Category Archives: 1.4 Prof. Commitment

Its a science thing…

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For our first science input we had been asked to prepare a short science demonstration to share among our peers. Personally, I had not studied science since I had been in 2nd year, so the thought of this task made me slightly anxious. After researching ideas for topics for science projects, that could be done within the classroom, I realised there were LOADS of ideas that could easily be done, and explained, without a major background in science. I decided that I was going to make a lava lamp to show my group, as it demonstrated how different chemical compounds don’t mix- i.e. water and oil. The water and oil don’t mix ,and naturally separate from one another, due to water having a higher density to the oil. This also allowed me to make a simple, yet fun experiment, which would be possible to be recreated within the classroom. To demonstrate this process I constructed a poster which also displayed to process of an actual lava lamp and how the heat source causes the wax to rise and then as it cools the wax falls only for the process to start again.

 

LavalampPoster

 

Overall, I was pleasantly surprised about this task. It allowed me to see that although I didn’t know much about science as a topic I was able to find enjoyment while doing this. It has also made me want to bring these tasks into the classroom on placement and share this excitement with the children working with.

Online Unit: 2

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Reflection 

Reflecting upon our work is important in order to allow us to pick up on the things we have done well on as well as highlighting the areas we may need to work on. Taking the time to look back over past work we have done will help us to progress as learners as it will show us our strengths and weaknesses. It is beneficial for us to try and learn from our mistakes in order for us to improve and therefore not replicate these errors in further work we do. As teachers it is crucial for us to always endeavour work to the best of our ability in order to set a standard for the children we are teaching. Although we must accept that not everything we do is going to be flawless and 100% correct; we must always strive to perfect any glitches we come across in our work so that the information we are providing is accurate and the example we are setting is one we are proud of. It must be remembered that we going to be the main source of information to these children and so buy providing them with false facts or an improper way of doing things we are letting them down.

However, making sure we take the positive aspects of our work into consideration is also vital for our progress too. By also taking your strong points into consideration this helps your confidence in your work grow; giving you assurance that you are on the right track and have the ability to produce work of the same quality again. The reassurance of knowing that they are on the right track may be what some people need who lack confidence in order to prevent them from holding back from producing work in the future. Therefore, I believe that reflection is vital in allowing our work to mature as it allows us to identify where we thrive and struggle. Where some people struggle to point out their strengths and weaknesses this is where comments from peers come in handy. Sometimes having an outsiders prospective on your work allows you to evaluate your work more clearly and so gives you a better outline on where you may need to improve or even strengths that you can continue to build on.

Online Unit: 1c

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What do you see as the main benefits of working co-operatively?

– There are many benefits to working co-operatively. One of these being that it allows you to get an insight into professions or areas of the job which you may never of had the chance to look into before. For instance, as a teacher you will more than likely have to work with children who do not have English as their first language. As a result of this you will have to work co-operatively with an EAL (English as an Additional Language) teacher who will come into the classroom to support and train the teachers in order to provide them with strategies to support the children who do not have English as a first language. Another benefit to working co- operatively is that you will be able to give support easier to the different areas. As you will be working together it would be hoped that this would result in a positive working relationship. This would benefit anyone who was struggling with a particular area out with their expertise in order to be able to come forward and seek advice within the group. Working together co-operatively will also help to take a holistic approach to the child’s needs. For instance, by having teachers, social workers and CLD workers all coming together, this will ensure that all aspects of the child’s life is taken into consideration. An example of when this may happen is if the child was seen to be struggling at school and a board of people were brought together to discuss the reason why. By bringing all these professions together it will help there to be a more rounded view of the problem as each the professions have a different relationship with the child and see them in different settings.

What are the challenges to working co-operatively?

– Some challenges facing working co-operatively is that not everyone will share the same opinions so people may not be willing to take on other points of view. Due to a lack of willingness to take on others inputs this will hinder the groups working ability resulting in a delay in the task being completed. Another challenge to working co-operatively would be that not everyone has an understanding of different professions so wouldn’t know how to approach them. This can lead to people putting up barriers around themselves and so stops them from gong out and seeking advice from other areas of expertise who could help them get a more rounded and knowledgeable view on a matter.

Enquiring Practitioner

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What does it mean to be an enquiring practitioner?

I believe an enquiring practitioner to be someone who is always keen to seek the answer of something which has a logical explanation and can be defined. They would always go out to find the solution which has the most solid evidence.

what-is-practitioner-enquiry-diagram

 

What does this imply for us as a student teacher? 

It is important for us to be enquiring practitioners as student teachers due to this helping us to ensure that we striving to always give our students the correct facts. By ensuring that the information we are supplying to our children is backed up we then guarantee that they are receiving genuine materials. When children come to school there is an expectation that they will leave with a bounty of palpable knowledge that they can build on through life. We, as teachers, would be letting the children down if the information we taught them wasn’t based on fact; hadn’t been researched or couldn’t be proved. It is highly important we supply them with an assortment of knowledge to make sure that they have a diverse insight into many areas of the curriculum. I believe by providing the young people with as much of a rounded understanding as possible this will help discourage ignorance due to them gaining a knowledge of things they may never have come into contact with or be aware of in their normal environment.

You learn something new everyday

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What made me want to be a teacher? I cant say there was one single defining moment that made me think that this profession was for me; I would say I had many. Being the eldest of five siblings and many cousins I have grown up since the age of six with children around me and have always loved helping out with them where I could. The first time I considered that teaching could be for me was when my brother, Ewan, was given a white board at the age of three. My dad suggested I help him write his name and so for the next half hour or so that is exactly what I did. Despite the slight frustration when he couldn’t replicate the letters without dot to dot aid, we got there. Seeing the joy in his face when he realized what he had accomplished was priceless and gave me a buzz I had never experienced before. I didn’t start to seriously consider that teaching was for me till I was sitting my exams in 4th year. After discovering I had nearly three weeks off for study leave once exams had finished I decided to take that time to explore further and go work in schools. It was during this time that I received what I believe to be my confirmation that this was what I was meant to do. I was working with a group of children who were in need of extra support doing comprehensive skills. It was coming to the end of the session and I was still working with one boy. Despite getting through a decent chunk of his work he hadn’t completed it and I was worried his teacher would be displeased I hadn’t been able to help him finish it all. I couldn’t have been more wrong. On going up to the teacher to present his work she was stunned. Even though he had only finished 7/12 pages I was told this was double the amount of work the boy was usually doing and she couldn’t believe I had been able to get him to that stage in the time given. The buzz I received was amazing. I had such an immense feeling of pride that I had helped this child to push himself to his full potential and exceed his teachers expectations of him. It was at that point I knew I had to pursue this further.

It was through working in a range of different schools that I realized the kind of teacher I want to be. The school I went to, St John’s RC Academy, was a campus school which had nursery through to secondary within it and so made it really easy for me to access work experience within the primary classroom environment. During my 5th year study leave I had been sitting in the lunch hall revising when the primary had been sent out for their lunch break. Sitting at the edge of the hall I was able to take in all that was going on around me when I noticed a young boy being excluded. He had been sent to sit on his own as punishment for misbehaving in the queue and was being questioned by a classroom assistant as to why he thought his behavior would’ve of been acceptable? She asked him if he thought that, as he was a primary 6, did he think that he could continue this sort of behavior as he continued to go up in the school as an example to the younger pupils? His answer stunned me. ‘I don’t care. I’m just going to the jail anyway. That’s what my dad done, so, so what if I don’t do well here?’ What got to me most was that he believed that he was a product of his parents mistakes and so had to follow in their footsteps. I believe that despite where you come from or what circumstances you live in, its down to you to write your own future. I want to be the kind of teacher who shows boys like him that you aren’t your parents. I want the be the kind of teacher that shows children that despite whatever barriers life throws at you if you want something you can get there. I want to be the kind of teacher that fills children with hope about their future and helps them see that they can be someone. I hope by the end of my four years at Dundee University that I can keep this dream alive and put it into practice.