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Is Teaching A Profession?

I recently came across a photo on an educational page I follow on facebook which I absolutely loved and linked very well with a few news articles lately. I felt this following blog might be of some interest (and help) especially to the MA1 who will writing their essay on professional now or in the near future.

The quote (of Donald D. Quinn) came from the Education to the Core’s facebook page (this does not mean I endorse or support this facebook page at all). “If a doctor, lawyer or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn’t want to be there and were causing trouble and the doctor, lawyer or dentist without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher’s job”.

Now, I am not all one hundred percent in favour of this quote as it seems to dismay how much work doctors, lawyers and dentists do. I have never been either of those or studied any of their professions in depth but I am sure they are very hard working people from those I have had the pleasure meeting whilst at university.

However, there are a few sources out there that also seem to think that teacher do not quite make it as professionals or teaching does not quite make it as a profession. Teachers compared to doctors, lawyers and dentists seem to the least trusted – the government hold a lot more power over teachers than these other professions. A Guardian Education Correspondent, Sally Weale, summed up that the teaching profession is very closely monitored by the government by saying in her article “despite Michael Gove’s intentions, teaching has become a profession monitored to within an inch of its life. Weale links this to the reason for the huge drop out of newly qualified teachers very early in their career. This is something that doctors, lawyers or dentists do not have as much pressure on them as teachers.

There has been a record number of teachers leaving their profession due to the amount of work and stress they are under. “A combination of unacceptable number of hours worked, a punitive accountability system, the introduction of performance-related pay and being expected to work until 68 for a pension has turned teaching into a less than attractive career choice” (Blower, Quoted in The TES, 2015). I personally believe that teacher work just as hard as any other professional in professions such as medicine or law. However, due to quotes such as “He who can does. He who cannot teaches,” we do not get the same trust from the government or same respect as other professionals. Shaw (quoted in The Importance of Teaching, Volume 70 No. 5) rebuts this by stating that “teachers can do something, and do do something; they teach. Like any other professional activity, teaching requires a cultivated ability. To be done exceptionally well, it also requires a special talent and a sense of vocation”

Additionally, Quinn’s quote suggests that teachers have an incredibly hard job which most of the time goes unappreciated. Teachers work under many pressure listed in Quinn’s quote as well as the Guardian article which many other professions and professionals do not have. I believe this makes a good stance as to why teachers should be deemed as professionals and the job we do a profession.

I hope this has sparked some thoughts on teaching being a profession and teachers are professionals. However, in my own opinion, I clearly still believe that yes we are professionals for reasons such as those stated in Quinn’s quote and many more.

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My Educational Philosophy

“Education is a most powerful weapon which you can use to change the world” Nelson Mandela.

This quote is in our university education building. I personally believe that education is a weapon which used to the best of our abilities as teachers can change a child’s life. Below is my philosophy on how as a teacher I believe education can help children achieve their best potential.

Personally, I believe that education should always be centred around the pupils and not teacher-centred. Teachers have already had their education and now they are in the position where they are here to help each individual pupil achieve their best and reach their full potential, like their teachers’ when they were children did for them: this links to my research on the Montessori philosophy of education. Children are at school to learn different skills, attributes, to gain soft/transferable skills and skills and qualifications to take into their later life, their job or whatever it is they choose to do once they leave education. Each individual pupil will have different things they need to develop, things that interest them and things that will not interest them: these are all important factors that teachers’ need to work into their lessons to help their whole class develop and learn successfully.

Although I believe that teachers have knowledge that they need to pass down to pupils and they are there to teach the children and help them develop. In my view, that children need to work in groups or pairs to fully develop. I think that working in groups or pairs help children to interact, they learn from one another whether it is backing up what they already know or adding to their learning through conflict of opinion. In my opinion, this is may be the best way to include all the pupils as there is usually a big number of children to one teacher and she cannot possibly see every child on every lesson they do.

In my view, I think that children should have a choice (whether it be a small choice, maybe helping to make a decision on what topic they will study for the term, what task they want to try or the subjects they will study for two years) in what they are learning because ultimately they know what is of interest to them, what will engage their learning and what knowledge and skills they are likely to use in jobs or just generally in later life. I do not think that forcing a child to learn a subject such as home economics, geography, history, and chemistry will help them if they are not going to use this in later life. I do believe they will always need to have a basic knowledge of core subjects such as maths and English but otherwise the subjects children are interested in personally will engage their attention more and hopefully they will understand and learn more from this approach.

Personally, I think that the best way to discipline is through positive reinforcement – from the behaviourism learning theory. For example noticing when children are doing a task well, behaving well and praising this behaviour and attitude through stickers, golden time, verbal praise etc. I believe that this will create a better ethos in my classroom and show all the other children what behaviour is expected of them in an encouraging way. On the other hand, it would be quite difficult to remove negative behaviour from the classroom if it is not picked upon and dealt with accordingly through punishment, for example time out – missing out on some golden time – or a response cost, not being allowed to sit next to their friend – from the behaviourism learning theory.

I accept that teachers should be a role model for the behaviour they expect from the children. The teacher should have a degree of morals and ethics that should constantly be on display for the children to view, pick up on and reproduce so that they understand what is expected of them.

In my opinion, exams are at the heart of education too much just now and they are putting an excessive amount of pressure on student to see how much they can remember and reproduce under exam condition. Many people after a few years away from a subject, that they have a good standard of qualification in, cannot recall much or anything that they learnt from the subject. I feel continual assessments and updates on the progress of children is a much more beneficially way to see what they are learning and where the gaps in their knowledge are. In my view, this is when teachers are important. They are there to fill the gaps in children’s knowledge and help them to improve on their weaknesses and build on their strengths.

I do believe to a degree children come to school to effectively take their place in society in later life. However, I do not believe that their place in society or their future is based on their social class, ethic group or any minority factor in a child’s life. Children are not replicas of their parents. Each child has their own potential they can fulfil and now education is much more assessable and affordable for all (particularly in Scotland with free tuition fees), a child can chose any career path they want and if they are determined enough and work for it they can get there with the help from their teachers. School is in my vision a stepping stone to this. School, from a young age, shows similarities to a work place: both have uniforms; both have rules in place (for behaviour, what is expected of employees or pupils); both have lunch breaks and there are more similarities. This is a key consistency especially for children so they know how their day is likely to be and there is no uncertainty.

I think that Montessori introducing ideas like small table and chairs is key to divide the differences between children at school and adults at work. This shows that children are not mini adults and they are at school to learn and develop not to be prepared for working in a factoring or what is expected of them in their social class or ethic group.

I personally think child are able to do anything and go anywhere in their life if they have the right encouragement, determination, support and environment to succeed in.

 

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My Journey to University of Dundee

I am Kim Rennie at the University of Dundee studying an MA (Hons) in Education. I decided to do this course in my third year at academy, after I went to my local primary school on work experience week. Before the work experience, I wasn’t sure what I wanted to do as I had many different options and careers paths that I thought I would enjoy. However, my work experience in third year was incredibly: I had a lot of fun working with the children and felt I learnt a lot from the teachers supporting me whilst in the classroom. This settle my decision that I wanted to be a primary teacher. Therefore, I went back to the same primary school in my sixth year twice a week, once in a primary 6 class and once in a primary 2/3 class. Throughout the year, there was not any point that I thought I was bored, each time was a different experience, with new challenges, experience and things to learn. The variety was what I thoroughly enjoyed.

To secure a place in at the University of Dundee as an undergraduate in education, personally meant a lot to me. I believe I haven’t worked more for anything than to secure a university place. I committed fully to getting my grades and experience since third year and it all paid off. Starting has a university student has made me grow up and take a lot more responsibility for myself and my studies. However, I think being an undergraduate in education has made me grow up more than any other course would, it has made me think about: my actions and the consequences; being a professional; acting in an appropriate way; my ethics and morals.

I believe even though it was a lot of hard work to get here, so far university has changed my life and I am grateful for all the hours I put in to get here. I am making the same commitment to my degree, to commit the full amount of time, effort, hard work and professionalism to achieve my goals.

My goal is to be able to engage fully with my degree to come out of university with a high standard of knowledge and profession attitude to be able to teach children and make a difference to any children I meet throughout my career as a primary teacher in an imaginative and creative way. I want to take all experiences possible whilst at university, to take away something from everything I engage in. Whilst on placement, I wish to be able to take away invaluable experience and to learn from the other teachers around me. In my opinion, children are at the heart of education and they are the reason we are there. I feel as if I am able to make a positive difference in even one child’s life as a teacher then it will be worthwhile.

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Our Number System

During our Discovering Mathematics lecture yesterday, we were looking at the origins of number systems and how other number systems such as Roman Numerals work.

We were given the task to think of the other numeral systems and in groups create our own system. Our group originally started just playing around with dots which became a lot more when we tried to appeal to children. Our simple dot system became like smiley faces (like the emojis used on smartphones which children seem to really enjoy expressing themselves through), named by minions (because of the insane obsession with them currently) and our last section, for any number after five, our numeral system resembled the Munduruku tribe numeral system where after the number five they had “many” where as we used “plenty” after our fifth dotted symbol.

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Richard then posed us with the question  – how would you order ten drinks at the bar? If you say plenty – how do you know you will get exactly ten drinks? But there is a solution to this problem Richard, sums. Multiplication, addition.. If you want ten drinks, simply order kevin drinks twice… You then have exactly ten drinks without needing a number for ten. The Fundamental mathematics Richard…

 

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Can Animals Count?

This question seemed to hold a lot of debate in our recent Discovering Mathematics lecture and it intrigued me. Before the lecture, I was very narrowed minded on this issue and thought no of course not. However, there has been some pretty convincing arguments against my opinion which for anyone with the same opinion as me I am going to have a look into to broaden my mind a little.

The biggest influence that made me think that animals possibly could count was Ayumu the Chimpanzee who could correctly identify the order of number 1 through to 9. He could do this by just a few seconds looking at the numbers, which were in a completely random order, before they were covered up. Ayumu could also still correctly order numbers 1 through to 9 even if there were numbers missing from the pattern. This made me think that Ayumu could count to nine.

Although there were some pretty strong arguments against this as well. The fact that 30 students and 1 lectures who can all count could not do the challenge made me think does this chimp just have a great memory? Is the chimp really counting or does he just remember the patterns through rigorous training? However, the idea that he could do this even though there was no logical pattern to the numbers and there were just random digits between 1 and 9 on the screen then he was able to put them into a numerical order showed that this could have been related to the idea he knows the shapes of number 1 through to 9 and could put them in an order. There must have been some cognitive process going on – either counting or something similar to counting – to show that he could put the numbers in the correct order without every number being there. You can watch Ayumu impressively memorising where the number were and in the correct order below and have a shot at the same challenge below to see if you could manage it. Just remember 30 students and 1 lectures couldn’t do it together! Below is Ayumu showing you his skills and here is the Ayumu Counting Challenge Game link.

 

Another convincing, all be it strange and kind of cruel, argument that animals could count was that scientists now believe that ants count their steps back to their nests. Scientists glued on match sticks to the ants legs, leaving them with longer legs, or cut the ants legs, leaving them with stumps/shorter legs. The ants with the longer legs would walk straight past their nests where as the ants with shorter legs would not make it back to the nests. The scientists have put this down to ants having “internal pedometers” (which was first proposed in 1904) that they count the steps it take them when they leave the nest and they then go back using the same amount of steps to go back to their nest. Therefore, the ants with short legs would take the same amount of steps, but smaller steps, back to the nest and not make it back where as the ants with the stilts would take the same amount of steps and make it past their nests because of their new, longer legs. (Carey, 2006)

Another argument with two opposing sides to whether animals can count is the idea that mother ducks know when they have ducklings missing. One argument suggest that mother ducks can count. The idea that the mother duck knows that there is one missing as she does not have the same number of ducklings that she should. On the other hand, others argument that potentially the mother duck waits if there is a duckling missing is because she recognising the scent or features of a duckling is missing rather than knowing that there is a particular number missing.

Overall, I am now more convinced there is the possibility that animals could possibly count but there are also counterarguments that still support the view that animals cannot count.

 

Reference:

Carey, B. (2006) When Ants Go Marching , They Count Their Steps (Accessed: 7/10/15)

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Cross-Curricular Maths

After the Tessellation and Islamic Art maths lecture with Tara, I thought I would reach to the blog again.

Before starting this lecture, I thought shape in general for maths was quite boring. There was nothing interesting or mesmerising about shape when I was learning about it in primary school. However, tessellation was taking shape and doing something completely different.

Tessellation dIMG_6575oes not only involve shape but angles as well. I never realised that only shapes that when the points touch the external angles make 360 degrees would tile. For example four square edges would join together, each square internal angle is 90 degrees so four touching square angles equal 360 degree and they fit together perfectly therefore they have the ability to tile/tessellate. This also works for triangles (shown to the left), hexagons (shown below) and any quadrilateral shapes. However, it does not work for octagons and pentagons.

This is mathematics that is used by any tiler probably subconsciously. If I ever need to tile a room, I now know which shapes to use and which shapes to avoid! Although I do doubt if I will ever been tiling anything…

Using shape to make Islamic Art was fascinating. I have never thought of usiIMG_6586ng shape to create art before in this way and it will definitely be a cross curricular activity I use when I go back into the class room. The nipple and paste idea to create new picture of tessellation is also another maths and art activity I will definitely consider using within the classroom.

This is the kind of art that inspire myself to get the children involved in rather than just another drawing or painting, it is something different for maths, art and religion that I would hope I engage children in all curriculum areas.

These are a few more examples of a shape that tessellate and a shape that doesn’t tessellate.IMG_6576IMG_6579

 

 

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My Maths Mindset

Just after starting thMathAnxiety (2)e Discovering Mathematics elections, we were asked to do a maths anxiety questionnaire and reflect upon our maths anxiety. Therefore, this is my blog post on my maths mindset.

I feel my maths anxiety is overall quite low just now. I am fine, and actually quite enjoy, to listen to maths lectures and tutorials. I do not mind doing maths assessments that I am prepared for and aren’t graded such as the OMA. However, I feel more anxious doing examinations that are graded – this isn’t just maths related. The last time I felt like this was in standard grade maths. I quite enjoy the relaxed yet challenging atmosphere my standard grade maths teacher created. This is the way I wish to portray maths in my own classroom.maths

However, I dropped out of higher maths after two weeks because of the anxiety that I would not be able to cope with the level of mathematics and the stress of higher maths. After two weeks, I was feeling extremely anxious that the mathematics was too difficult and I would not get the support I needed to pass the exam.

I feel that maths is approached with a lot less anxiety and stress in university – it is a lot more relaxed atmosphere which is how I hope to convey it within my classroom as a teacher. I remember in primary 7 having a teacher on their probationary year and being very scared to answer any maths question in his class in case I got the answer wrong and was told so in front of the entire class. I feel that show me boards like we used in the lecture today is a good way for only me, as the teacher, to see how everyone is getting on with the topic without shaming them in front of their peers.

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The “Running Revolution” in Stirling.

For this blog post, I am going to look at Outdoor Education in particular comparing Sweden and the UK (in particular St Ninians, Stirling).

After our lecture inputs Brenda, I found myself in awe at Sweden and their approach to learning. I am very keen to learn more about outdoor education and this is what I intend to do with my learning from life placement this year hopefully as well as just getting a part time job with links to outdoor learning.

I found myself eager to complete the TDT tasks for the comparative education with Sweden yesterday and realised how far behind the UK actually are in terms of outdoor education. I remember being in primary seven and the class asking to go and learn outside about a topic and being told we couldn’t as it hadn’t been risk assessed. However, Sweden on the other hand, totally trust their system, pupils and most importantly the teachers to not do anything that would cause huge amounts of risk.

Today however, I just read an article (The Running Revolution) about a school in Stirling, Scotland which prompted this blog post. St Ninians School have recently made the news around Scotland for the fact they now have no children with childhood obesity and they have also managed to increase concentration in class. Their secret. The great outdoors. As cringey as that sounds – it works in Sweden and it is clearly working in Stirling. In Sweden, the teachers state that getting outdoors for at least half of the school day in preschool Runningbuilds good health in children. Whilst at St Ninians this has proved that even getting outdoor for a small part of the day has improved the health of children by reducing the amount of children with childhood obesity to zero. St Ninians have spent the last three years having a daily mile – this is where they get their children outside to walk or run a mile every day. The teachers choose when in the day they do it, whenever fits best with their timetable for the day.  The only thing that stops the classes doing their daily mile is heavy rain or ice.

The teachers and the children both clearly benefit from this scheme – the teachers have commented on how much the children enjoy going out for the daily mile or it would not be maintainable with their enjoyment. The teachers and children both benefit from the increased focus and concentration in the classroom as well. Therefore it shows that taking 15 minutes away from teaching time can clearly impact positively on the learning time in the class. In Sweden, the teachers cannot believe that the children especially in early years education are not getting outdoors to play and enjoy childhood. St Ninians, Stirling clearly are edging towards this aspect of outdoor education and enjoyment with the children at their school with even just a very small proportion of the day.

In my opinion, I believe that this shows that outdoor education clearly positively impacts on the learning, health and concentration of children at school. Both Sweden and Stirling have been able to prove this statement. Sweden tops European League tables in literacy by the age of 10 and Stirling have been able to banish childhood obesity from their schools. Other schools in the UK are beginning to take notice to Outdoor Learning, more now due to the success at St Ninians which is a positive but slow start compared to Sweden.

I have left a link to the Guardian newspaper in a hyperlink above in case anyone wishes to find up a little bit more about St Ninians and their daily mile.

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Stand and Deliver

How does Jaime Escalante teach differently/how is Jamie Escalante different?

Stand and Deliver (1988) is a film set in the 1970’s following a maths teacher (Jaime Escalante) in a deprived area of Los Angeles. At the beginning of the film, Escalante is having a particularly hard time at the high school with troublesome students and pressure from the school head teachers to control the taxing class.

Escalante can see the potential in a class full of teenagers likely to drop out. The takes on the challenge of teaching a class AB Calculus to a seriously mixed ability class ranging with some who have potential to go to college to others who did not even know their timetables. Throughout this blog post, I am going to look at the inspiring teaching shown through Escalante in Stand and Deliver (1988).

Jaime Escalante attempts to win over his pupils to education and respected him through joking, mimicking them and getting down to their level. Escalante shows a young man who used his fingers to swear at him other ways to use his fingers such as using his fingers to learn hS&Dis nine times tables. The maths teacher shows his pupil that by going along your fingers by the number of times you wish to multiple by nine put that finger down and you get the answer with the tens on the left hand side and the units on the right and side.

 

The joking and relaxed atmosphere that Escalante brought to his classroom made the pupils want to be there – they continued to work on their AB Calculus throughout holiday periods and weekends over other commitments through their own free choice. This made Jamie Escalante stand out for me as a teacher as there was never any teacher that I have had never made the atmosphere so relaxing. That is probably due to the fact that this film was set almost 40 years ago and the teaching community has changed a lot since then. There is no longer a place in the teaching community that allows for the relationship Escalante had with his class. Escalante had a personal relationship with his students that would more than likely be frowned upon in the modern day teaching society. However, as Escalante’s wife said in the film not only did the students respect him “those kids love you”.

Escalante makes maths seem simple to his class by using everyday examples. Jaime Escalante explained negative and positive numbers as digging a hole in the sand at the beach. He explained the negative numbers as the hole in the sand and the positive numbers as the sand used to fill the hole.  Personally, I thought this was a very interesting way to explain negative and positive number and something that you could use within a primary school.

The few words in my notes that I had highlighted throughout the film however do not comment on his teaching skills, they comment on the kind of teacher Escalante was made to be throughout the film. The words I had highlighted were: belief, dedication and his drive. Escalante’s wife said in the film that Jamie was doing 60 hours a week of teaching and had just signed up to teach a night class for free. This shows Escalante’s passion and drive for teaching and his will to get his students to pass AB Calculus. The main characteristic and theme throughout the film however, was Escalante’s belief in his students. No one else, not the teachers, the students or the examination board, believed that the students could pass the AB test but that just made Escalante work harder and longer to push and drive his students to passing. Escalante never forced anyone in his class to take AB Calculus, he encouraged and supported them throughout the entire film even when examination board questioned their papers.

Escalante never gave up on his students. I feel that is the key message to any teacher watching this film. That is a message that I, personally, will not forget from this film.

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Discovering Mathematics: An Introduction

As we are just finished week three of the Discovering Mathematics but we have just started our new ePortfolio on glow blogs: this introduction is a bit overdue so it is not one hundred percent an introduction precisely.

Before starting the elective on mathematics I was a mixture of nervous and excited. I haven’t studied maths since fourth year in academy which meant this could test my maths skills a bit. However, after the email (from Richard) and hearing how enthusiastic Richard was about the maths elective made me think how great this elective could be. I knew that I had enjoyed teaching maths on my first year placement and I was looking forward to finding out new and exciting ways to bring maths into the classroom.

So far, this is possibly the most engaged I have been with any module. I am really enjoying all of the lectures and the lecturers excitement about maths. There is so much about maths that I did not know about and it has so far totally changed the way I look at maths and the way I feel about maths all together. I have been eager to blog and share my discovering mathematics experiences so far.

I am looking forward to the rest of the module, blogging about my experiences and taking the maths anxiety quiz again at the end to see how my feelings towards maths has changed over the elective.

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