GEOWHEEL

A fantastic geographer, he usually had excellent results in his studies because he lives by geography. Students are often asked the question WHY?

It requires knowledge of laws and geographical contexts. He does not want to have lessons based only on quizzes, blind maps and crosswords. He wants students to have a really deep understanding of what is happening in the world, on Earth and how things work – how a volcano is formed, why we have sunny weather today, why desertification occurs, and why we need dams or industry. Everything leads to an explanation and a deeper understanding on the part of the students.

It does show how volcanoes are formed, why earthquakes occur, etc., but it often forgets what impact these processes have on the lives of people in specific places.

He uses interactive educational applications, models, interesting posters, and often draws diagrams. He demonstrates his expertise and is proud of his knowledge.

The idea of ​​environmental education is very close to many geographers and should be respected. An environmentalist is concerned that people are damaging the environment and should therefore change their actions. This requires responsibility and a change in the values ​​accepted by the majority.

An environmentalist tends to motivate students to change their behavior. An environmentalist believes in sustainability, environmental protection, takes into account future generations, stability of development, responsibility. Environmentalist teachers are convinced that we must protect the land, natural resources, cultural legacy, etc.

It deals with impacts, threats but also challenges. It explains why headphones ordered from Chinese websites cause a large carbon footprint. His strong theme is also recycling, because he is in love with nature and is proud of it.

It fits perfectly with the competence concept of teaching. Paradoxically, it can be perceived by pupils as the most meaningful, although this concept is the least content-oriented (in terms of expertise and the amount and depth of the subject matter covered). It develops extracurricular abilities and skills. Teaching geography is often based on solving real life and professional situations.

It uses various sources of information and emphasizes project-based teaching and especially the students’ presentation skills. It forces other teachers to realize that their subject is not the most important, but is part of a varied mosaic of fields with which pupils are to become familiar during their education. He often thinks about what geographical content is needed in order for pupils to cope in everyday life. He prides himself on his ability to connect the teaching of geography with the everyday lives of pupils.

The Globalist teacher focuses primarily on factual knowledge and geography. He wants the pupils to have a general overview. So that the pupils know everything – what each term means, where what is found, cultivated or produced, what things happen here, what is the distribution of specific geographical phenomena: coal and oil deposits, agriculture and industry at all scales, but also the names of the main cities and rivers or information about mountain ranges (globally, regionally and locally). Everything is based on description, facts and knowledge. Teachers are appropriately proud of their students’ factual knowledge. Pupils are relatively satisfied with such a concept of geography. They learn something, get a general overview of the world and get a grade.

This conception is a ticket and at the same time an invitation to other concepts. The domain of the Interactionist teacher is mutual relations and connections between nature and the activities of people on Earth. He asks how nature is related to human society, where this relationship is most documented, how it is possible to describe it and how the relationship between man and nature developed in the past or how it will change in the future.

The basis is the interaction between humans and nature on Earth. The teacher asks, how the river Ganges or the volcano Vesuvius affects people in general or their lives – is it a negative or positive relationship? What should we as students (people) do when there is a landslide or an earthquake? Conversely, it can also emphasize the effect of man on nature: What does man contribute to global warming? How does man use the land? The teacher is proud of the fact that he is able to convey to the students the relationships and connections that take place between man and nature using concrete examples.

A very popular concept for pupils. The teacher often points out to the pupils that many geographical phenomena and processes are located directly in the school, or take place in the place of residence or in the vicinity of the school. He often spends time outside with the pupils, especially around the school, which can motivate passive or unwilling pupils, or pupils with no interest in geography, to study.

In addition, the teacher also builds a local identity/belonging to the pupils. The neighbourhood of the residence and the school is a laboratory for demonstrating geographical theories and rules, collecting data in the field (photographs and other artefacts). The teacher thus has an overlap not only with skills but also with values ​​and attitudes. Pupils have the opportunity to gain real geographical experience through geographical research in the field, something that the Localist teacher is rightly proud of.