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There are five members of the NSW Right in federal cabinet: Tony Burke (home affairs), Chris Bowen (climate change and energy), Jason Clare (education), Ed Husic (industry and science), and Michelle Rowland (communications). A coalition source described leadership talent as being "as shallow as a kiddie pool" with it being widely accepted the new Liberal leader would lose the next election starting so far behind the eight ball. Of course, the way a subject is taught is dependent on the subject itself.

Obviously, mathematics cannot be taught in entirely the same way as anthropology. The teacher must know their subject well enough to realise the differences between content taught, so that they can best adapt their teaching methods. Unfortunately, it would be impossible to structure a curriculum that is specialised to each student's personal ‘domain'. If a teacher attempted to create such a course, she would be quickly overwhelmed. Instead of rigidly incorporating them, the class should feature discussions and assignments flexible enough to allow the integration of different domains of student interest.

Most subjects studied in school should have a wide range of application and allow students to interact with their world as informed people. Studies of special or limited appeal—such as classes in music, psychology, or programming—should also be made available, based upon student and teacher interest. Learning about learning has so far been a mind-opening experience. I am studying to become a social sciences teacher, kids phonics lessons though education is really a social science in itself.

Actually, it has such mathematic complexity, scientific precision, online math learning and generally eclectic methods that has thus far been an entirely unique major. In order to provide appropriate feedback to students, teachers must fulfill another role: to either have expert knowledge of the subject of study, or the readiness and eagerness to develop existing knowledge of the subject in a classroom setting. A teacher who does not know her material, or does not care about it, cannot help students engage themselves in the material; nor can she break the information down into less complex parts.

In Lee Sculman's theoretical framework of Pedagogical Content Knowledge, teaching "includes presenting the material by using figurative language and metaphors" (Teacher's) and thereby representing it in ways more accessible to students. Furthermore, this representation of material should be in accordance with popular domains of interest to the class, when it is possible to transform the content in such a way without distorting it. Unfortunately, it is unrealistic to expect a student to have all of these skills when they first enter the classroom; the ability to learn is developed over time.

Because of this, the teacher must not only teach the class material, but also help the student to grasp it. In Freedom To Learn, psychologist Carl Rogers describes the aim of education as the facilitation of learning (120-121 Rogers). In order to facilitate learning, the teacher has two core responsibilities: to evoke and guide the students' desire to learn, and to provide guidance and resources to help them do so. Foremost, learning about learning is a personal venture.