Category Archives: 3.4 Prof. Reflection & Commitment

Week 3

Tuesday

Today, I am back in the CM1/CM2 class. Since I have been in this class a few times, I am beginning to notice some of their routines. For example, they begin each day practicing their English by answering some basic questions about the date and the weather. This is similar practice to what I saw on placement in a Scottish school last year where the children did the same but in French. I think that warm up activities like these are beneficial for the children as they require the constant revision of basic content, keeping it fresh. I was told by the teacher that the high school wants these children to become more solid in their English writing skills, which is why the teacher gets them to write out their answers on their white boards so that they are practicing spelling and grammar. This is something I will keep in mind when organising lessons for the upper half of the school in the future.

So far in this school, I have not seen a lot of creative work, however, today I observed the children take part in a writing activity entitled, “jogging d’ecriture”. This was a five-minute opportunity for the children to write a story with no guidance regarding the content. The teacher told me that this activity had motivated many reluctant writers from when she first introduced it. She felt that the activity was a great source of enjoyment for the children as it was a time where they could be creative and free from any constraints. When I was on my first year placement, I came across many reluctant writers and I struggled to motivate them, which is why I liked this little activity in particular. Just as important as the writing was the opportunity to share the stories with the class. Sharing a piece of writing is a very big step for many children and the atmosphere created in the classroom was encouraging and filled with enjoyment and praise. This was such a nice activity to observe and one that I will keep in mind for future placements as it serves a great purpose in developing writing and presenting skills.

Wednesday

In light of recent events in France, I saw how current affairs can impact a school and the curriculum. Last Friday, “gunman hijacked a car near the southwestern town of Carcassonne and then shot at a group of four national police officers returning from a morning jog,” before he then, “stormed into a supermarket, opened fire and held employees and customers hostage for several hours” (McAuley, 2018). Today, the teacher spent some time at the start of the day speaking to the children about terrorism. She conducted this in the form of a question and answer session, where the children could ask her questions about either the attack or terrorism in general and she would attempt to answer their questions in a safe and secure environment. This was with the CM1/CM2 class and so it may not have been appropriate further down the school, but I felt it was important for the children to have the opportunity to ask these questions and talk about these very current issues impacting their country. Having an awareness of the world and the issues that affect it is just one of the steps towards these children becoming more active and civic members of their community and society. In a follow up to the session, the upper half of the school gathered in the playground before break for a poignant tribute to the victims of this attack by observing a minute of silence. This was something the children observed and respected well.

After break, I had the opportunity to teach my first English lesson. The teacher had informed me yesterday that she wanted me to teach the children about school in Scotland, including the uniform and the timetable of the school week. I, therefore, produced a PowerPoint presentation (see Appendix 1) that included these elements and also included some of the aspects of Scottish schools that were different to France. Accompanying the PowerPoint was a print out of a mock timetable with the school subjects in English (see Appendix 2) and the children had to fill in the blanks with the equivalent in French.

As this was my first time teaching, I was very nervous and felt as though I rushed though some of the content. Upon reflection, I should have taken more time to consolidate the key vocabulary in the PowerPoint, such as the clothing items of the school uniform, to ensure the children fully understood it. Also, my phrases about the school week were in English and so a lot of the children were struggling to understand. I did not realise this issue and tried to move on too quickly, which prompted the teacher to step in and guide the children in their understanding. This is something I should have been aware of and perhaps I should have learnt more French phrases in preparation for the lesson so that I could check for understanding, such as, “do you understand the first phrase?” or “what does this say in French?”

However, one thing the teacher did seem happy with was the timetable worksheet I had produced as she noted that the children could glue this in their jotter and use it for revision purposes. The worksheet directly corresponded to the timetable I had displayed of the whiteboard and so I could help them with the answers in an accessible way. Though one thing I would have perhaps done differently was ask the children to come up to the board and write the answers, as this is a common technique I have observed the some of the teachers using in the classroom. This, I think, would have made the lesson feel more interactive and may have helped to improve the attentiveness of the children, who were becoming quite restless.

Overall, I think the lesson was ok, I felt that I had good resources to support the children’s learning, however, I was nervous and so my delivery was a little rushed and could certainly be improved.

Thursday

Today, I did the same lesson with the CE1/CE2 class at the beginning of the day. Before I could start, the teacher received a phone call and had to step out the classroom. The class began to get restless during this period and so I decided to do a small warm-up activity that I had seen them do before with their teacher to try and refocus them. I think this showed good initiative, as I was unsure of how long the teacher would be away and I felt the behaviour of the class needed managed. Doing a warm-up activity also relaxed me much more and consequently, I did not rush this lesson.

This time when I began with discussing the school uniform, I spent a lot longer explaining the vocabulary. During my time here, I have picked up a few key instructional phrases and so I asked the children these instructions in English first then repeated the phrase in French to ensure they had all understood. For example, when I wanted them to practice pronouncing the different articles of clothing in the school uniform, I said, “repeat after me” and then consolidated this by saying, “répéter après moi”. With the older children, the English will usually suffice, but, when I begin teaching in the early stages, short phrases like “régarder moi” and “écouter”, will be very useful for behaviour management.

Another aspect of the lesson I thought was an improvement from yesterday was that it was more interactive. Yesterday, the teacher had the children ask me what some of the subjects on the timetable were, but today, I asked the children the question, “What is…?” for each of the subjects and they answered in French. I then had different children come up and write the French under the English on the whiteboard. This was more interesting for the children and they seemed more engaged than the class before. I also enjoyed this lesson much more because the children were so engaged and willing to participate.

One thing that I would have changed, though, was that I didn’t have the worksheet resource ready for the children. This means that they do not have any concrete work from the session to put in their jotters and use for revision at a later date. This is not an example of good organisational skills, however, I had no prior knowledge of when I would be teaching this lesson. The lack of a structured plan for my day is something I am struggling with, as I do not know what to prepare for when. I am, therefore, learning that it is worth being over prepared and I have begun preparing a bank of English lessons ready to use when I am asked to teach.

Other than this, I felt that the lesson was a vast improvement on yesterday’s lesson as it flowed at a better pace and I took more of an authoritative role in the classroom by relying on the teacher much less. One piece of feedback I did receive was that the teacher would like a revision resource for the school uniform (see Appendix 3), which is something I will produce in preparation for tomorrow, when I teach this lesson again to CM2.

In the afternoon, we had a meeting with Nina to mark the middle of our placement. We all sat in her office for a casual talk about the progress of our placement and how life in France was going. As the four of us were in the same meeting, I had the chance to hear some of the things the others had been doing at their schools. Hearing about some of the challenges they had faced and how they had resolved them was interesting and helpful for me to hear. They have slightly more teaching experience than me and so the things that they shared about these experiences were valuable to me, personally.

I have also began to realise more the value and significance of my extended observational period as I have learnt so much about French schools and the curriculum in France, as well as observing excellent teaching practice which I can now emulate in my lessons. One thing, though, I do wish had improved more is my level of French, as I feel as though I am understanding a lot more when I listen but I am still lacking confidence in my speaking skills. I plan to make improving my French my main goal for the end of placement review with Nina in 3 weeks time.

Friday

In the afternoon, I taught my lesson on School in Scotland to the CM2 class. Beforehand, I was able to print both resource sheets for the children and I was much more organised. However, when I begun to teach, I was faced with a technical issue with the PowerPoint because the pictures did not appear on the screen. As a result, I had to deviate from my original plan and improvise by using the worksheet I had produced, which had the pictures on it anyway, to explain the vocabulary. This was not what I had originally wanted, but I think it was an appropriate alternative given the circumstances and I feel as though I handled the issue well so that the lesson could continue.

I presented the lesson in a very similar way to yesterday, as I knew this technique would work well. I also incorporated the new worksheet into the lesson, as well as the timetable worksheet. As a result, the children could work on their timetable at the same pace as we were filling out the timetable on the board and so they were learning it as they wrote it. Now, they have a resource with all the school subjects in English and the correct corresponding word in French to use for revision purpose.

Though, one thing that was slightly different about this lesson was the timing, as they afternoon had provided a longer teaching slot than the others. Therefore, a lesson that had ran long enough on Wednesday and Thursday finished to early today. At that point, the teacher stepped in and asked the children to work in pairs quizzing each other on the new vocabulary they had learnt. This is something I could have thought of prior to the lesson so, in future, I should plan a few extra finishing activities in case the teaching slot is longer than I had anticipated.

Though, despite this, I feel as though the lesson went well. The class had been quite disruptive for their own teacher throughout the day but I managed to keep them engaged and used some the phrases I had been learning and practicing to keep their behaviour under control. I also took the opportunity to move around the classroom when the children were working in pairs to observe and assess their level of understanding. Next week, I hope to have the opportunity to revise this content with the classes I taught so that I can see how well they understood and can remember.

In summary, I have felt a lot happier at the end of this week of placement. I am becoming more familiarised with the children and the teachers, which is helping me to become more involved within the school and the class. My early opportunities to teach went well and I feel more confident about teaching in the future. It is great to teach the children about Scotland and some of the cultural differences between France and Scotland, as I am passionate about this and so I hope these opportunities continue.

References

McAuley, J. (2018) ‘French police officer who swapped himself for gunman’s hostage dies’, The Washington Post, 24 March. Available at: https://www.washingtonpost.com/world/hostage-situation-in-southern-france-being-investigated-as-terror-attack/2018/03/23/64649f1e-2e93-11e8-8ad6-fbc50284fce8_story.html?noredirect=on&utm_term=.ce493ead79fd (Accessed: 28 March 2018).

Appendices

Appendix 1 – School in Scotland

Appendix 2 – Scottish School Timetable

Appendix 3 – The School Uniform

Week 2

Monday

Today I have began the week in the CE2 class. For around half an hour, the teacher leads a discussion on the news from the previous weekend to begin the day. This was homework that they were assigned on the previous Friday afternoon and involves them reading newspapers and watching the news over the weekend to keep up to date. I thought this was a great starter activity for a Monday morning, which I plan to use when I teach on later placements, as the classroom was abuzz with discussion and the children were very enthusiastic to listen and share. In the French curriculum, a lot of value is placed on discovering the world around you and developing citizenship skills and this task highlights this and helps to refine some life long skills.

The teaching on Mondays ends at 11:30 because after lunch the children participate in “Les Temps d’Activitiés Périscolaires (TAP), which is extra curricular activities organised by personnel outwith the school and includes activities, such as sports, art and games.

Tuesday

Today, I am with the same class I was with yesterday but with their other teacher. It is interesting to see how the children behave differently for the two teachers, as today, the children are being very talkative and the seating arrangement has had to be changed.

From a personal perspective, I am struggling to reflect upon the day because I am not given anything to do in the classroom or actively participating throughout the day. I have tried to share my thoughts and ideas for lessons on English vocabulary or Scotland but I am struggling due to the language barrier and I am worried that the teachers do not think I can teach the children because my level of French is not sufficient. I ended up contacting Susan for some advice on this, as I am keen to play a bigger role in the classroom but I am unsure how to approach this any other way than I already have. She has advised me to speak with Nina and Nina has ensured me that she will contact the school on my behalf in an attempt to overcome the language barrier. This was great feedback from both of them and I am glad I took this step, as I want to make sure that I am getting the most out of this incredible opportunity and developing my own practical skills as opposed to merely observing and recording.

Wednesday

Today, I spoke briefly to the head teacher about taking a more active role in teaching the children. She agreed that it was too much for me to continue observing for the rest of my placement, however, she did seem concerned by the language barrier. This has motivated me to practice and use French more rather than relying on the teachers speaking English to me. I am not confidant using French though hopefully the more that I use it, the more I will improve. Equally, the more that the teachers will believe I can pursue a more active role.

I have also realised that I can use some of other communication skills that I have to overcome this language barrier. For example, I can write down my thoughts and exploit visual aids to express my ideas to the teachers. Today, I have made resources that I think I can use in the classroom that I will show to the head teacher in an attempt to put forward my ideas to her.

Today, I was in the CM1/CM2 class. This was a half-day so most of the teaching time was consumed with French and Maths. However, I did get to see an example of the partnerships the school has formed with the local community, as the children had a session outside in the garden where they planted fruits and vegetables with a local volunteer. I was also given an insight into how the teachers at this school teach English, as the teacher I was observing showed me her guidebook that she works from when she is planning English lessons. This book outlined topics and lessons in a very thorough and structured manner and had excellent resources, such as worksheets and storybooks to complement the lessons. However, this type of teaching, for me, felt very prescribed, with little opportunity for personalisation and choice, which is one of the seven design principles of Scotland’s Curriculum for Excellence.

Thursday

Today, I observed and participated in two new classes, which gave me the opportunity to introduce myself again to these children. In the first class, the children also got to ask me some questions, giving me the opportunity to help them with their grammar when they formed a question. As I introduced myself I used some proper nouns, such as my name, my brother’s name and the city of Dundee. This was the first time the children had heard Dundee and so I had to teach them the spelling of the word. They were also confused by the way I spelt my brother Michael’s name, as they had spelt it as “Mikael” due to the way it sounds. This highlighted to me some of the phonetic challenges that arise when learning to speak a new language that has different sounds from your native language.

In the afternoon, I visited CE1/CE2 where I introduced myself and answered questions from the children completely in French. This was challenging for me but definitely good practice. This particular teacher explained to me how little English she and the children spoke, but expressed a keen interest in me teaching them English over the coming weeks, which is hopeful for my progression.

As for the development of my knowledge of the French curriculum, I observed a history lesson. This lesson was about the French Revolution and the formation of the third Republic. This is an important part of modern French history and its significance in the curriculum was, I felt, very similar to the significance of Scotland and her own history in the Scottish curriculum.

After school, I was invited to the Zenith theatre in Orléans with the school to see “My Fair Lady”. The show was excellent and I had a great time. I had never seen the show before and despite it being in French, the songs were sung in English and I was able to follow the story. I also though that this was an excellent opportunity for me to bond more personally with the children outside of the classroom environment as I chatted to them and asked them questions using a mixture of French and English. Upon reflection, I feel that experiences like these are invaluable to the children involved as they continually expand a child’s cultural experiences in an active way.

Friday

Today, I was asked to assist in an English lesson at the local high school, “college Concerdet”, which is the next school up from the children I have been working with at “école Bel-Air”. We were asked to the school by an English teacher named Sophie, who wanted her children to learn about Scotland and receive some help with their English from native English speakers. Erynn and I helped out in two classes that morning, “quatrième (3^rd year)” and “sixème (1^st year)”.

In the first class, the children were continuing the work they had started on Tuesday when Briony and Beth visited. This work was about Shakespeare and his life. The element of the English language that they were focusing on in this lesson was question formation as they were tasked with creating a dialogue between Shakespeare and an interviewer.

There were common issues and mistakes arising across the class, such as issues with the word order when forming a question and forming the questions in the correct tense. I was able to go around the classroom and assist the children with these issues much more easily than I could in the primary school, as the teacher had requested that we spoke to them completely in English and that they responded to us in English as well. I really enjoyed helping the students as I could witness the improvements in their English happening right in front of me, which was very rewarding. I also have not had many opportunities to assist pupils with their work because of the language barrier so I really embraced this opportunity to teach.

One thing I did observe was that the class was very reluctant to speak English in the classroom, as perhaps they were too embarrassed or scared that they would make a mistake. Often, Sophie would have to discourage pupils from laughing at other students’ mistakes or mispronunciations, as this could have a detrimental impact on their self-esteem. The attitude of the class was a stark contrast from the attitude towards language present in the primary school, as the children there relish every opportunity to speak to me in English. It would be interesting from a professional perspective to research this in more depth and try to understand why this decrease in language confidence happens as it is something that may affect the pupils that I teach in the future.

In summary, this week has been quite up and down. I am definitely seeing the benefit of observing fully qualified teachers to learn from their actions and experience. However, I am keen to fulfil more of an active role in the school day and feel a part of the school, though this is difficult with the current language barrier.

Week 1

Tuesday

When I first arrived at my school, école Bel-Air, I was greeted by the “directeur”, who is the equivalent of the Scottish head-teacher. She informed me that for the first week I would be given the opportunity to observe in different classrooms at different levels. The first classroom I visited was “cours préparatoire” or “CP”, which is the equivalent of Primary 1 in Scotland, where the children were 6 years old. The CP classroom was very different from what I expected and very different from an early years classroom in Scotland.

The layout of the classroom was very basic as the children sat in pairs and had their own individual desks that faced the front. I think this is helpful for the children as their desks have a shelf underneath (see images below) containing all their books, jotters and writing materials, which created the sense of an individualised place they are responsible for. Also, the children hardly ever had to leave their desks to retrieve anything as all the resources they needed were in front of them. From an organisational point of view, this is a good set up as it helps to make transitioning periods much smoother. However, as I observed throughout the day, this layout does not facilitate effective paired and group discussions, something which is valued and encouraged in the Scottish classroom, but is lacking here.

A view of a desk, which seats an individual child.

View of the shelf under the desk containing a child’s resources.

Also apparent was the lack of shared spaces in the classroom; the only area present was the library, though this was not set up in a way which encouraged children to go and read, it was merely a display of the books on offer. In Scotland, a lot of emphasis is placed upon play and experience to facilitate learning, but in French classrooms there are no areas for explorative play, no toys present and no carpet area for soft play. The classrooms in this particular school are quite limited for space and I feel as though teachers in Scotland work harder to ensure they are maximising their space and designing their classrooms to fit the contours of the room.

Wednesday

The structure of the school day is very different from the school day in Scotland and this is largely due to the cultural differences between these two countries. For example, the school day is much longer, beginning at half past 8 and ending at half past 4. These longer days mean that the children receive two 15-minute long breaks, one in the morning and one in the afternoon, then lunch, which lasts two hours, beginning at 11:30. In France, Lunch is a very important part of the day, with French sociologist Thibaut de Saint Pol (cited in Ditton, 2016), describing lunch as “an important social time” and “family identity, work teams or friends are built around these moments”. This is a concept that I am struggling to become accustomed to as, in Scotland, lunch is very much viewed as a refuelling step between breakfast and lunch and so, we eat fast and with convenience. As a result, lunch for me feels very long and causes the day to drag. However, one aspect of the French school day I actually prefer is that Wednesdays are a half-day and school finishes at 11:30, the first time I experienced this, which made the lessons that morning more concise. I thought finishing early midweek broke up the week nicely and it was nice to have time after school to be able to do things.

Today was also my first opportunity to talk to the children about themselves and their work. I did find this difficult to do, as my current level of French is quite minimal and vice versa with the children and their level of English. However, I managed to pick out key words and phrases to respond to some of their questions and the children were also very imaginative in their ways of communicating with me, as they drew pictures or pointed at books to express to me what they meant. One thing I loved seeing was the children’s clear curiosity for language, as they were showing me pictures from books and asking me to say what they were in English. By the end of the day, they were attempting to use English to communicate with me. This love of language is something that, as I teacher, I want to foster in my future classroom by introducing foreign languages early on and partnering them with social or picture cues to excite the children.

Thursday

Today, I observed and aided in an English lesson given to the CM1/CM2 class. At the beginning of the day, the children were given the instruction to ask me questions in English. These questions ranged from “What is your name?” and “How old are you?” to “What is your favourite movie?” and “Where do you live?” I knew that what was important was that the children were hearing how I pronounced specific words, and so I made sure to repeat the stem of their question in my answer, for example, if I was asked, “What is your favourite colour?” I would answer, “My favourite colour is…”. This will also help the children to form sentences rather than one-word answers, which was something that the teacher was keen for them to do.

One thing that is very different about teaching a foreign language in France than in Scotland is that in France, the teacher tries to conduct the whole lesson in that foreign language, i.e. English, therefore the instructions are in English as well as the disciplining. I found this was a good way to teach the children as they were fully immersed in the language and they seemed able to follow and understand what the teacher had said with minimal clarification. As instructions are often common phrases in many lessons, the children are constantly exposed to these phrases and the repetition will continually improve their overall understanding. Another important aspect of learning a language is relying on context, which I have found has improved my French over this week.

Most of their lessons throughout the day were very short sessions of French language/literature and Mathematics. I found out today that a large portion of the timetable consists of French and Maths, as children receive French lessons twice a day, a total of 10 hours per week, and they study Maths at least once a day, totalling of 5 hours a week. Other aspects of the school curriculum include a lot of focus on English and Sports. This particular school provides a variety of opportunities for the children to take part in sports taught by specialised instructors, as I accompanied the CP/CM1 class today to the local swimming pool for a swimming lesson.

Another interesting aspect of observation I did today was looking through the different jotters of the pupils. They had several jotters for different subjects; however, one jotter that peaked my interest was a jotter entitled, “Discovering the World”. The jotter was divided into five sections (see picture below), and seemed to equate with Environmental Studies/Social Subjects, which we teach in Scotland, as well as incorporating elements of Maths and Science. The last section, “vivre ensemble”, presented work done on society and ethics, which was the first example I had seen of Religious Education’s replacement in the French curriculum.

Contents page of the jotter, “Discovering the World”.

An example of work on the French Presidential Elections.

Friday

As Friday was St Patrick’s Day, I observed the teacher of the CM1/CM2 class teach a lesson on the day and it’s history. The teacher provided a worksheet for the pupils to read, which had passages of text in both French and English. The teacher asked me to read out the English for the children so that they could listen to my pronunciation. She then picked out some of the key vocabulary from the text to form a list in their jotters for future reference. This teacher informed me that because these children are the stage before high school, the teachers at the high school had requested that the children gain more experience of reading and writing in English. This highlighted to me that the rate of progression expected in children learning a foreign language in France is very fast, as when children first begin school, a lot of emphasis is placed on hearing the words not reading the words.

Before this lesson, I hadn’t really witnessed a lot of learning outside of French and Maths, and so this lesson began to feel more similar to the style of teaching practiced in Scotland, specifically the cross-curricular potential, which the teacher fully exploited. Throughout the lesson, the pupils were receiving an immersive experience regarding St Patrick’s Day; they were looking at pictures and they were watching videos, whilst also reading and listening to text in both French and English.

After lunch, I then visited the CE1/CE2 class. This class has two teachers, one of whom is also the head-teacher of the school. With this class, I visited the local sports centre, where they were learning how to fence. To get to the sports centre, we took a short bus journey, which gave me the opportunity to speak with some of the children, mostly them wanting to practice their English on me.

Overall, I have observed a large majority of the classes in the school during this first week and although I would have liked to have observed a bit more English and have been more involved in the lessons, I am hoping that this is something that will happen over the coming weeks.

References

Ditton, H. (2016) ‘Why do the French take such long lunch breaks?’, The Local (France edn), 28 April. Available at: https://www.thelocal.fr/20160428/why-do-the-french-take-such-long-lunch-breaks (Accessed: 14 March 2018).

Protected: CV

Learning Opportunities

Improving my French – Currently, I have only studied French in school and used it for exams and so this opportunity will allow me to practice my French in everyday settings. As I am going to a French speaking school, I will be surrounded by French speakers every day, which will be challenging but hopefully I will improve each day. All of the children will be most comfortable speaking their language and so I will have to adapt and attempt to use French with them and with the other teachers in order to built up a level of communication.

Teaching English as a Foreign Language – I have some experience teaching French to Scottish pupils; however, I think it will be difficult to adapt my teaching of English to non-natives, as it will require some degree of simplification. As the children should already have a level of English, I will be able to learn from the teachers how they approach teaching English, which I can emulate for this placement and then adapt for future placements when teaching a foreign language or teaching children whose first language is not English. I think looking at the basics of the English language will also be an excellent opportunity for me to revise my knowledge on spelling and grammar, which will be helpful for future teaching.

Placement Proposal

For my Learning from Life placement, I would like the opportunity to experience teaching abroad, specifically the connection with University of Orléans in France. From researching the University of Orléans, I have been made aware of the unique links between the city of Dundee and Orléans, as twin cities, particularly in teaching, where students from the University of Orléans have travelled to Dundee to visit Scottish Primary Schools. I feel as though this experience would have been valuable for these students, as they immersed themselves into Scottish culture and practice, and it is an experience I would like to take full advantage of in Orléans.

Throughout my time at school, I studied French up to SQA Higher Level; constantly updating my French vocabulary, learning about the customs of France and developing my basic skills in reading, writing, listening and speaking. Also, during my first year placement, I had the opportunity to teach a French lesson to my pupils, however I did struggle with the proper pronunciation of some words and accents. Therefore, I feel as though my core language skills and accent would significantly benefit from a period of full immersion in French culture.

Not only will my knowledge of the French language hopefully improve, my practice will also benefit, as I am provided with alternative methodologies, which I believe will provide a broader perspective of our own curriculum, when critically compared with the curriculum in France.

As well as being able to contribute practical experience teaching and a developing knowledge of the French language, I am a native English speaker. Therefore, my extensive vocabulary and comprehension of complex grammar systems will be advantageous in supporting those who study English as a second, or even third, language. Equally, I can provide French children with knowledge of Scotland; her culture, her customs and her history, somewhere they might never get the chance to visit themselves, and I would be proud to be an ambassador for Scotland and Dundee.

Skills Audit and Previous Experience

Skills Audit

Organisational skills – Previous experience of teaching placements, where I had to construct a folio of work and prepare lessons and resources in advance, have improved my level of organisation. This will be a useful skill for organising travel arrangements to and from placement in a foreign city.
Communication skills – Previous experience working with different groups of people, such as children, teaching staff, coaches and parents has resulted in a development of my professional and personal communication skills. This development has included an improvement in questioning, explaining and understanding, though this skill will be continually developing in this placement due to the language barrier.
Self-confidence – Previous experience working in a school environment, where I have to be seen and heard has resulted in me becoming more confident. Constant planning and revision of work to be done is a way in which I develop self-confidence and this is something I hope to continually develop and is a development, which I think, will pose the most challenges to me.
Teamwork – This is a skill I think I excel at, as I am very good at determining when to contribute and when to listen. I like working as a team as it gives me the opportunity to practice many roles and work in different dynamics. Teamwork is a skill I have developed from working on many school and university projects that required equal contribution and effort from everyone in order to succeed.

Previous Experience

Coaching experience – Working as an Active Fife coach in holiday camps was on of the first opportunities I was partly responsibility for a group of children, both in terms of their learning and their safety. It gave me a preview into the level of planning and organisation goes into facilitating activities and learning as I was given specific sports and equipment to work with, which I would co-plan into the day’s schedule with my fellow coaches.

First Year Placement – This was the first time I took full responsibility for a class of children for several consecutive days. Reflecting on this experience, I learnt a lot more about the responsibilities of a teacher outwith the school day from building up my own folio with important documentation, plans for the day/week and examples of assessment and marking to ensure a child’s progression. Despite this placement being a short period of time, I was able to form quite strong relationships with both the staff I worked with and the children I taught, which helped to enhance the value of the experience. As this placement was a big jump from my previous experience, I had plenty of opportunities to practice different teaching styles and techniques, which resulted in me being able to reflect upon these and refine them as I moved towards my forming my own identity as a teacher.

Why do we need Maths?

I always enjoyed Maths at school, from learning to count in P1 right up to sitting my advanced higher last year. I always liked the continuity of maths, the knowing that those foundations of numbers that I had learnt all those years ago would still be relevant and essential when attempting the most complex of equations. I also liked the practical nature of maths, that I could follow a formulaic structure multiple times and prove to myself I had grasped the concept, where in some subjects, this opportunity is not available.

Therefore, I have always struggled to understand why Maths is so stigmatised in our Society, why some children develop a fear of maths. I think a lot of people believe that with maths, there is a right way and a wrong way, and that the fear of failure holds them back from even trying. Certainly, there is a myth that you are either strong at literacy or numeracy, but never both. This may be because people struggle to see the creative nature of Maths, but if their is no imagination or creativity, then how do we come up with ideas to solve Mathematical problems?

Not all questions are black and white, some may take an array of processes combined and some may require a new, innovative kind of process entirely. Creative Problem Solving has become a key concept which can be easily incorporated into Mathematics to inspire more engaging discussion and activeness. One of the surprising elements of learning Maths which was mentioned in the PowerPoint was Talking, though in a way it makes complete sense. Why wouldn’t children talk to their peers about their Maths; it’s an effective way to broaden their knowledge of techniques and also emphasises to them the many different approaches that can be taken to Maths.

In a way, approaching the way Maths is taught more discursively can simultaneously render a lot of the anxieties felt towards Maths redundant, anxieties like; having to be quick at working with numbers in your head or it not being acceptable to use your fingers for counting, as pupils will witness their friends practising these things in a safe and secure environment. The ultimate aim of Primary School Maths is to eradicate the insecurities felt about Maths, with the main way of achieving this in the classroom coming down to the surrounding atmosphere in regards to Maths. It’s essential then that Teachers attempt to push past an issues or grievances regarding Maths in the past and radiate a passion and confidence so that children have a positive attitude that they can ultimately emulate.

An Important Moment in My Professional Development

As part of the Working Together module delivered in Semester 1, we focused on the collaborative practice of teachers with other professionals from a variety of disciplines, in particular, their close knit relationship with Social Workers and CLD Workers. One particularly defining moment for me, professionally, was our visit to Partners in Advocacy in Dundee. Before the visit, I was rather uninformed about the role of an advocate and how much our two professions overlapped. As I recall the visit, I remember my fascination at just how much work they do with children in all different, and rather difficult, situations, which you may say I was slightly naive to.

All I could think of was, “Will I have children in my class who need that extra bit of support in making their voice heard?” Certainly, in a child’s education, I could emulate an advocate to ensure their views and opinions as learners are being recognised. This sort of advocacy on by teachers on behalf of the pupils learning responds directly to one of the key design principles of CfE, “personalisation and choice”, where children are given the opportunity to have views on their learning and I am merely acting as a vessel for them to voice those views.

It has been suggested that “teachers have been an underutilized voice on how to improve schools” (Flom, 2010). As a result, both their views and the views of their pupils have been forgotten, even undervalued. My now newfound knowledge regarding advocacy and it’s role can ensure that as a professional, my opinions are listened to and that I will pay extra attention to guarantee others’ views are treated with the same respect. The visit provided me with a sense of empowerment and I was able to evaluate the injustices I had heard of.

Of course the work of the trained advocates must not be undermined by teachers, in fact it should respected and engaged with. As a teacher, I would feel as though I could only go so far in advocation whether I wanted to or not, but the independent nature of the advocates must be appreciated by teachers. Teachers have a particularly strong bond with their pupils that it may be impossible for them to adhere to the impartiality needed in advocacy. Therefore, teachers must rely on outside assistance from independent parties to achieve this and ensure true advocacy is taken place.

Thinking back to the visit, I almost felt ashamed that I had never heard of advocacy before when it is such an integral part of the holistic approach to a child’s health and wellbeing. I feel as though prior to university, I was perhaps in my own little teaching bubble, where I hardly considered the work I would do outside the four walls of my classroom. Semester 1 has really opened my eyes to the collaborative nature of our work as teachers to provide the best possible level of care for every child, particularly in reference to the GIRFEC approach (Getting It Right For Every Child)(Children and Young People (Scotland) Act, 2014).

Not only has collaboration been emphasised to me but also the reliance on continual reflection has become apparent. I particularly like Schon’s (1983) concept of reflection-on and -in-action, with both of these theories playing equally parts in a teacher’s career. I consider being able to reflect on a current situation, in the moment, as a valuable skill for any teacher. The classroom can be very fast paced and a teacher must be prepared to adapt their lessons for any number of reasons in order to keep up the focus of the children. Equally, a teacher must be able to look back on their work in more depth with a critical eye, to either learn from their mistakes or develop their successes.

References

Flom, J. (2010). Emerging trends: Teachers as advocates. Cooperative Catalyst. Retrieved from: http://coopcatalyst.wordpress .com/2010/06/11/emerging-trend-teachers-as-advocates/

Schon, D.A. (1983) The reflective practitioner. New York: Basic Books.

The Scottish Executive. (2008). Building the Curriculum 3 – A Framework for Learning and Teaching. Retrieved from: https://www.education.gov.scot/Documents/btc3.pdf

The Importance of Early Year Relationships

There has been multiple debate surrounding the importance of building up strong, nurturing relationships within the first four years of a child’s life. Dr Suzanne Zeedyk discusses the flexibility of the human brain in the first four years of a child’s life and how it can be shaped as a consequence of relationships. Once these relationships are formed and the subsequent pathways a child will follow as a result of these relationships, it is very difficult to adapt the behaviour that their brain has come to recognise as crucial for coping in challenging environments.

It’s important that as teaching professionals, we recognise that some children have spent the first few years of their lives in a rather stressful environment and have not had the opportunity to form and develop good relationships due to a variety of circumstances. Therefore, a child’s first experience of a healthy relationship could be with me, as their teacher. Associate professor in EC Education, Sheila Degotardi, explains how, “a focus on relationships places interactions with others at the very heart of the learning process, with the view that learning is socially and collaboratively constructed through mutually responsive interpersonal exchanges,” (Degotardi, p1). Peer relationships can also be encouraged through a teacher’s style, whether that includes a focus on partner and group work, or the classroom seating arrangement; providing children with further opportunities to build up strong relationships from the beginning of their lives in a controlled and respectful environment.

The environment created within a classroom can impact how the brain fully develops; a stress-free and welcoming atmosphere can be created by the way in which a teacher decorates and organises the presentation of the room. A teacher can also impact the mood of the classroom through their techniques and mannerisms. Teacher who continually shouts, rarely rewards praise and puts unnecessary pressure in the early years are providing the grounds for early development of anxieties which have a long-lasting effects, such as worrying and constantly feeling threatened.

Dr Zeedyk speaks technically regarding the brain, explaining how brains that feel threatened metaphorically “drown” in a stress, causing young children, who’s brains have developed this way, to be physically incapable of calming themselves down. Obviously, some children have a genetic affinity to stress but it’s becoming more apparent that relationships can have an equal impact on a child’s future behaviour.

John Carnochan equates the atmosphere that some young offenders grow up in as “war-like” as he expresses the need for consistency in a child’s life from the very beginning. Teachers can easily provide a child with the stability and consistency they require by being there as a responsible adult each week. Sometimes, through no fault of the parents, children do not receive a lot of attention and their time to build up a relationship is compromised. Parents may believe they are doing the best for their child by working to support them but they may be unwittingly depriving their children of healthy relationships. Often, the strong bond between parent and child is replaced by another significant adult, like a grandparent, but in some cases this role may be partaken by the teacher. Equally, a teacher can provide support to many parents to aid them in the emotional development of their child, a concept they may not fully understand how to achieve but something teachers have studied and developed techniques to achieve.