Category Archives: 1.3 Trust & Respect

Mosque Visit Reflection

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Beginning the RME module, it was suggested that we go as a group on a trip to the Dundee Mosque to the Open Doors day. I was very curious going in, as I had never been in a Mosque before. I would have been the first to admit to knowing only a little about Islam,  so I had absolutely no idea what to expect. What first struck me when we went in was how welcoming and pleasant all of the volunteers were. Of course I was not expecting anything different, but I felt that it was great how open they were, and how willing they were to share their own thoughts and experiences of their religion. I felt very welcome, and it was very interesting to see the religion! I feel more confident teaching Islam in a class, and I would definitely take a class there on a trip, as it was a great experience which I would like to share with any children I work with.

 

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Our group trying on scarves in the women’s prayer hall

 

To learn more about Islam, I watched the following video. It follows the lives of two young Muslims: Sara and Kaisan, and gives them the opportunity to explain and demonstrate what their religion means to them and their families. I felt that it was a great way of showing children what it mean to be a muslim in the UK. I believe this it is a great resource to use with children as it explains Islam in practice, and from the point of view of a child, which is very important.

https://www.youtube.com/watch?v=L45T4Q7dxV0

 

It is quite different to what some children may have seen in the media about the religion and its practices. A simple google search of “BBC News Islam” had the following top two results:

“Islamic State conflict – BBC News”

“Islamic State group: The full story – BBC News”

And other versions of this search all brought up similar results, pages and pages about extremism, conflict, and many other negative images. On a personal level I struggled with this, as I  saw no similarities at all to the real Muslims I met at the Mosque. The people were so pleasant, kind and open to us, that I found it uncomfortable to read the pages that my web search brought up. It seems wrong to me that these are portrayals of the religion that children can see. I considered the representations of Islam I have seen myself recently and came up with two very different ones which  portray it in very different ways.

One was a recent television drama called ‘Our Girl’, set in Kenya, where a young female army medic is kidnapped by an extremist group and then rescued by her friends. I do not feel I can say whether or not the storyline was realistic, however it did make me think about the way that Islam can be shown in a negative and even scary light. Alternatively, the second was ‘My Jihad’, a series of ‘shorts’ – four 15 minute episodes of a drama about Nazir and Fahmida, two young British muslims, who meet by chance and decide to marry. The story follows them as they attempt to  navigate their way though their relationship while maintaining a strong devotion to their religion. To me, this show was a far more realistic and fair representation of Islam. While I accept that the two shows are very different – being set within two very situations; in different countries; and of course with very different characters, I believe that they evoke different reactions in the audiences, and the portrayal of Islam in a negative light has contributed to there being a sense of unease around the religion, which my own trip to the Mosque simply proved was completely wrong.

 

Want to watch these two shows for yourself?

My Jihad: http://www.bbc.co.uk/iplayer/episode/p01ssrp2/my-jihad-1-a-bus-a-burka

Our Girl: http://www.bbc.co.uk/programmes/p0452t2n

Fragile X – What is it and How do We Support Those who Have it?

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What is Fragile X?

In basic terms, Fragile X is a genetic condition which is the cause of most common inherited learning disabilities. Fragile X is also more common in men than in women, affecting 1 in 4000 and 1 in 6000 respectively.

Fragile X has many associated traits, and not everyone who has it will have all of those characteristics.

There are many potential effects associated with Fragile X, and each individual will only have some of them, in some cases almost none. The effects of fragile X appear to manifest differently in males and females, with females generally being less affected.

Some people with Fragile X will suffer from Epilepsy. This is around 15% of boys and 6-8% of girls.

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What are the effects of fragile X on the individual?

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  • Strengths of Fragile X
  • Good imitation skills
  • Good visual learning skills
  • Good long term memory
  • Sensitivity to others’ emotions
  • Likeable personalities
  • Good sense of humour

Different Effects by Gender

Males

  • More significant intellectual disability
  • Moderate to more severe learning disabilities
  • ADD
  • ADHD
  • Autism & Autistic Behaviours
  • Social Anxiety
  • Hand-Biting
  • Hand-Flapping
  • Poor Eye Contact
  • Sensory Disorders
  • Aggression

Females

  • milder intellectual disability
  • Moderate to mild learning disabilities, if at all
  • Emotional Health Issues
  • Mental Health Issues
  • Social Anxiety
  • General Anxiety

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How Can We Support These Individuals?

  1. One of the most obvious is to notice and encourage the use of some of the previously mentioned, or other, strengths.
  2. Give them plenty of warning before transitions, like 5 or 10 minute prompts before moving between  classrooms.
  3. From this, it is also a good idea to have a consistent routine so they know what to expect and when.
  4. Don’t try to force eye-contact, some individuals with Fragile X find this uncomfortable.
  5. Allow them frequent breaks to keep their attention focused on learning, this should include the opportunity to move around the room a little.
  6. Provide visual cues to assist them in following instructions and sequential activities.
  7. Some people with Fragile X are prone to hyper-arousal (high nervous system activation), so it is worth knowing what environmental factors cause it in an individual and to try to minimise this. Examples include sound, light, textures, taste, and smell.
  8. Try not to put too much pressure on them to perform, i.e. not giving a strict time limit for tasks, as it can be difficult for them to cope with.

For More Information

The Fragile X Society                                                                                                                                

NHS National Genetics and genomics Education Centre

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SQA? SQWhy?

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These pictures are of my 17 year old sister, who is in fifth year of secondary school, all taken this afternoon in the space of around 4 minutes. She sitting Higher History at 9am tomorrow morning. I sat this afternoon trying to help her to revise the materials she needs for tomorrow and I was struck by just how irrelevant most of the questions were. I accept that history is about things that have happened in the past, but I simply do not understand why the questions ask students to simply remember past events. One example of the 2015 exam is as follows:

How effective were the Liberal reforms of 1906 to 1914 in dealing with the problem of poverty?                                                                                                                   20 Marks

What is the point in this question? What does it really test?  I genuinely do not know the answer! I know that my qualification is primary teaching, but I believe that this is still pertinent, as it refers to where the children I will work with will end up at the end of their school education. I do not mean to say that we cannot have exams, but I believe that we do not use them in the right way. For example, the history exam  now consists of two papers, one which asks pupils to answer questions like the one above; the other asks them to answer source questions.

I believe that the source questions are a far better test of history. The exam asks pupils to use historical sources to draw conclusions from it. To me, this is better, because it is ‘using’ history, as opposed to knowing and regurgitating it; then forgetting it straight after sitting the exam.

I find it a little depressing, that we are told that primary education is all about learning experiences and opportunities, yet by the end of their education they are expected to sit formal examinations and remember facts they have learned at school. I feel that it goes against everything that we do in the primary years. This is why I am against the introduction of standardised testing in primary schools, I feel that it sits in direct contrast to the aims of the Curriculum for Excellence, for children to have experiences and to learn freely.

Not sure? See for yourself: http://www.sqa.org.uk/pastpapers/papers/papers/2015/H_History_all_2015.pdf

Bread and Butter Policy

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I came across this article in the news and I couldn’t help but post about it. Essentially, this English school attempted to bring in a policy whereby children who did not bring in their lunch money would not be given lunch that day and would be given bread and butter instead. While I admit this is better than simply not feeding them, it is still a horrific policy.

The problem I have is that it singles these children out. It may be that they had the money and simply forgot it, and that one day of not having a proper lunch would not do a huge amount of harm, though I can imagine it would be very embarrassing. The worry I have is for those children whose families struggle to pay for these meals.

At £2.10 per child per day, I can see that it adds up – £10.50 a week, and that’s just for one child! For these children, not being included with their peers could become a regular occurrence and other than being a humiliating experience, it could be worse for their health. Surely it is better for a child to have a substantial meal in the day than this proposed alternative, a meal with the proper nutrition and enough to fuel them for the rest of the day. I also think that it should be pointed out that for some children their school meal is the main or only source of healthy food and understanding of good choices, to remove this could be disastrous!

Luckily, I am not the only one who sees this in the same was as I do, after complaints from parents, the school had about-turned and agreed not to introduce this policy! However, I still find it worrying that they ever thought it was sensible, fair and inclusive in the first place. Essentially it would be punishing children for something usually out with their control!

If you would like to read it, then please see below:

http://www.bbc.co.uk/news/uk-england-beds-bucks-herts-35381990

The Mystery of the Named Person

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Nearly every time I log into Facebook nowadays, I am faced with yet another post about the Named Person Act. Somebody always has a problem with it, often people who are not children and do not have children themselves! The same thing happened last night, a good friend of mine bemoaning the legislation, and now I am going to put my own opinion across!

To be fair on some people, simply being told that your child has a ‘Named Person’ surely sets off alarm bells. I don’t have children myself, but I can completely understand how a parent may feel, it does sound like there is someone who is in charge of a child over the parent, so I can see why they may panic. I asked my mum recently and she said “No one has my child’s best interests at heart more than me”.  The problem comes when people stop there and don’t put any effort into finding out.

First, I’m going to try to explain what exactly the Named Person Act is and what it offers us. The role of the named person is to support children through the various trials and difficulties of their childhoods, be that moving school, bereavement, disabilities or something more serious. They are a point of contact for the children and families they work with. Before starting school, the named person is a child’s health visitor, and once they start school it will usually be the head teacher at their school, or possibly their guidance teacher.

The Scottish Government’s Website explains:

“What will a Named Person do?

The Named Person will be available to listen, advise and help a child or young person and their family, providing direct support or helping them to access other services.  They can help families address their concerns early and prevent them becoming more serious.

They can also respond to requests for assistance from other services in situations where this may support the child’s or young person’s wellbeing.”

Does it say that the named person will take over from parents? Does it say that they will have children removed from their families? Does it say that the named person is in charge of the child in any way?

The answer is definitely no to all of these questions.

Now, my own understanding of a ‘named person’ is that the named person is the individual whom anyone who is concerned about a child can go to to share their concern. This means that concerns are shared with the appointed professional, who then has a full and more rounded picture of the life of the child in question.

For example, say a child’s teacher notices something in a child’s behaviour changes,  then the school nurse notices something that causes them to have a concern, a social worker involved with the family is made aware of a change in the family’s circumstances, and finally then the child tells their scout leader something that raises their concern. If this information is not shared, the circumstances could become worse and cause something significantly more serious to happen. The Named Person’s role is to receive this information and build up a picture of the life of the child and inform the relevant professionals, deal with the problem themselves, or simply keep the information on record for future use.

To find out what people think of the legislation, I asked a few people I know for their opinions, here are some of their responses:

“Good idea for vulnerable children to give them neutral support if there are other professionals involved with the child.  Not necessary for all children”

There are countless services out their like social workers, Childline which do similar things & I think improving those services would be much more beneficial”. 

“I can’t see it being that effective compared to other services”

“a total waste of time”

“it undermines the parents and from what I can tell grants the person access to confidential information about the family and they have no say in the selection “

“I don’t see how this will actually help identify vulnerable individuals when everyone has a state guardian”

“affront to the freedoms of both parent & child”

“we shouldn’t operate on the presumption that all parents need monitoring”

“I guess they are a good thing but if people didn’t understand what level of involvement they would have then I could see why they’d be against them.”

This clearly shows that, while not everyone is in complete opposition to it, most people are not open to the legislation at all. I think that it is essential now to educate people, specifically parents in what this legislation is all about and what it means to them. The GIRFEC documentation refers to the role of the named person, saying:

“The Named Person also needs to help children and families feel confident they can raise concerns and talk about their worries to people who will listen and respect their point of view and work with them to sort things out”

This means that parents need to be informed that the named person is there for them and is not just a faceless professional who’s going to turn on them when things become difficult.

Ultimately, you and your families will probably never need to use your child’s entitlement to their named person, but who are you to deny that right to others, people who need the support or in extreme cases – intervention. To me it is essential the children have as many professionals looking out for them and their wellbeing as possible, and it is equally important that they understand this right and know that they are entitled to all the support they need. As I have already said, the ‘Named Person’ is not there to make parental decisions on behalf of children, but to co-ordinate people and resources, if the Scottish Government are guilty of anything when bringing in this legislation, it’s a poor choice of name for it!

 

http://www.gov.scot/Topics/People/Young-People/gettingitright/named-person

http://www.gov.scot/Topics/People/Young-People/gettingitright/named-person/top-ten

http://www.gov.scot/Resource/0042/00423979.pdf

Interagency Working, This is Just the Beginning…

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Since today was our third day back after the Christmas holidays, I thought it could do with a post about the beginning of the new module. The module is about Interagency or Multiagency working. This, as you can imagine, is highly important for teachers. In the most basic terms, it means professionals in the lives of the children: teachers, police, social work, healthcare workers, community learning officers… The list goes on but those are some of the main ones.

 

We have been split into groups of 7 or 8. We are to do group activities and go on community visits together. Having met and discussed this with the rest of my group, I am feeling really confident in our ability to work collaboratively with this group. This is a massive benefit, as we have been told that this is not always the case. Clearly, as professionals, we have to simply work with the other professionals in the childrens’ lives – obviously, we cannot allow children to be put in danger just because we do not particularly like their social worker. I believe that the same logic applies here, as we cannot just decide not to work with each other because we do not like each other. I think that it is essential to remember this throughout the module with the group and to reflect on any issues arising.

 

I think that the main goal for the module is to keep up with the lectures and tutor directed tasks. Of course it is always good to keep up with these things, but for this module there are 6 other people who will be relying on my to do my share of the work in order to be able to do do their own or to learn their own materials. I also would like to set the goal of building a relationship with the remainder if the group, as I have identified the need to be able to speak to each other openly and honestly, especially if any problems arise between us. Towards the end of the module, I will update this post to see if I have managed this.

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