Ciaran Inches UWS ITE ePDP

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November 13, 2017
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My Placement Experience

My two week placement was a thoroughly enjoyable and exciting experience. For the entirety of the fortnight I was placed in a Primary 2 class of 19 pupils. I gained a great amount of knowledge from overseeing the teacher at work, but also from helping the children while they worked. I achieved a great deal of insight into life as a teacher through shadowing, where I saw the real stress of the job and how the workload never really stops. However the positives that come with the job were constant as it was clear to see the pride and pleasure the teacher took from the success of the pupils in her classroom.

The teacher I was placed with for my observation was extremely kind and helped to ensure I was getting the most out of the two weeks as possible. She bestowed great trust and responsibility on me from day one which seriously boosted my confidence to confide and ask her questions as I, understandably, was very nervous about the placement on that first Monday. She set out time after school to look over my placement tasks with me so she could see where she could further assist me. She also then consistently asked me over the course of the rest of the placement how I was managing and if she could help in any way. She always kept me busy with either tasks to do for her or activities to carry out with the pupils.

The pupils of the class I was placed with were an absolute delight to be around. They took me in straight away and treated me with the utmost respect which was incredible for my confidence. They really helped me to feel like part of the Primary 2 family when they listened, talked, read etc to me. The interaction with pupils was where I found the most enjoyment from, however it did also give me an insight into the challenges of understanding some pupils whose oral language is a struggle. For example there was one pupil who got his letter sounds mixed up such as f and s, as well as r and w, which I found difficult to translate sometimes.

Overall the experience was fantastic and very worthwhile. I feel like I’ve taken a lot from it which I can apply to my future learning. It was truly devastating to leave the school on Friday and I now can’t wait until the next placement.

October 22, 2017
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Feedback Study Task

The notes Rebecca and I made were very closely aligned as we both agreed on certain strengths and areas for development for the teacher and nothing she’d written surprised me. We both thought that all members of the classroom could see and hear the teacher from the first video which is a crucial factor for a successful lesson. However we both felt that the teacher had the tendency to ramble which could result in the children losing focus. Also we agreed that occasionally his body language was closed off by folding his arms for example.

Something that surprised me from the videos was the clip Bill Gates showed in the final video of the teacher who records all her lessons. The effectiveness of this task surprised me a little as I thought the children may find it distracting or off-putting to constantly be getting filmed. It also seems a rather time consuming technique.

I found these tasks relatively easy as I was under little-to-no pressure to spot everything the first time around. I could pause, rewind, and rewatch the videos to find and development my answers to evaluation points. Completing this task on placement will likely be much harder as it is only one-take and there is a lot to be observing and evaluating at the same time.

One idea I would like to hang on to from these tasks for the forthcoming placement is the use of positive body language. This is because if I display negative body language I could become unapproachable in the classroom.

I’m feeling rather nervous ahead of my placement as I really want to do well. However, I am also extremely excited for the experience and the challenge and hope to develop some great bonds with the pupils and staff at the school.

September 29, 2017
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Questions…Questions…Questions…

In my opinion, the main aim of this chapter is to explore the skill of questioning in its entirety. This is done by taking a deeper look into the different forms/types of questions and how effective each type is in relation to communication. Depending on the scenario, different styles of questions could be the most appropriate in order to find the relevant information to the best standard possible.

The key themes within this chapter include education, healthcare, and crime. For each of these main themes they are being related to questions in that particular context appropriate to that theme. Also, in relation to each of the main themes, the purpose of questions as well as the types of questions being used/asked are analysed.

One claim made in the chapter is that “Physicians ask most of the questions and patients provide most of the information” – Brashers et al (2002: 259). Evidence used to substantiate this claim was from, West (1983), who found that of 773 questions identified in 21 doctor-patient consultations, only 68 (9%) were initiated by patients.

One of the theories presented in the chapter is that we see a person better for who they are by listening to the questions they ask and not just the answers they give. “Judge a man not by his answers but by his questions” – Voltaire.

On reflection, I don’t believe I agree with everything published in this chapter. One part I may disagree with is where it is stated that patients don’t feel comfortable asking questions of their doctor for the reason of not wanting to come across as ignorant. My reason for disagreeing is through personal experience of always feeling comfortable and relaxed when discussing anything with my doctor or dentist etc.

I was able to identify meanings for a couple of words I was unsure of by finding them on the Critical Dictionary of Education and noting them down for future reference.

Chapter Reference:

‘Finding out about others: the skill of questioning’, in Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5th ed. London: Routledge.

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