http://www.finalemusic.com/default.aspx

Inspiration: YOUTUBE/DVD

Topic 1: The best ICT tools to assist in Music Education

For music classes, thanks to the development of technology on the internet, and globalization in general, the world is now at our fingertips for inspiration. YouTube is very accessible, (providing of course that it loads quickly:-), and like many others of my generation, it has not only become a source of entertainment, but also great potential for education. Although there have been controversies over YouTube due to some people posting disturbing content, the positive side is much greater.

On similar lines to Google searching where the site identifies key words – not only is there some very worthy information that can be found on YouTube, but many great performances, lessons and lectures. In a music class - this would be a good source to look for videos to demonstrate concepts, and performances of musicians all round the world. For example, two video recordings back to back of a 12-year-old  virtuoso musician Sergei Nakariakov playing trumpet, followed  directly by a 20 year old Sergei Nakariakov playing trumpet would never have happened 30 years ago. I doubt anyone in Australia even had access to these recordings.

I am unsure as to what copyright laws might be in effect in showing YouTube videos in class, but for those of us who want to give our students a free source to look at or to show in class, YouTube can be very beneficial for teachers and students. 

Interaction: Musicianship Basics/Aurelia/Musition Software

Topic 1: The best ICT tools to assist in Music Education

Tools for teaching music education do not necessarily all have to come from the internet, and indeed these software options are the most specific for teaching music theory, history and basic musicianship skills – and from my point of view, inspires the stronger connection between teacher and student.

Like any subject, musicianship requires constant training and retraining, through drills, application, and practice. The intent of Musicianship Basics, Aurelia and Musition are to provide drill activities for a wide range of students. Both adults and children can benefit from the programs and one does not need a MIDI keyboard to use this program.

Because these programs are mainly WRONG or RIGHT answers etc – it makes it perfect for the teacher to get involved in the cognitive approach; here the teacher can monitor the kids’ relationship with the technology by guiding the students through the questions and reminding them WHY an answer may be wrong or right.  (If an answer is wrong, the program will say so, but although most likely give an explanation underneath, most don't explain WHY. So this is where the teacher’s role should become most dominant, and important.)

http://www.risingsoftware.com/musition/

http://www.sibelius.com/products/auralia/index.html

http://www.edalive.com/au/products/musicianship-basics

Presentation: The Interactive Whiteboard

Topic1 : The best ICT tools to assist in Music Education

Presenting work to your class, is a great way to not only show the teacher what you have done, but also a great way to develop learning. There is no better device that can be used to present your work more than the interactive whiteboard.

Interactive whiteboards (brand names include: SMART Board, ActivBoard, eBeam, Mimio, and Webster) are used in many schools and Universities as replacements for standard blackboards, whiteboards, posters and flipcharts, and provide students with a way in which they can interact with material on a single computer. According to Wiki, interactive whiteboards are currently the largest education technology project in the world, and are constantly evolving. 

There are so many small ways in which an Interactive Whiteboard can be useful in the classroom, to name but a few – students or teachers can use it to present presentations, teaching group computer or keyboarding, using the highlighter tool to be used for highlighting nouns, verbs (or in a music class – e.g. quavers and crotchets), Graphics and charts with ESL learners and special Ed students, YouTube can be presented on a large format…. the list goes on. My favorite is that most up-to-date interactive whiteboards have software that can allow teachers to record whatever it was they were taught in the lessons, and save it to be reviewed and displayed at a later time. This of course would also allow students the possibility of sharing projects during Parent/Teacher/Student conferences.

The list is quite big of course, with how much this use of technology can assist presentation in education. The challenge of course is the learning process in how to use it as a teacher! This would be something that would be learned from experience, plus regular application and perseverance like any other piece of technology or computer program. It also relate to practicing a musical instrument.

Alfred N. Basilicato. "Interactive Whiteboards: Assistive Technology for Every Classroom"

http://rmtc.fsdb.k12.fl.us/tutorials/whiteboards.html

Research: Cyberhunt

Topic 1: The best ICT tools to assist in Music Education

Studying music can involve research, and the best place to start with research is on the Internet. But the internet is a very vast place; let’s face it, and for some of us – finding the information we need can seem very overwhelming and complex. The concept of ‘surfing’ the internet for research purposes can be very challenging for beginning adults like myself, and likewise for kids who are just beginning.

This is why I think CyberHunt is an excellent tool in education – an online activity in the form of a scavenger hunt that teaches beginning internet research skills to students. The intent of Cyberhunt is to hunt for facts or information to add details for the answer to the question in the particular topic e.g. ‘Who was King of the Olympians’, the topic being ‘Ancient Greece’. The questions themselves may vary from the simple fact or statement to the more complex, depending upon the age and skill level of the student.

Cyberhunt’s user age range is very broad, as a beginner hunt will be more like a directory taking the user to a link via the specific website, a moderately challenging activity takes the user to a web site that has the answer to a posed question and requires them to choose an appropriate link, use the site map, or site search engine to locate facts that support their answer. The most sophisticated activity may post several open ended questions that require the student to make many choices including search tool and method, web sites and finally the correct supporting information.

By completing CyberHunts, students learn how to navigate a web site, scan a page for detailed information, and then apply the facts or ideas to the question.

There are no firm CyberHunt rules about the number of sites, the type of questions, or the amount of activity time to be allotted. CyberHunts have been created in all shapes and forms and for all grade levels. They cover most subjects and have no set time limit. The teacher has control over the sites, the type of questions, and the final product. I could see this being very useful for all classes in all subjects- yet I am very surprised to not see many Cyberhunts on the internet for the subject of music! I must do something about this!:)

http://www.icteachers.co.uk/children/children_cyberhunts.htm

Kozma, Tom, "The Internet Hunt", Info Tech News Issues, Wayne State University. Feb 1997.

PPLE Post 3

One of the things I really liked about the lecture ‘The Class Revolt’ is that it addressed one of the greatest fears I am sure many future and current teachers have – the ultimate fear of rejection. For many of us in this course, there must be so many good intentions in our minds prior to setting foot in our new classrooms, but as we can all imagine, to bring in so many good intentions to a new class and have them shattered over a period of one day or even weeks, could only be very upsetting. I know that I personally have a great fear of rejection in the classroom.

Being a Musicorp teacher (instrumental music teacher for groups in primary schools), i have experienced this situation many times before upon arriving at different schools throughout the year, where the teacher previous to me did things very differently - in most cases it seemed they had either created a 'fear the teacher' environment, or had no discipline control at all. I found the only way to survive these first days was to lay all my cards on the table. I always mentioned the fact that i respected the last teacher,  but that i may do things very differently. I've never known whether this is the right thing to do or not, it was always a spontaneous decision at the time.  The only reading i found that i could possibily relate to on this was the Fredric Jones article. Although i did find it to be a bit old-school, i did like the fact that the time had been taken to find some physical techniques that could be used for classroom management, like the idea in his 'limit setting' section where he talks about maintaining the cool calm and collectness in teaching, even when being humorous or instructing the kids on discipline.

The main question I found myself asking from this lecture however, was to do with the philisophical relationship the previous teacher had with the kids prior to Steve. Was it indeed a ‘friendship’ that the teacher previous to Steve shared with the students? Or was it simply the fact that the kids were just ‘used’ to the previous teacher (no friendship required)? Personally I would have assumed that it was the latter reason, because adults - as friendly as they can be, are still just role models for the kids.  I think a good role model would of course be friendly, but would still be rational when it comes to classroom direction and control. (A good 'friend' of the students would agree with me.) In general, I don't think kids form friendships with teachers, but rather attatchments. I think when the attatchment is broken, it CAN cause anxiety when a replacement shows up, because a replacement is 'new'. What if this new replacement is a bad guy?


I also really liked Steve's use of differentiating between 'Freedom from' and 'freedom to' in this lecture.
‘Freedom from control of others’ I believe is a fairly irrational philosophy to have because it puts the kids in independent adult shoes – and during the informative years of teenage hood, I don’t think independent adult shoes are going to fit.

Having said that, I feel that it is important always to speak to the kids like adults, even though they are not yet ready for the metaphorical ‘shoes’.

I do think it is a right for the students to have ‘Freedom to do things’, as we do live in an age of acceptance rather than the old-school ‘fear the teacher’ environment. But without the guidance and direction, and indeed some form of balanced classroom management – the provocative ‘freedom from control of others’ would again show its ugly head and create a superficial positive learning environment rather than a real one.

I think Steve rapped the lecture up very well, in saying that 'our ability to survive is what makes us useful for our students.' I couldn’t agree more, and i see this as a very convincing reminder in teaching to survive the attempts at undermining, especially during first days in a new class. The ideals we have as adult humans are firm and for most of us are there to stay, and to combat the pressure to let go of these ideals in the classroom as a teacher requires a definite survival instinct, which I believe we all have in us.

Ed Foundations Comments

Hi Phil, sorry i forgot to label this!
I have commented on the posts of Winnie, and Ty.
Cheers,
Zach

STS post 1

This has been my favorite part of the course so far, because I feel that it directly relates to the field I’ll be teaching in.
‘Tell me and I’ll forget, teach me and I remember, involve me and I Learn. Pedagogy is about walking the walk, or leading the learners.’ I think this is a great basis to be taught in the first few weeks in this course, and from my own six years experience as a music instrumental teacher, it’s a philosophy I completely agree with. Including the kids and involving the kids in the classes IS the key to allowing Pedagogy to work to its best capacity, there is no doubt about it.
Curriculum is also a topic that has been widely discussed over the past few weeks, which has raised some anxiety in me. What is a good curriculum? Can curriculum be affected by ideologies and beliefs of teachers everywhere, and can this make a big impact on understandings of knowledge and how learning happens? Yes, it can!  To make it more complex, the kids’ background will also shape how successful a curriculum is.

I must admit, that often the word 'Curriculum' inspires one of the nine provocations to whisper in my ear 'Am i ready to Teach?'
But this is where i find solace in the original quote: 'Involve me and i learn.'
I find it great advice in how to go about designing or teaching any curriculum.

PPLE Post 2

The name is of this subject is a very good one – Positive Learning Environment.  It says to me that future teachers are being taught the right things. Positivity is something I realise should not be taken for granted; to run with it when you are teaching is the ultimate way to keep a classroom yours.

Throughout the lectures this week we have learned that there can be five models of teaching – the diagnostician, the ethicist, the interactivist, and the non-interventionist. For me, the latter model is the one I really can relate to – although it is important to recognise that none of these models stand alone in isolation, e.g. for me it seems that the non-interventionist can go hand in hand with the Interactivist, and great results could ensue. I think of this when I heard the story of Nick. Steve never intervened by telephoning Nick’s parents, with a complaint. Doing this quite possibly would have caused further drama, for what if the parents were the catalyst for Nick’s behaviour? (That leads me to another question regarding kids with serious behaviour problems….is it a bad thing to notify the parents if the parents are the reason for the problems in the first place? I feel it could get really complicated. )

In this case though, Steve avoided any major complication by simply getting Nick involved with the class via a class task. By taking the interactivist approach, Steve became an opening of trust, making Nick feel it was ok to be human.

 From personal experience, when you go with a classroom, the emphasis really is on the word ‘with’. Being a dictator can get you quick results, or even solid results. But working WITH the students on an interactive level, and also not intervening (or not panicking that you don’t have control over your students) in every single little individual who appears slightly neurotic (this refers to every human on earth), then you have a much greater chance of having a classroom that believes in you, as well as having a good group dynamic.

Its very true what Steve said – kids change when they are in groups, (from my experience as a kid and as a teacher), and it’s the group dynamic that can be very flexible depending on how well it can be controlled by the teacher. Including kids into the human circle is so important, if you wish to command any form of trust and respect, and keeping the classroom out of the darkness.  A lot of the stuff I am saying here is quite vague I realise – and am looking forward to going into much more depth and dissecting it throughout this course. I can only speak for what I understand of the lectures and tutorials so far, as well as from my own music teaching experience in the ACT.

Ed Foundations Post 1

Unfortunately if these blogs have to be academically written, then I have already failed. Whether it be due to lack of talent, or lack of concentration, I don’t think it matters. What does matter, is that my lack of academic intellect is not due to being lazy. Personally I don’t think anyone who does understand absolutely everything they read in the required reading will necessarily make a great teacher, (although I am sure there are many exceptions!), but nevertheless it is the reason I have decided to not pull out of this course, and not get intimidated by those who actually do understand everything. Everything I write here, unless accompanied by references, is from my own personal experience of the last seven years working as a teacher of instrumental music groups in high schools and primary schools in ACT, and also in Stuttgart Germany where my language skills were very basic.

There is so much more to teaching than just being ‘studied up’, as I am sure Wayne is experiencing in this particular scenario number one. Teaching in a classroom, where all the students are of different abilities and levels can be incredibly difficult, if you are trying to cater for every individual’s student’s development. I can also confidently say, that being a teacher, you are a human with one brain, and a brain can not split in two and simultaneously teach two different standards of student at exactly the same time.  There is also no escape from being the role of teacher in this situation - the role is fixed.

The teacher’s concern branches from the deep knowledge that the students are there for a purpose – either they ‘have’ to be there, or they ‘want’ to be there. Either way, their purpose IS to be there. Wayne is concerned that if he tries to find a middle ground between the two groups, that the end result will be that the motivated kids will get bored, and the unengaged group will not be inspired to change their attitude. Either way, fear of boredom from the students is in this teacher’s paranoia. He is between a rock and a hard place and is split right down the middle of decision-making. Who does he sacrifice the session for? The ‘motivated’ group or the ‘unengaged’ group?

Creating a positive learning environment in the class, through humor, fun and energy, is the only way I found to get around this, because then, the student’s natural human instincts take over. They above all, want to be INCUDED through CURIOSITY alone. The curiosity can stem from many things, such as loneliness and feeling left out as a kid, to wanting to get inside the teacher’s head i.e. getting to know the content that is being taught. (Of course there will always be those who have behavioural probems, but this is for another blog on classroom control.)

I looked up Wikipedia and found a guy called Jean-Jacques Rousseau. And I would say that he was the one who inspired me most with his quotations.

He believed that ‘education is not concerned with particular techniques of imparting information and concepts, but rather with developing the pupil’s character and moral sense, so that the kid may learn to practice self-mastery and remain virtuous even in the unnatural and imperfect society in which he will have to live. He said that the child must be guided to suffer from the experience of the natural consequences of his own acts or behavior. When he experiences the consequences of his own acts, he advises himself.’ (I don't know how to do the Harvard system referencing, but i did just get that directly off Wikipedia).

As for the history of education, its always amazing how even the most revolutionary students who swear that if they ‘ever become a teacher, they will teach differently from how they grew up’ (eg the British Anglican way), in fact end up just teaching the same stuff again, and relying on that ‘stuff’ alone to arouse the student’s curiosity. I learned that one the hard way that when I taught like this, that many students end up just trying to ‘pass’ their particular subject.

I don’t have a problem with teaching concepts from generations and generations before, but only if I can maintain curiosity in my students - something i want to develop through this course and through the years to come. But if I rely on the concepts and content alone, like I said before, I’ve already failed as a teacher.