Category Archives: 1.4 Prof. Commitment

Oh to be a Pilgrim

3 Replies

The RME elective is definitely been interesting, and I can already say that I’ve learned a lot! As a TDT task, we were set to visit a ‘special’ place, and as a group, we decided to investigate a pilgrimage. We found one which was first ‘done’ by the Picts, who were alive around 1500 years ago. While we do not know any details of this journey, not even its purpose. The route was long and involved many stops:

  1. Dundee
  2. Coupar Angus
  3. Meigle
  4. Alyth
  5. Glamis
  6. Kirriemuir
  7. Glenprosen
  8. Kirriemuir (again)
  9. Forfar
  10. Brechin
  11. Edzell
  12. Fettercairn
  13. Glensaugh
  14. Auchenblae
  15. Stonehaven
  16. Letham
  17. Arbroath
  18. Carnoustie
  19. Dundee

We decided to go out and try it for ourselves. We changed our minds pretty quickly. It turns out that walking to all 19 of these places would be quite hard going, so we changed the plans a little and decided to try the route in the car.

The Route

The Route

Arriving at the car, all I could really think about was the fact that I had called shotgun on the front seat and that I wanted to keep it; that and the fact that we had to get snacks for the journey. Not the most profound of thoughts, but nonetheless, all that was really in my mind. The trip took us just over 6 hours in total. It consisted of driving from location to location and singing along to the playlist along the way.

Before we started...

Before we started…

By the end we were all tired, hungry and uncomfortable. I began to think about what the journey was like for the original Pictish pilgrims. I did a little research and discovered that the journey would have taken us 55 hours to walk! This wasn’t the end of it,we should remember that that’s without a rest! Also, we have roads and paths etc. which would now make the walk a lot easier, my estimation is that the journey would have taken us 4 or 5 days back when the pilgrims made the original journey.

I wondered if perhaps we missed the point from the beginning? I thought that we hadn’t really considered the point of a pilgrimage. I sat in the car with the others, and been to Stonehaven before; and we did not really talk about the journey very much while we were on it. I have done a little research on what exactly a pilgrimage is, and The Scots Magazine says:

“It’s been described as a journey or search for moral or spiritual significance, in many cases a journey to a location of some importance to the person making the pilgrimage.”

This made a lot of sense to me, as it explains that a pilgrimage is more than a journey, its about some kind of spiritual, or enlightening moment. Now our journey was only to simulate a special journey, and we were unlikely to have any kind of epiphany, but I did wonder if we should have taken it a little more seriously. Our main mistake was not researching the pilgrimage enough before we started. I think that we could have stopped throughout and thought about what the original pilgrims were thinking and feeling throughout their journey.

Having said this, I think that perhaps I did learn something important. While writing this post, I have started to think, and I have realised that  by the end of the day we all felt tired, hungry and uncomfortable; just like I thought the Picts probably did. Also, as a group we set aside the whole day to do this task, which was a significant time out of our reading week. We all felt a sense of accomplishment for lasting the whole time. I wonder at this point, was it really so different from the Picts? Naturally we had not spent the whole week doing this journey, but the feeling that we had upon completion felt very similar. I also think that I learned from some our mistakes, specifically that pilgrimages are not meant to be easy or taken on lightly, and that they have to be significant to be considered a meaningful experience.

From a teaching perspective, I think that I learned that when teaching about pilgrimages. I think that I would not take a class outside without fully learning about it beforehand. I would want to teach them about pilgrimages in general and then take them out to mimic one and consider their feelings. I would take them out on a walking mini pilgrimage and have them consider how it would make them feel to be walking like that for several days, how hard it would be and the physical and mental strength it would require to complete. I would then like to work with the pupils to discuss these feelings and think about what a pilgrimage would mean to them, and consider what their personal journey would be.

I think that I have learned to appreciate the concept of a pilgrimage a little more. I even began to consider what a pilgrimage would mean to me. I feel that a non-theist, a pilgrimage would be difficult for me, because it is hard to determine what would be a significant personal experience.  I think that for me it’s about going somewhere I have always wanted to go, and will have to work hard to get there. In recent years I have thought about New Zealand a lot. I would love to go there one day, and perhaps move there to work. I know that I’ll have to work really hard to get there, as it’ll require a lot of saving up, but also a lot of work to get my degree to be allowed to go over and work there. I believe that, should it happen, this will be my pilgrimage. Now that I understand what it means to me, I believe that I am in a better position to teach the concept to the children that I will work with.

We made it to the end!

We made it to the end!

On the Pilgrims’ Trail

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

2 Replies

Screen Shot 2016-05-19 at 21.54.37

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.

Screen Shot 2016-05-19 at 22.01.33

What are the effects of fragile X on the individual?

Screen Shot 2016-05-19 at 21.55.27

  • 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

Screen Shot 2016-05-19 at 22.01.46

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

Screen Shot 2016-05-19 at 22.01.11

The Meeting

Leave a reply

On Friday, my group and I were asked to role play a meeting, each of us received a piece of paper with our character and some extra information on it. We were role playing a meeting about a child called Jack who has various issues and we had to try to find a solution to. The characters were:

  • Jack’s Mum
  • Jack’s Dad
  • The Head Teacher
  • The Class Teacher
  • The Health Visitor
  • Jack’s Mum’s Social Worker

It was really interesting to watch the scene play out. I was Jack’s Dad and I knew that Jack was not receiving enough care from the mother, that the mother had lost her job and that this was for stealing.

Among all the other discussions I found myself focussing in my head that the mother was clearly not capable of looking after Jack and, as one of Jack’s issues was stealing at school, I thought this behaviour had been learned from the mother. In the end it turned out that the mother had not been stealing but had lost her job due to too many absences because she was not coping. This really got me thinking, and what I realised is that nobody in that group had all of the information. Because of this, there was not an easy way of making the necessary decisions.

If this was a real-life meeting, I would imagine that the mother would feel ganged-up on by the father and all of the various professionals. Our group decided that Jack should go to stay with his dad to allow his mum to get back on her feet, but I know that in reality this would not have been so easy a decision and the mother would not have let this happen so easily.

What I have learned from this activity is that there are always two sides to every story and we need to be able to put ourselves in other people’s shoes. Another observation I made was that Jack was not included in any decisions we made, and it seemed that none of the adults had even asked him his opinion. This shows that there is a real need for childrens’ voices to be heard by those who hold the power to make huge changes in childrens’ lives. I will keep this in mind when it comes to my own practice, and in the classroom while teaching.

The Mystery of the Named Person

1 Reply

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

The End is Near…

Leave a reply

At the beginning of this module, I tested myself for maths anxiety and the results suggested that I was ‘fearful’ about maths but that I didn’t have maths anxiety. As this is the end of the module, I have tested myself again and came out as ‘on the fence’, the level below the one I was a before. This is great, because it means that my feelings around mathematics have changed. It means that I am more positive and have become comfortable doing mathematics after having completed this module. Now though, I have to wonder what that means and why my feelings have changed.

The lecturer, Richard Holme, has been great. He is very enthusiastic and I thought that he was really good at keeping us interested and engaged. I also thought that he made us feel that we could ask questions and email with questions or queries to ensure that we really understood the content. This is something I am specifically going to take away from the module as I think that a lot of the feelings children will have about mathematics will come from the teacher. When teaching maths as a teacher, I would like to make the children feel that they can come to me and ask questions. I also would like for them to feel engaged and included in my lessons.

Additionally, I think that the content of the workshops we did were great because they were especially engaging. My most favourite was the ‘Demand Planning and Logistics’ workshop, especially the game we did to learn it. I thought it was a great activity to engage all of us and in response, I decided to us it as an example in my assignment. I think that other activities, such as the Fibonacci in art workshop or the using boardgames, were the same – active, engaging, and fun. I hope to do this for myself when I’m teaching.

Of course, if I am being honest, I have not enjoyed absolutely everything in this module. I found my biggest weakness came in the ‘Maths in the Outdoors’ input. I knew I couldn’t read maps before the input, but to be honest I never really thought it was that important as I don’t like the outdoors and was almost certain that I was not about to take up hillwalking. That was before I took part in the workshop and when I realised that everyone around me seemed to know a lot more than I did, knew exactly how to complete the activities we were being asked to do. I hated that floundering feeling of just not being able to access these activities and I now realise that that is exactly how any children in my class will feel when activities are simply too obscure to them. This is something that I will always keep with me and try to use to help me be the best teacher I can be. I also realise that I need to look at my map reading skills, something my friend Kim has assured me that she will help me to do this very soon!

Uncut Lesson 1- James Evelyn

Leave a reply

http://www.playbackschools.org.uk/programme/2262/uncut-lesson-1-james-evelyn

What are the most effective aspects of teaching which emerge for you?

  • Actively using numbers as opposed to writing down
  • Asking the children what they already know
  • Peer assessing each other’s work
  • Effective use of technology
  • Lesson linked to children personally
  • Included all children
  • Recapping on what had been learned previously
  • Effective use of visual tools
  • Cross-Curricular learning – maths and Spanish
  • Teacher took on the children’s ideas
  • Worked individually, in groups, in pairs and as a whole class
  • Final activity to consolidate what had been learned

What are the least effective?

  • Potential for some children not to be following the lesson
  • Some children may just be copying each other

What are the factors contributing to success or problems?

  • Temperamentality of technology
  • Children’s ability to work independently
  • Children’s ability to work unsupervised (ie. without the teacher sitting with them)
  • Respect for each other
  • Individual personalities
  • Engagement with the lesson
  • Level of interest in the lesson
  • Willingness to cooperate with the lesson

How could you use some of the success factors?

I think that the teacher here used a very effective method to start the lesson. I think that to use the numbers where children had to actively be the numbers worked really well, I imagine that this is a recap of something that they had learned before, which I think would be an effective way of keeping up with past learning. I also thought it was good to have the other children to peer assess what they were doing and correct each other’s mistakes, I think they will have remembered their mistakes and not made them again. I think that when I am teaching, I am going to try to use this idea and use starter activities to help to focus on learning and to remember previously learned knowledge.

I also think it was a really good idea to link the children to the lesson, to make the data for the lesson the children themselves and their characteristics made them feel more involved. To use all of the children meant that they all felt included in the lesson, which would mean that they pay more attention and learn more. When I am teaching, I think it could be an effective method to include all the children and to use them as the subjects of the lesson.

I think that the way that the teacher has included Spanish in the maths lesson is a really good idea. I think that to include another subject in a lesson is what the Curriculum for Excellence is all about, so when I am teaching, I will have to try to do this. However, I can see how effective this is in the video and will be very active in my attempts to do this as a teacher.

I also think that it was effective to use different groups. I think that using groups, pairs and working as a whole class allowed children to learn from each other as well as the teacher allowed them an opportunity to consolidate their knowledge, and helped to improve confidence, which I think is very important. When I am teaching, I am going to remember this, as I think to do this is very important and it can also improve social skills, which is a valuable skill to have in children.

Uncut Lesson 1- Rachel Atkins

Leave a reply

http://www.playbackschools.org.uk/programme/1330/uncut-lesson-1-rachel-atkins

What are the most effective aspects of teaching which emerge for you?

  • Choice of what to do
  • Stations
  • Some children were outside while others were inside
  • Teacher did not do things for the children – got them to try themselves first
  • Teacher did not give the children the answers – the children had to think about it first
  • Stickers, star chart, ‘happy face’ board – positive reinforcement
  • Use of the specialist teacher
  • Pairs work
  • Hands up
  • “1,2,3” – method to get children quiet
  • Actively involved in the story
  • Going back through the story at the end
  • Realising that the kids were thirsty and bored, so changed what they were doing to accommodate that
  • Mixing with the other classes

What are the least effective?

  • Children working on their own – could lose focus and start wandering around
  • Took a long time explaining/getting started

What are the factors contributing to success or problems?

  • Respect for each other
  • Individual personalities
  • Engagement with the lesson
  • Level of interest in the lesson
  • Willingness to cooperate with the lesson

How could you use some of the success factors?

I think that the teacher here used some very effective methods to teach. I think that by giving the children a choice of what they wanted to do, she was engaging them better as they had an interest in what they were learning, which I think would make them more focused on their task and likely to take more from why they were learning. When I am teaching, I am going to remember the idea of having stations and letting children choose between them, as I think that it was a very effective method of teaching.

I think that when they read the story, and all the children felt like they were a part of it was a good idea. When I am teaching I am going to remember this practice, as I could see on the video that the children were enjoying it, and that they were not sitting passively listening, so they were taking more in, which I think is really important, as it gives the reading of the story a point during the lesson.

When I am teaching, I am going to remember the resilience of the teacher in the video. When she realised that the children were all thirsty and becoming bored, she changed the plans and sent them to get a drink and to find an activity to do. I think this is very important, as I can imagine that it is very easy to want to stick to your plans, despite how the children feel and how they are acting – especially with the inspector there.

The Fearful French Workshop

Leave a reply

Before I start, I feel I should point out that this post is about me, not the tutor leading the workshop or the other students that are part of it.

I went up to the room feeling normal, walked into the room and the tutor greeted us by saying “bonjour!” and I could feel myself begin to panic. I am not ‘bad’ at French, I got an A at Int 2, and I still remember quite a lot of what I was taught. The second that the tutor started speaking French, however, I was transported back to sitting in French class in high school feeling awkward, uncomfortable, and wanting to hide under a desk the whole time. It may sound dramatic but that’s how I’ve always felt about French. I hated speaking it in front of anyone or doing anything in a french class to draw attention to myself!

This workshop was particularly stressful. The tutor had us doing actions to go with some of the vocab, I avoided joining in as long as possible, then when I had to I put in as little energy as possible. When she was asking unto say things out loud I found myself pretending not to know things, or pretending to write just to avoid making eye contact and being asked to participate by speaking out loud.

Looking at the workshop objectively, I thought what we were learning was very good, I thought that all the games and speaking out loud would be fun to most people. I think it is probably a very effective way to learn a language. I wonder if my reaction to French could be similar to ‘Maths Anxiety’ (explored in another post), do I have some kind of a phobia of French? If so, then it will need to be sorted. As a teacher I cannot pass my own feelings about the subject on to the children that I work with. If I do not come across confident in teaching a language, then the children will not be confident in my ability to teach them, which would significantly impact on their education.

I decided to look up my feelings and came back with ‘Foreign Language Anxiety’. It is described as  “a distinct complex of self-perceptions, beliefs, feelings, and behaviours related to classroom language learning arising from the uniqueness of the (foreign) language learning process” which makes a lot of sense to me. I also found the Foreign Language Classroom Anxiety Scale (FLACAS). It is a questionnaire which asks participants to read statements and rate how much they agree. Questions include “I start to panic when I have to speak without preparation in language class.” and “It embarrasses me to volunteer answers in my language class.” Looking at the questions, almost all of them apply to me!

So what should I do now? Realistically I think that languages are always going to be the cause of some anxiety for me. Now that I am aware of it, I have to deal with it. I think that I should start participating more often in class, there are only 20 people, and realistically they are not there to pounce on me if I speak and make mistakes! For all I know, many of them may be feeling the same way that I do. I think knowing this will make it easier for me to teach languages to children who feel nervous or anxious too. I will be able to differentiate better as I will be able to recognise children who feel this way and perhaps allow them to do slightly different tasks, for example working with a partner as opposed to a large group.

I feel that this small amount of research and reflection has been very useful to me. I now know that I am not alone in panicking over learning a language and I am confident that I can overcome the worst of such feelings to be an effective teacher in the future.

Out of 5, I would give my anxiety levels a 1.

Al-Saraj, Taghreed M. (No Date) FOREIGN LANGUAGE ANXIETY: WHAT IS THIS? Available at: https://www.soas.ac.uk/lmei/events/ssemme/file67903.pdf (Accessed: 16 October 2015)

Horwitz, Elaine K., Horwitz, Michael B., and Cope, J (1986) Foreign Language Classroom Anxiety Scale. Available at: http://www.studyabroad.purdue.edu/Resource/InterculturalLearning/ForeignLanguageAnxietyScale.pdf (Accessed: 16 October 2015)

All About Me

Leave a reply

Me
I am Katie Doyle, in the University of Dundee studying for an MA (Hons) in Education.

I have always wanted to go into teaching, as far back as I remember. Back then it was because I saw teachers everyday and admired them as role models and wanted to be a role model for children myself when I grew up. In recent years, however, I have worked with children and been able to reflect on the experiences which shaped my plans up until I began the course.

In my journey to teaching, I spent two years as a peer mentor for the Ripple Project, a community hub in Edinburgh. I found the whole experience very challenging, while I was there and dealing with the kids, but it was also difficult to deal with on a personal level. I found it hard interacting with the children, knowing their backgrounds and details of their personal lives. One child in particular who was ‘my’ child, was dealing with problems which I genuinely thought only happened in ‘Tracy Beaker’. It made me reflect upon my own experience growing up and how different my childhood was to hers. I had never experienced any real difficulties at all: my parents are still happily together; I’ve never wanted for anything, money, clothes, food etc; and I have never experienced violence or conflict in my home. Her life is so different to mine, and that makes me sad, but it also makes me determined. Determined to take full advantage of every opportunity offered to me, to study for the career I really want, and determined to use that career to make a real difference to the children that I work with.

Throughout my primary years, I found school very difficult. Often, I simply could not keep up with the rest of the class academically. I was always in the ‘Extra Spelling’ or ‘Extra Maths’ class, and was always in the bottom set of these classes. For me, this used to be very demoralising. I have considered my experiences more recently, and my goal in teaching is to look into helping struggling individuals similar to myself, as I know what a horrible feeling it is to struggle in school like that, something I would very much like to prevent future generations of children from experiencing in school.

I went through the private school system and I had both access to and the benefit of academic tutoring throughout my school career. While I am very grateful for these opportunities, I do not think that my parents’ financial situation should have dictated whether or not I had access to academic resources and private tutoring. I believe that all children should be able to access a high quality education, and my ultimate goal is to leave this course qualified to provide just that.

Having completed 1PP1, I have seen education from a different side, that of a teacher as opposed to that of a pupil, and it has given me an appreciation for the amount of effort that goes into being a teacher. I spend the whole time exhausted, eating at odd times and getting an average of 5 hours sleep, and all that was on my mind was the class I was working with. I was obviously doing significantly less work than that of a full teacher, which shows me just how much they do! The amount of work that they do is incredible! I also had the benefit of working with a very good teacher, who was very willing to put in a lot of time with me and also allowed me a lot of freedom within the class which made me very motivated and gave me the chance to really use my own skills, and I am very grateful to her for such an experience.