For the love of the horse.
Katie Damsteegt 12/03/2013
-Facilitative guide (Pratt, 2005)
-Give and take relationship
-Nurtures, supports, encourages
-Always building on prior
knowledge – staircase idea
(Barker, M. 2012)
-Learn from other teachers and their
-Teaching as inquiry (Ministry of
-Professional (teacher hat)
(Ministry of Education, 2007)
-Different styles of learning (Barker, 2012)
-Different levels of knowledge
-Appreciates reward (Barker, 2012)
-Emotionally sensitive (Gehrke, Walters,2006)
-Natural instinct is to run wild in the classroom
-Inquisitive and curious nature
-Short attention span – age related
-May not always want to learn
what is being taught!
-Engage through change.
• Multicommunicative education
• Teacher specific
• Horses for courses
• Always building
• Horse training – “breaking in”
• Transmission teaching style
• Teacher is the risk taker
• Animal cruelty
• Only one student in the ‘classroom’ at a time
• No set curriculum
• Outcome of teaching is ability to recite
• Barker, M. (2012). How do people learn? Understanding the learning process. In McGee,C. Fraser, D. The processional
practice of teaching (4th Ed., pp21-54). South Melbourne, Vic., Australia: Cengage.
• Gehrke, E.K. , Walters, L. (2006). A Study of the Heart Rat Variability Between Horses and Humans. Paper presented at the
NARHA Annual Conference. Retrieved from http://www.rollinghorse.com/PDF/research07.pdf
• Ministry of Education. The New Zealand Curriculum for English-medium teaching and learning in years 1-13. Wellington:
Learning Media Limited.
• Pratt, D. (2005). Alternative Frames of Understanding: Introduction to Five Perspectives. Five perspectives on teaching in
adult and higher education (pp 33-53). Florida: Krieger Publishing.
• Thelwell, N. (1965).Thelwell’s Riding Academy. London: Methuen publishing.
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