Category Archives: 3.1 Teaching and Learning
Protected: Integrated Arts in Education – week one
Reflection and Feedback
Today we have been thinking about self reflection and feedback in preparation for our first school placement in two weeks time. This is an area I find largely uncomfortable and certainly one that currently makes me nervous.
It has been interesting to watch feedback sessions take place with two teachers. It has given me some idea of the sorts of observations that someone may make of me. However, it also strengthens the knowledge of the sorts of observations I will need to make of my placement partner. Furthermore, through watching these videos today I have a much deeper understanding of the benefits of feedback and self evaluation.
Before today I would have been dismissive of recording myself in a classroom setting to reflect upon later. However it is clear to see that watching myself teach would allow me to see things happening in my classroom that I may miss while it is happening (in a good and bad way). Also, while I may feel that I come across to pupils in a certain way, watching a video of myself would allow me to re-evaluate verbal and non verbal communications which may be causing concern or confusion. Reflecting upon my own practice in this way will allow me to move forward in the right direction with my teaching.
Sue Cowley observed a third year student in the second of the videos we watched today. There was a lot to observe both good and bad about the practice of the teacher and Sue gave constructive criticisms and guidance to allow the teacher to better his practice with his class. In a group we discussed the video and found that we had very similar views to each other of the practices of the teacher. One difference of opinion that we did have was surrounding the teacher choosing to send three members of his class away from the main part of the class to sort out an argument they have been having over lunchtime. I felt that it was good to see the teacher care for the well-being of the children in this way. However other members of my group felt that this should have been left at the door of the classroom in order to not disrupt the learning for the whole class. Upon reflection, I can understand this stance and it will be something I carry forward with me.
There is now only two weeks left until I go on my first placement. I am nervous about the experience. Knowing where I am going and who I am paired with has lessened my nerves to an extent though. I am very interested to be within a school outwith the area that I live in and also one that is very small. I am intrigued by the logistics involved in a school with only two classes. The website for the school is informative and shows me that they are a busy vibrant school which I am looking forward to finding out more about.
The Skill of Questioning
Within the book Skilled and Interpersonal Communication is a chapter titled The Skill of Questioning.
The main aim of this chapter is to describe the wide variety of questioning styles used by people in everyday life. Throughout the chapter there are several key themes. Firstly the author has examined the advantages and disadvantages of different styles of questioning. Also the author analyses the different circumstances where questioning styles may differ such as due to who is asking or being asked the question.
The chapter claims that small changes in how a question is worded can impact on the response it initiates. A study by Harris (1973) asked respondents either “How tall was the basketball player?” or “How short was the basketball player?” Respondents who were asked the tall question gave greater heights as their answers than those who were asked the small question. This gives a clear link between the wording in a question and the response it brings.
During the chapter open and closed questions are compared. Dohrenwend (1965) carried out an investigation in which he concluded that in research interviews there are greater advantages to using closed questions as this increases the control over the answers the respondents can give. However, Dillon (1997) further argues that using closed questions in research may provide information which is inaccurate or incomplete.
I found the chapter to be very informative. It made me think about the different styles of questioning I find myself using in everyday life. I particularity found the statistics on teacher questioning to be insightful. Corey (1940) conducted a study which showed the teachers asking questions on average once every 72 seconds. While as teachers it is part of our job to ask questions, is this too many? Are children able to answer this many questions? Are we simply bombarding them? This is something that I will take into great consideration going forward with my studies.
The chapter goes into detail around the concept of implication leads. These are questions which are worded in such a way that they provide the respondent with the answer that is expected of them. Giving an opposing answer to the one expected will usually lead to the respondent being ridiculed. These sorts of questions are used a great deal within the media and politics.
Reference List
‘Finding out about others: the skill of questioning’, in Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5th ed. London: Routledge.
