Category Archives: Contemporary issues

Placement Jitters

Current mode: panic!

No, not really. However, I am feeling very nervous about placement which begins TOMORROW. I say placement but is, in fact, a “prac”. I arrived in Australia Friday just passed and about to undertake a placement in Somerset College, an International Baccalaureate world school in Queensland!

As well as all of the nerves I felt before my last placement, I’ve accumulated about ten zillion more. Well. Ish. This is a totally different curriculum to Scotland and I am so incredibly excited to learn more about it. An (unexpected) tour around the school when I was

An (unexpected) tour around the school when I was fresh off the plane has really given me a feel for the place. It is nothing like any of the schools I’ve been in before. It has an Olympic-sized swimming pool (which actual Olympic teams come over to train in!), a massive gym complex, sports fields, running tracks, multiple buildings, hugely facilitated classrooms all on a campus about four times the size of the campus at Dundee Uni! A short introduction to my class and a quick chat with the teacher has given me a little insight into the class dynamics. Lots of excitable little faces that I can’t wait to teach and learn from!

Australia as a place is EXTREMELY HOT. I am boiling, but it is way better than chilly Scotland. I
am very intrigued to learn about how the sun affects the daily routines of the school. I am so excited to learn more about Somerset and Australia, which just happens to have the cutest koalas EVER.

Common Purpose Study Abroad Opportunity – Malaysia!

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Recently I’ve just returned home from a fantastic opportunity offered by the university to visit Kuala Lumpur on a leadership programme offered by Common Purpose. I’m still a little stunned, as I didn’t even think I’d be selected to go, however, I did and I had such an amazing time.

The programme involved exploring what a smart city is, leadership, exploring cultural leadership and undertaking the “challenge”.

When we first arrived in Malaysia we had time to explore the city. It was absolutely amazing and a bit of a culture shock compared to Scotland! We delved right in experiencing everything from the public transport to the food, navigating ourselves around the city (and getting lost in taxis!) We were introduced to our peers we’d be working with from both Heriot Watt Edinburgh and Heriot Watt Malaysia and got our bearings. We were introduced to all of the tourist spots including the KL tower, Twin Towers, and Batu caves!

Statue and stairs leading to Batu Caves

The first thing we explored within the programme was “cultural intelligence” (CQ). We found it was an essential element to understanding the world and people around us. The programme taught us that this involved the cross between different cultures, but also different generations and even organisations. Personally, I felt this was how well we understand and respect others from different backgrounds.

We also took part in a number of group work activities. We were

Our winning tower!

grouped in a mixed group from Dundee and the two Heriot Watt campuses so we had a lot of diversity in our little team. We done little group work activities such as building the tallest tower (which we won!) as well are more thought-provoking activities. The one which got me the most was a group activity with cards. Each member of our team was given around 6 cards with very controversial statements regarding things such as religious clothing and if it should be worn at work, euthanasia and global warming. These were to be grouped into agree, disagree and can’t decide. after everyone had placed them down, we had the opportunity to read them all and turn over any we felt had been placed in the wrong area. These cards were then discussed and provoked some very interesting discussions. It was so interesting to hear other points of views on subjects that are not normally spoken about. This also provoked discussions on the difference between Scotland and Malaysia in regards to LGBT rights, legal systems, religion, and climate. These were very interesting to hear. I don’t think I was quite aware of the significant differences.

The programme was mainly aimed at the “challenge”. On two days there were opportunities to visit one of four businesses, so there was someone from your team represented at each. I visited ThinkCity and Women’s Aid.

Our group after visiting ThinkCity!

ThinkCity is an organisation that uses small government grants to support communities to improve them. They ensure they involve the community and make sure what they are doing is really what the community needs. We heard some lovely stories of their past projects and it was great to hear how much of an impact they have on the local people.

Women’s Aid is an organisation that provides short term aid to Women who are victims of domestic abuse. Women are not particularly represented well and there is still a strong male dominance within the political system. This organisation comprising of social workers and volunteers work extremely hard, even more so considering there are two separate legal systems, one for everyone and one for muslims to follow.

After everyone had visited their organisations, we came together with our local mentor to come up with an idea. We felt that there were significant issues regarding the representation of the disabled and elderly. The first day I was in the city I was shocked at the fact the buses were so high up and didn’t even come over to the pavements as well as the lack of lifts or accessible footpaths. We later found out that due to this people who would benefit from these facilities cannot venture out without help. We decided that the disabled and elderly would be the focus of our idea, and we would implement these features into the community. After speaking to our mentor we also included the facilities at local community centres, to give these people an opportunity to leave

Our poster to go alongside our elevator pitch video and presentation!

the house on outings and to join social groups. On the final day, we produced an action plan and presented our idea to s senior/expert panel. We were supported before doing so in a pitching workshop where we worked on the skills necessary to do so successfully. They were touched that we’d recognised the need for support for these people, as is not the first thing people consider when they think about “smart cities”

This opportunity was incredible and one I never even knew existed until I happened to open the email sitting in the library only a few weeks back. I am extremely grateful for the opportunity given to me and the experiences I gained along the way. Malaysia is incredible and I hope to visit again soon!

Heriot-Watt Malaysia Campus was incredible!

Just Breathe…

5 6 7…… DANCE!

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I can’t think of anything in this world I am more passionate about than dance. It is literally everything. Understandably so, when I seen dance on the timetable I was ecstatic.

I’ve danced since the age of 3. I’ve been through phases of loving it and hating it – but I honestly don’t know where I would be without it. The places I’ve been and the experiences I’ve had through dancing are incredible, and I’d encourage anyone and everyone to give it a go.

I’ve seen all the sides of it, from different genres to the competition world, championships, shows, international performances, tattoos – you name it. Dance gave me the confidence to keep trying. If I was asked five years ago if I thought I’d be performing in the Royal Edinburgh Military Tattoo, or travelling to amazing places such as Oman, Sweden and Germany to perform – of course, my response would be “NO WAY I COULD NEVER DO THAT.” But yes, I did, and I now know that amazing things can be achieved with the right mindset and support. How did I come to this, though? THROUGH DANCE!

Dance has more benefits than just learning correct technique. The social skills learnt are equally as important, especially to young children. They learn how to respect other dancers as well as their teacher/choreographer, and officials when in a competition setting. As a teacher with my own dance school, I thoroughly enjoy watching my students form relationships with each other and seeing their social skills strengthen along with their dancing. Not only that, but they learn to deal with success as well as failure (and how to deal with it), time management, and how to take on board corrections to practice in their own time. Nothing is more encouraging than seeing one of your pupils succeed, but at the same time just seeing them enjoying the process is amazing.

With my understanding of the Curriculum for Excellence experiences and outcomes for Dance, I would put into place an exciting lesson for a primary 5 class, such as:

CfE Outcome: “I can explore and choose movements to create and present dance, developing my skills and techniques.” – EXA 2-08a

Learning Intentions: By the end of the lesson, I will be able to perform a short sequence I have choreographed myself using different actions, different levels and using different rhythms.

Success Criteria: To create a short sequence to music incorporating different levels, ways of travelling and different rhythms. (To develop this in the next two years, the introduction of motifs and choreographic devices such as canons, interpretation and repetition will build on the intentions of this lesson.)

Assessment: To assess if the pupils have achieved the success criteria I would have small groups present their work to their peers and make use of peer evaluation.

How will I achieve this: I will incorporate short activities aimed at introducing the three criterion for success, One activity will involve learning different ways to travel making good use of space across a room. Another will introduce how to incorporate different levels, and what can be done to make them effective. To develop an understanding of rhythm, I would use a clapping activity; simply clapping different rhythms, be it perfect rhythms, imperfect half beat rhythms – to music.

A positive experience of dance is key to enjoying it and I am extremely excited to bring it into my lessons in the primary.

Dancing is moving to the music without stepping on anyone’s toes, pretty much the same as life. ~Robert Brault

Opening Our Arms

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The plane which landed around 15:40 GMT at Glasgow airport.
http://www.bbc.co.uk/news/uk-34839477

As the first plane of Syrian refugee’s touches down in The United Kingdom today, I feel it is important to reflect on how positive it is that our country has opened its arms to these people in their time of need. Britain has agreed to take in around 20,000 refugees over the next five years, which I feel is fantastic. It is amazing when countries step in to help at times like this, and even more amazing that this time it is us.

As most of the refugees coming over are families and are due to resettle in various local authorities across Scotland, I feel it is appropriate to reflect on what this means for us as teachers. These refugees will be in need of specialist medical care and specialist support to help them through any issues derived from the violence and torture they have experienced. There are already places within schools set aside for them.

A lot of these children would have been forced to quit school if they were even lucky enough to be there in the first place. We will have to be aware as teachers, that these pupils are likely to be learning English as their second language. This will face us with certain challenges. We will have the additional factor that their understanding on the English language may not be as developed as the rest of their classmates, as well as the fact that they will be at a disadvantage socially due to the language barriers.

$self-esteem-and-math$ These children will also have experienced loss all around of them, and lost connection with a lot of their friends and family. This will have had a very negative effect on their self-esteem and confidence. As teachers, we have the responsibility to recognise this and put into effect support strategies to support these children in this difficult time.

A way in which we can do this is “buddy” systems. This will help them get to know their peers, and ensure they are not lonely at times such as breaks and lunch. Children may feel secluded as their parents may not want to bring them along to after school activities when it is dark – so it is essential they are given a good opportunity to socialise during these breaks within the school day.

In countries such as Syria, schools are often targeted by terrorist activity. We need to make sure these children coming into our UK schools know that they are now in a safe environment.

It’s heart-breaking to think about what they’ve been through, but there is the chance that their past experiences may have an effect on their behaviour. Children may be distant, and refuse or even become frightened around strangers, so a close eye will have to be on them in the early days to ensure they are settling in and coming well. Struggles may also be apparent when they are placed within large groups, they may need one-to-one support before they can build up the confidence to take part in whole class activities.

We should never ask children to re-live these traumatic experiences, ever. No matter whether it is a written exercise, homework exercise, or ANYTHING. We should also make sure they are never questioned by any other staff or child as to why they are here. They deserve to be in school getting educated as much as everyone else.

Most importantly of all, we need to provide a school experience for these children that is positive and welcoming. These children have a lot to offer and have been through so, so much to get here.

What standards we should be attaining as student teachers?

The Orphans Hidden in the Iron Curtain era

Social Media

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•What challenges/opportunities you may be faced with when marrying the personal vs the professional presence on social media?

I do not feel I will be faced with too many challenges, hopefully, as I constantly make sure my social media is acceptable and portrays me in the way I want to be seen.

I know many people who are teachers or work with young people and have deleted everyone under the age of 16 from their social media accounts. I think this is a good example to be setting, especially as your pupils may be mutual friends with these people and you do not want your posts to appear on their feeds.

The General Teaching Council for Scotland (GTCS) states that they acknowledge teachers have private lives, but it is important to think about how this may reflect on your professionalism and fitness to teach. I agree with this, it is important to stay sociable and communicate through websites such as Twitter and Facebook. However, I also feel it is important when becoming a teacher to be more wary about what you are posting and who you associating yourself with online.

My accounts online were already private prior to coming to university, but after the social media inputs I went on to check the privacy settings. It is amazing the loopholes that you can miss, with things such as pictures still being visible to people you are not friends with. I know teachers who have their accounts set so you can only add them if you are a mutual friend, which I feel is a very good idea. This will hopefully stop pupils and parents being able to request you as a friend or contact you.

The GTCS codes highlight the impacts that acting unprofessionally online can cause, with things as serious as criminal convictions. They state that you should not compromise your integrity or personal identity by behaving unprofessionally online. One example of this is a group of primary school teachers who went out to let their hair down, and later published pictures online of their antics. As their accounts were not private everyone could see them, and the daily mail even published an article about them http://www.dailymail.co.uk/news/article-1389292/Disgrace-drinking-pole-dancing-primary-school-teachers-published-pictures-Facebook.html. This brings to mind another of the GTCS’ codes that you should think very carefully when writing a post before publishing it. They also state you should never post things when you are angry as you may be caught up in the heat and write something you normally wouldn’t. It is much better to save a draft and come back to it later, you will thank yourself in the long run.

I feel teachers are very vulnerable when it comes to the digital space online and they need to be more careful than others to ensure they are still viewed as a professional. Reading the advice on various sites such as the National Society for the Prevention of Cruelty to Children, http://www.net-aware.org.uk/# and the Child Exploitation and Online Protection Centre, http://ceop.police.uk/, it has really hit home how unsafe the internet can be.

•How are the challenges/opportunities afforded by social media framed? How will you frame things – positive or deficit viewpoint?

Many of the challenges of social media are framed by a deficit view. You always hear about the negative impacts and the horror stories, never the positive side or the opportunities it can bring.

As a teacher I will frame social media with a positive viewpoint. I think it is important, especially with the development of technology in this, in the 21st century, to stay in the digital space. Everything these days is online, even most libraries now have hundreds of e-books instead of paper copies! And it’s not just books, even CD’s and DVD ROMS are on the way out, with many companies such as Apple not even putting disk drives into their newest models.

Almost everyone these day is on social media. It is a great way to stay in touch with your friends and family, especially those who stay far away, sharing your photos and achievements for them to see. Even most schools now have their own Twitter accounts, which is an excellent way of keeping pupils informed as they are in this space every day.

I will however ensure I teach them of the dangers online, in a way appropriate to their age. Children are vulnerable to a range of different things online, and it is important they know what they are getting themselves in to and how to get out of these risky situations.

Social media can and is a positive thing, but it is important to realise there are very negative consequences.

Gender… Did it matter?

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In many ways, I feel as if my gender did not affect me at all as a child. Although I believe this is due to the fact I never had any negative experiences regarding this.

By using the word “gender”, we are identifying and highlighting the difference between the two sexes, and in turn, categorising them. In Jill Shimi’s lecture, she highlighted the difference between “sex” and “gender”. Sex being the biological make-up, and gender the social concept. This was interesting, as I previously hadn’t thought of the definitions of the two terms.

Growing up, I was always subconsciously dressed in “girls” clothes and given “girls” toys as gifts. This gave me messages from the very beginning that this was the norm, and until now I have never really thought about it. However, if I ever wanted to play with the stereotypical “boys” toy, I was never judged and always allowed to do so. By allowing this, I never felt pressured into what I could and could not play with giving me a freedom of choice.

In school, I remember both the girls and the boys being treated fairly. All my teachers were equally as encouraging towards the boys as the girls. This was encouraging to all and I will be doing the same when I am a teacher, every child should be treated fairly and none favoured over others. I believe gender doesn’t matter within the classroom, everyone should have the same opportunities and be given the same encouragement.

http://blush.com.pk/gender-imposition-on-kids-are-we-taking-it-a-step-too-far/gender_roles_layout111/

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