Category Archives: 1 Prof. Values & Personal Commitment

Multi-Cultural Assembly – Understanding the Background of Our Peers at ISS

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On Friday, the lower school of the International School of Stuttgart held an assembly that aimed to showcase and celebrate the various heritages and backgrounds that are evident within ISS.

The children at ISS all come from different backgrounds and ISS believe that it is their mission to not only celebrate their development in the languages of English and German, but also enthuse and develop the home language that a child brings to the school.

Stuttgart Airport – A fitting representation of what ISS must represent in terms of being internationally mindful of the different cultures that will walk through their doors on a daily basis, which also interlinks with the SPR (image sourced from wikimedia)

Particularly within the staffroom, one teacher believed that as an international school they must hold the same stance as airports do; be fully encompassing of all the various types of people that come through whilst still holding neutral ground. So many different beliefs will walk through their doors and they need to consider all of them and allow the cultures to be heard and showcased. This also, for the portfolio, relates well with the concept of being socially just in the guidelines for Scottish education:

“Embracing locally and globally the educational and social values of sustainability, equality and justice and recognising the rights and responsibilities of future as well as current generations.” (GTCS, 2012, pg. 5) – we need to be mindful of not only the local cultures but also the global cultures that exist around us as practitioners. Something that ISS is very strong at, I believe. Linking further with Scottish education, I think this also links with the outcome of social wellbeing, as the Scottish government (2009) Curriculum for Excellence document outlines that to reach a satisfactory level of social wellbeing, one will develop a young person’s awareness, understanding and experience of participation in consultation, citizenship and volunteering activities within the formal and informal curriculum. (pg.18)

Firstly, we were introduced to head, shoulders, knees and toes in Japanese. Students that were from Japan guided the audience through the body parts, emphasising the key sounds of the words that were needed to be able to sing the song. Then, the students got the audience to join in with the accompaniment of a YouTube clip.

After this, students that had Birthdays in the months of February and March were invited to come to the front to be sang “Happy Birthday” in various languages. Students that spoke Croatian, Chinese and Arabic were brought up to showcase their language and then engage the audience in a singalong, which was easy to pick up due to the song maintaining the same rhythm. Thus making it much easier for people to keep with the song.

Then, to finish off the assembly, students that from Indian descent came onto the stage to perform a Bollywood dance. This, for me, was the highlight of the assembly as the students had clearly rehearsed the dance for a long time and knew how to put on a show whilst being accompanied by modern Bollywood music. The group then invited a few students up to the stage to try out some of the moves themselves, which I thought was a great idea as it got the students to really be engrossed in the celebrations of varying backgrounds. This, can then allow for the students to not only consider the heritage of different students, but also sparks points of reflection upon their own background.

Furthermore, beyond the capabilities to actually perform a fast-paced dance, the students had great courage to be able to stand up on a stage and perform in front of the grades from 1 to 5 and the staff and parents that came along to watch.

Looking at this event with a critical lens, I can see that teachers have a great say on their students (and parents) perceptions on the world around them. This one assembly alone exposed people to different cultures, different languages and different backgrounds all through an equal platform. Returning to the teacher’s simile that international schools must carry themselves as if they were airports, I find that this holds strongly with this assembly and with me as a future practitioner as a whole:

As teachers, we do not know, at first, what factors our students bring to the classroom. It is our jobs to find out about our children and understand what world they have came from in order to, not only expose the rest of the students to differing ways of life, but also allow questioning and acceptance of traditions. Teachers at ISS clearly spent a great deal of time with the particular students that participated in the assembly to encourage their self-celebration to be showcased properly and to be proud of where they have come from in the world.

To facilitate the confidence within children to share where they have came from in the world has only positives as showcased by this assembly. The fact that ISS celebrates all the differences under one roof also establishes an educational philosophy that we can all co-exist even when we have different beliefs and values in the world.

Looking at the requirements of the portfolio, I can see that this covers section 3 very well, as ISS needs to understand their stakeholders values. Their stakeholders (the students in this case) are from all across the globe, therefore they will come with varying past experiences and customs that their families are used to. ISS needs to consider this when facilitating both the learning for the students but also when they are mapping out the entire school ethos.

Reference:

GTCS (2012) The General Teaching Council for Scotland: The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland [pdf] Available at: http://www.gtcs.org.uk/web/FILES/the-standards/standards-for-registration-1212.pdf (Accessed 18th of March 2018)

Scottish government (2009) Curriculum for Excellence: all experiences and outcomes [pdf] Available at: https://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf (Accessed 18th of March 2018)

Image sourced from: https://commons.wikimedia.org/wiki/File:Stuttgart_Flughafen_Terminal_1.jpg

LfL – Section 1

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This post contains the information needed in section 1 of the portfolio.

This section of the Learning from Life portfolio should be completed prior to going on placement, which will allow a strong basis for continual reflection points during the placement.

Audit of Skills

Rating of skills (1=Not very developed; 3= very developed)

Skills and Abilities 1 2 3
 Flexibility *
 Confidence *
 Self Discipline *
 Working Under Pressure  *
Setting Professional Goals  *
 Taking Risks *
 Sharing Opinions Confidently  *
 Teamwork *
 Acting as a Leader *

Personal Attributes

Recognition Reflection Action
Skills already developed How will I use these How do I know (evidence)**
 Teamwork Working within ISS, I will be in contact with various staff members and will have to work alongside them in a collaborative manner. Forming strong bonds with the staff at the International school of Stuttgart.

 

Also, being approachable to the children that will be from vast spectrums of backgrounds due to it being an international school will ensure that I can work collaboratively with the children in a successful manner.
 Sharing Opinions Confidently  In order to gain the most from the placement, I will need to be able to contribute my own opinion, which will need to be backed up with factual understanding in order for my opinions to be taken into real consideration. When my opinion has been put forward and been fully considered by my peers.
 Working Under Pressure  Not only will I be working in a different country that speaks a different main language from my own, I will also be working within a school that follows a different curriculum. Therefore, I will need to push myself beyond my limits in order to surpass the various pressures so that I can be successful.  I will have gained self-resilience alongside working under pressure and will be able to have sustained the expectations and workloads of the internship within the school.
 Setting Professional Goals  Making goals prior to the placement and whilst working within the school in order to succeed in my VIVA at the end of the placement.  My continuing assessment of on going goals will ensure that I will have a successful VIVA.
 Confidence  Being confident to express thoughts and opinions, which will be needed in both English and German  I will increase my confidence in both English and German.
 Flexibility  Being open to change and being adaptable to the varying factors that affect the day-to-day workings of a school  When I can think on my feet when adjustment is needed to be made to practice whilst in the International school

Knowledge

I will be basing much of my knowledge on my first year placement and my previous experiences within working in primary schools prior to university, however, due to this being an international school in a different country, I will need to look at the placement through a different lens. Furthermore, I have learned the language of German up to an advanced level (advanced higher in school and an advanced level as an elective last year at the university) however, I will be experiencing the language in its natural environment. Also, due to the school being part of the International Baccalaureate, I will need to increase my knowledge in the differences in curriculum between that of the Scottish Curriculum for Excellence and that of ISS. Particularly as the International Baccalaureate strives for creating “internationally minded people” (International Baccalaureate, 2013, pg. 5)

Personal Attributes

I believe that I am a person that strives in challenging situations and I like to be pushed beyond my limits academically and within practice, and I believe that ISS is the perfect place for me to be able to, not only increase my professional development as a teacher, but also see beyond the teaching experience that I gained in Scotland. I want to also use my team working skills to form cohesive bonds with the staff and students at the school, as this will ensure that I will get the best results for my placement. Approachability, resilience and creativity are also attributes I hope to hone.

Professional Values and Personal Commitment (SPR 1) – Pre-Placement Reflections (General Teaching Council for Scotland, 2012)

1.1 Social Justice

  • I will need to embrace the different culture of the surrounding area of the school (Stuttgart, Germany) and take into consideration the various backgrounds of both the staff and the children that I will be working alongside in order to show a real dedication to aiming for social justice, particularly as the school will have people from across the globe under one cohort and student base.

1.2 Integrity

  • Criticality must be at the forefront of my practice, as this opportunity will allow me to see a completely different curriculum, which will allow for a real critical reflection upon my own educational philosophy.

1.3 Trust and Respect

  • Acting in a professional manner to be able to create an inclusive and accepting aura will ensure that both students and staff will feel respected and well encompassed from the get-go of my arrival. I want to be able to be seen in a similar fashion as the pre-existing staff members at ISS in that, I will be there to support all students and staff members.

1.4 Professional Commitment

  • Lifelong learning coinciding with continual collaborative practice will mean that I need to reach out as much as possible when opportunities arise for my services to be put to the test, for example, extra-curricular activities, staff meetings and CPD events, which will probably differ in comparison to those in Scotland, will be very beneficial for me so I should put myself forward for them when possible.

Identification of Skills and Knowledge 

I have a strong understanding in terms of the environment of Scottish education due to placement and the multiple workshops during the 2 years of being in university, however, have limited knowledge in terms of the differing curriculum and philosophical approach towards education as a whole, thus making it an area that I will need to work on. This placement will play well into to the skills that I was able to develop during my first year placement in that I will be returning to the environment of a primary school. During the placement, i will be staying with a Germany family, which will require my skills in the German language being tested and explored within its naturally spoken environment. I will need to use my people skills in order to overcome the language barrier that will no doubt be a challenge at first, as it has been some time since I have utilised the language. Furthermore, I feel that much of my education in the language has been centred around the written format of language, which will be trickier to formulate into speech and to also be able to engage with spoken German that is being said to me, at first.

Reflection of Experience to Date

UK-German Connection

UK-German Connections Logo

Reflecting upon my experiences as a whole, I can utilise my pre-university experiences that I gained as a UK-German Youth Ambassador for the government-funded organisation that aimed to bring young people together to promote the learning of languages and my current university experiences to show my passion for both language and education. Dana and Yendol-Hoppey (2009) find that teachers need to be flexible to any given context they are put into, and that a welcoming attitude will serve any teacher well, thus meaning that I should be open to change, especially within a situation that is very abstract from my usual experiences. 

What I hope to Achieve

  • I hope to improve both my understanding of the language of German and the culture of Germany, which will be best achieved through participation with my host family and any events at the school (Interlinks with Social Justice – SPR 1 as I will need to consider the local and global values that surround the school and my host family).
  • Gain a deeper understanding of the International Baccalaureate system, particularly the progression of the Primary Years Programme – I will be coming with a good knowledge in the Scottish education system, however, I feel it is necessary for me to learn as much as possible about the IB system, as it will give me more areas for reflection in terms of my educational philosophy when being faced with an entirely knew format to teach towards (Interlinks with Professional Commitment – SPR 1 as I need to be dedicated to continually learning new ways to hone my professional practice) – I also feel it would be beneficial to make contrasts and links between the two where possible.
  • Expand my professional knowledge in terms of strategies, teaching methods and approaches towards teaching through both observation and teaching of my own. I would also like to see more than one class levels to see a full scope in a child’s education within the International School of Stuttgart (and, in turn, understand the differing levels in education as a whole some more).

Reference:

Dana, N.F. and Yendol-Hoppey, D. (2009) The Reflective Educator’s guide to Classroom Research: learning to teach and teaching to learn through practitioner inquiry, California: Corwin Press.

General Teaching Council for Scotland (2012) The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland [pdf] Available at: http://www.gtcs.org.uk/web/FILES/the-standards/standards-for-registration-1212.pdf (Accessed: 20 February 2018).

International Baccalaureate (2013) What is an IB Education? [pdf] Available at: http://www.ibo.org/globalassets/digital-tookit/brochures/what-is-an-ib-education-en.pdf (Accessed: 27 February 2018).

IB logo image sourced from wikimedia and UK-German Connection logo sourced from: http://www.ukgermanconnection.org/home

The Scary Side of Social Media

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Over the past weekend, my friends and I watched an interesting film that sparked a critical thought process within me. The film ‘Unfriended’ sees a group of teenage friends get caught up in a horror and revenge plotline over a group Skype call. Although, the film itself was somewhat convoluted and cliché, its premise was still very original and important in our digitally dependent world.

The whole plot flourishes out of a tragedy that is hitting headlines even more so now in 2017 than when the film was released in 2015. Fictionally, Laura Barns falls victim to the hysterical mania of social media when she is recorded whilst being in an intoxicated state at a party and the embarrassing video spreads like wildfire over YouTube, Facebook, Instagram and beyond the realm of the Internet. Due to the pressure, she takes her own life and even this is documented in a video and posted anonymously online. These events in the film shroud the death of Laura with media frenzy and the culprit of the uploaded clips are not revealed until the very end.

Trailer may be deemed as offensive and disturbing to some viewers:

However, going beyond the film, these problems are very real and happen on a day-to-day basis in front of our very own newsfeeds and timelines. Recently, the tragic case of 12-year-old Katelyn Nicole Davis has sparked outrage on how explosive and unruly a single post on social media can be. Davis used a live streaming service where she recorded her own suicide. Morally, we would expect this video to be taken down right away, however the uncontrollable nature of the Internet went against our human moral code and within hours millions had watched it.

The video was viewable to all, across numerous social media platforms, for days before people’s flagging brought about action. However, much like a virus, the clip spread across the web and was reported by numerous outlets and many commented on the topic on their own social media pages. The age of the Internet has really thrown in the question: what’s truly in our control?

Delving into the issues of the worldwide web further shows us that we are all so plugged into a system that promotes connecting with people yet it leaves us truly disconnected from one another. The lines of right and wrong have been completely blurred, as it’s all so accessible. You’re just one click away from shocking images that are becoming numbingly normal to us. We can just as quickly tap out of the gore as we can into it.

What does this say to our younger generations?

People fail to realise that the Davis story wasn’t a movie. It was real. A family has lost a child and the world is watching. They aren’t getting the privacy to grieve.

The realms of cyberspace are uncontrollable and unstoppable. The smartphones we carry everywhere have the power to ruin people’s lives and careers within in seconds.

socialmedia-pm

Social Media is Powerful

The General Teaching Council for Scotland obviously has understood our growing dependence on social media and built more documentation towards tackling these issues that will make their way to the classroom. The documents tell us that we need to embrace Internet in a cautious ways and put boundaries up to protect ourselves online (GTCS, 2012).

As teachers, we must lead by example of being competent in the negatives of social just as we are in the positives within the classroom and beyond. The General Teaching Council for Scotland has written about this in their guidance documents for social media usage:

“Before posting materials online stop and ask yourself:

1. Might it reflect poorly on you, your school, employer or the teaching profession?

2. Is your intention to post this material driven by personal reasons or professional reasons?

3. Are you confident that the comment or other media in question, if accessed by others, (colleagues, parents etc.) would be considered reasonable and appropriate?” (GTCS, 2012, pg.5)

If we’re smart with our social media footprint then we can instil our own values of the Internet with the pupils we teach. Utilising tragic events like the fictional story of Unfriended, and the unfortunately very real story of Katelyn Nicole Davis, we can see some good come out of the sadness plaguing social media.

Reference:

GTCS (2012) Professional Guidance on the Use of Electronic Communication and Social media available at: http://www.gtcs.org.uk/web/FILES/teacher-regulation/professional-guidance-ecomms-social-media.pdf (Accessed 22nd January 2017)

Reflecting on Semester One

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Being student teachers, we must constantly reflect upon the knowledge and skills we have gained in our everlasting learning process in becoming qualified teachers. As part of a TDT (tutor directed task) we are asked to reflect upon something that impacted us from our learning in semester 1 between the Values and Working Together modules. In particular, we must link this to the Standards established by the GTCS (General Teaching Council for Scotland). 3.4.2 tells us, as trainee teachers, we constantly need to “engage in reflective practice to develop and advance career-long professional learning and expertise” (GTCS, 2012, pg.12). This means that we can progress as life-long learners and gain further understanding through professional reflection.

A key aspect from last semester that has really stuck with me was Jill Shimi’s inputs for Values. As Jill was a primary school teacher herself, I could relate to her inputs on a personal level, as she brought her own experiences as a teacher and linked them with the social justice topics we were investigating.

One of her stories, which tied into the problem of social class structures within society and the rising awareness of the Getting It Right For Every Child approach, really impacted me.

When she was a teacher, she had a child in her class that would misbehave and lash out in an emotional way. However, they were not always an issue within her class and she knew that something must have happened in their life that had made them disconnect from their studies.

Jill decided that she needed to speak to the child on a one-to-one basis and discovered that something traumatic had happened at home. The child’s parent had been mistreating them and they were from an area that was deemed as being deprived. These two aspects put Jill’s student at a great disadvantage in life at such a young age and she knew that they would have a lot of problems that other more fortunate children would be less likely to have, which emphasised the point of the attainment gap hindering children due to their background.

“You just don’t know what issues each child faces once they go home. You really just don’t know.”

Jill’s words really resonated with me because it really hammers home that the school environment is never the same and it needs to adapt and change towards the needs of the children, which also vary from day-to-day.

What I loved about Jill’s ‘solution’ to the issue of the student being disruptive in the class was to have a genuine talk with the child. The GIRFEC approach did not exist when this case occurred and Jill’s hands were tied on how she could aid the child other than being open. She shared her own personal struggles with the student and she connected with them beyond just her duty of being an educator for them. This resulted in the behaviour improving.

Fortunately, there was a happy ending to the story as Jill saw the child a few years later doing well for themselves, going against society’s expectation of them.

Underpinning this personal story with reflection theory, Jill’s situation is a great example of a practitioner using Schön’s reflection-in-action concept as she had to use her own judgement, as a professional, in order to formulate a solution as the practice was unfolding in front of her eyes (Schön, 1987). She did not have any prior knowledge of the student facing these issues and she didn’t have any hindsight to work with. I, as a professional, will be thrown into similar situations where I will have to use my own judgement to tackle a problem within the classroom.

“The swampy lowlands, where situations are confusing messes incapable of technical solution and usually involve problems of greatest human concern” (Schön 1983, pg 42).

Schön explains, that real human problems cannot be fixed by legislation alone. He described professionals as being people in the ‘swampy lowlands’ meaning they are the people who are at the forefront of the problems faced in society.

I really commend Jill for her actions as a teacher and I am really glad she shared this story in the input because it allowed me to really delve into the Values and it emphasised their importance to me. She was a teacher who saw, firsthand, the injustices within society and that she had to find ways to tackle them. 

Reference:

GTCS (2012) The General Teaching Council for Scotland – The Standards for Registration. Available at: http://www.gtcs.org.uk/web/Files/the-standards/standards-for-registration-1212.pdf (Accessed 20 January 2017)

Schön, D.A. (1983). The reflective practioner: How professionals think in action. New York: Basic Books.

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.

The Tremendous Turmoils of Tuesday

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Tuesday was a day filled with a whirlwind of emotions to say the least.

Our morning lecture for the values module really revolved around the central concerns we would be dealing with, not only in the module, but also in the occupations we hope to enter after graduating. Derek and Victoria picked apart topics such as race issues, gender identity, sexuality and class during the lecture. Rather than see them simply as just issues faced by people we had to delve deeper into why people have certain beliefs and bias views.

We learned the differences between being consciously biased and unconsciously biased in our ideas and beliefs. Each and every one of us is unconsciously biased. We are unaware of the automatic assumptions we make towards any given person or situation. Our experiences, our background and our cultural identity influence our own unconscious bias.

During the course of the lecture we were played numerous different clips of people who were affected by society’s prejudices. One clip I felt was really thought provoking and that was of the speech made by Panti Bliss, a drag act and activist for the LGBTQ+ Community. Panti talks about the everyday issues she faced and continues to face as a person who broke away from societies expectations of normality:

CONTAINS EXPLICIT LANGUAGE THAT MAY BE DEEMED AS OFFENSIVE

The best way I can describe the morning lecture was that it was very ‘real’.

It felt very…

‘Human’.

Walking away from the lecture theatre once the hour was up was different from previous lectures. The walk back to the car made me realise that this was more than just what we are learning as education students. Real life issues were going to be at the forefront of our studies and rightfully so I think. As student teachers we are going to have to learn to be able to discuss issues in a very real way and we are must be open to new ideas and beliefs as much as possible.

There is no shying away from issues that we will have to deal with as future educators and supporters of young people.

Four O’clock hit and we had come back for a values workshop that was set up by Derek. We were told to take a seat at any table that had pens. Once we were set up into four groups we were given a large envelope per group and were told not to open it until the workshop began.

Derek announced to us that we had to create and construct something that would be useful for a new student coming to the University of Dundee with the supplies inside the envelope and that we also had to present our idea to the other groups. We were group 3 and inside our envelope we had:

  • Two sheets of white A4 paper and a sheet of blue card
  • Three rubber bands
  • Three paper clips
  • A pencil and a red pen
  • Two post-it notes
  • A piece of blue tac
  • A small envelope

As a group, we had to create something that was going to be beneficial for someone just like us. It was a daunting task with such limited resources but we came up with the idea of a personalised survival guide for the University of Dundee that had important information for all new students. What made this task even more difficult was the lack of support given by Derek. Group 1 were given undivided attention from him whilst we were left in the dark about how we were going to construct and present our idea to the rest of the groups. We began questioning why he was avoiding us within our groups. What had we done?

When it came to present our first presentation didn’t go down very well with Derek. He seemed unimpressed at our ideas. He wasn’t interested in what we had to offer. Derek instead praised both group 1 and group 2 who were planning on creating an extensive survival kit with their supplies. He even asked us if we had stolen our ideas from group 1. It was so strange.

Nevertheless, creating the survival guide was the next task we had to do. We put great effort into creating our survival guide with our resources and we felt that we did a really good job in our efforts and our presentation was delivered with confidence. Surely it’d be met with praise.

“I’d give it a 4 out of 10” was the response from Derek.

It was disheartening. We felt belittled. “Why does he hate us?” I heard amongst my group.

Group 1 had made a whole survival kit with all their resources. They even made a bag!

“10 out of 10 group 1 that was fantastic!”

It was so unfair

Group 4 received an even worse reception from Derek as they only got a 2 even though they were only given an elastic band, a pencil and a single post-it note.

It became apparent that Derek had fooled us in to believing he was truly being very critical of group 3 and 4 and showing favouritism towards group 1 and 2. It was all just an elaborate scheme to get us to come to the realisation that; even though the task is the same, people have different starting points and abilities with the resources they have to complete a task.

We have to respect and value the different abilities of every pupil as a teacher. We need to see our class as a group of individuals as each child has their own strengths and weaknesses.

Encouragement plays a key part in succeeding as well as group 1 would have walked away from the workshop feeling uplifted that they had done such a great job and the other groups would have disconnected from the tasks set by Derek entirely, resulting in only group 1 being successful. Everyone else would have to suffer in silence.

Once we were free to go I had another walk to the car that had a whirlwind of thoughts and emotions about what we experienced.

Tuesday was really a crazy day for the values modules and I can only assume there is so much more in store for us.