Category Archives: 2.2 Education Systems & Prof. Responsibilities

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

Iraq Education

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“The impact of conflict, violence and displacement on education in Iraq is nothing short of devastating,” said Peter Hawkins, UNICEF’s Representative in Iraq. “Large numbers of children – those in host communities, displaced from their homes, as well as refugee children from Syria – continue to experience significant disruptions to their education, putting Iraq at risk of losing an entire generation to conflict.”

This quotation from Peter Hawkins, who is UNICEF’s Representative in Iraq. Hawkins is taking about the effects of the current conflict in Iraq. It seems that education is being affected by the conflict from all directions, and the children who are trying to access it are the ones who are losing out.

One major issue is that 5,300, which is 20% of schools, are no longer able to be used for education. This is because they are being used to house refugees or other displaced people. They are also being used by the military or are simply not safe for use due to being in a state of disrepair. The effect of this is that some children will no longer have a school which is close enough for them to attend and therefore they may have had to stop going to school because it’s not practical as it is too far, too dangerous, or costly to make the journey to access education.

On top of this, it has been reported that in the past year “67 attacks on schools and education personnel were reported”. This is a huge number of attacks and understandably will have scared those who work in education and those who access it. This would mean that teachers and other staff members are likely not wanting to go in to work and parents similarly do not want to put their children in unnecessary danger by sending them to school.

Another issue is, that in “northern Iraq, nearly 14,000 teachers have been forced to flee violence.” This means that there are far fewer teachers than there should be teaching in Iraq. This can mean that children do not have qualified teachers giving them an education so they will not learn as effectively, and may also not learn the correct material. The other issue is that it could mean that schools have to close and children begin to receive no education at all. I would argue that this is a massive brain drain for the country.

And what is the ultimate effect of all of the above? Well, in my opinion, in just a few years Iraq will find that they have an entire generation of children without an education. This will mean that they will find themselves without facing a shortage of people to become doctors, nurses, dentists, infrastructure workers etc. Iraq is going to have to work especially hard to deal with this problem in the very near future, so I believe that they need to work on education as soon as it is possible to prevent further issues related to health, crime and other social issues.

http://linkis.com/bs22S

http://muftah.org/wp-content/uploads/2013/05/iraq-school-trailers-650_416.jpg

Uncut Lesson 1- Rachel Atkins

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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.