Category Archives: edushare

3, 2, 1… Action!

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http://archive.teachfind.com/ttv/www.teachers.tv/videos/ks1-ks2-drama-teaching-drama-a-structured-approach.html

This video is an excellent resource from “teachfind” on how to structure a successful drama lesson.sw_StageLightBar_sa101665

The lesson begins with an agreement between the teacher and the children, in this case using the 3 C’s : Concentration, Cooperation and Communication. I believe that this is a great agreement to have with the children, not just in drama, but in the classroom also. I will take this strategy with me, on placement and beyond, as I think the children will connect with these rules well. The use of the simple 3 words is also effective in my opinion. It means that there is not pages of rules for the children to remember, or in many cases forget, and this strategy will stick in the children’s heads as it is better than a long, boring list.

Next, you shoustretching_legs_on_ringld then move on to warm up. These can be games which get the children moving and/or communicating (referring back to the rules), and should get the children interacting with each other. In my opinion, this is one of the most important parts of a drama lesson, especially with a new class of children. It will allow them to let themselves go (to an extent) and interact with their new classmates in a playful, semi-structured way. Some of these games could include:

Fruit Bowl/ The Wind Blows – good for mixing the class up. Must refer to rules to ensure chaos does not pursue.

Change the Action – the children must repeat an action after you have changed it. For example: Teacher claps hands, pupils sit still, teacher shouts “CHANGE” and pats her knees, children clap their hands and so on. This is good for building the concentration element of the rules. If the pupils struggle to concentrate with this activity, they cannot progress into a drama lesson.

Hula Hoop – must pass hula hoop “through” everyone in the circle without breaking hands. Concentration control.

Cross the circle – All the children are numbered and when their number is shouted they must cross the circle in the way you say i.e. fashion model, astronaut, hopping etc. This should be a fun activity to loosen the children up and make them willing to have fun and participate fully.

There are lots more, these are just a selection.

(Accessed at: http://www.primaryresources.co.uk/pshe/pdfs/dramawarmups.pdf)

Next is the focus of the lesson. This is where the children should come together to interpret a source (pictures are used in the video) in order to establish a theme or topic for the drama lesson. For example, if the lesson was linked to the history of World War 2 that they had been studying, a picture from that time could provide an assessment for the knowledge they have taken in from the history lesson. This stimulus is also a way to provoke new learning by having the children act out and hopefully share the feelings of the people of that time.

Once the children are focused, then comes the development of their ideas. Allowing the children time to visualize a place or image that you, the teacher, prompts through words, allows the children to ‘get inside’ the story. This links to the ability to feel what a Capturecharacter feels, an important aspect of developing the character to be realistic and believable. Allowing the children to vocalize what they see/hear/feel ensures that they are fully engaged and involved (somewhat of an assessment). It also shows that they can put what they feel into words. Sharing how they feel or see things is an important skill for writing, ultimately linking drama work to further language tasks.

Body-scaping is a good way to allow children, in groups or as a whole class, to physically create a picture from their visualizations. This just uses their bodies with no props, and sound is optional.

CaptureAllowing the children to perform what they have created is key in giving the lesson a purpose. If the children know that there is no meaning to a particular lesson, it can lead to a lack of enthusiasm for some children, whereas others will be shy and not want to participate in acting to the whole class. It is this mix of personalities in a class that can make performance difficult to gauge. While this seems difficult in theory, I think that once you have your class and know them well, you should be able to work out what is best for them.

Once this decision is gauged it is important to ensure you are getting the most out of the children. This can be done through further prompting, as in the video, like thought tracking. This again allows the children to share their thoughts and feelings as the character, and shows the teacher that they have truly thought about the story and their image. This can also take the form of adding sounds to a silent still image. However, this must be incorporated slowly so that the children do not get carried away and cause chaos.

In order to give meaning to the lesson in terms of a teacher’s point of view it is important that the children evaluate what they have achieved, what they would like to achieve next time and what they have learned. This brings the children together at the end of the lesson and can reinstate calm before either heading back to the classroom or getting on with other work.

These evaluations link to a cool down activity, which has the same purpose, which is to calm the children at the end of the lesson.

There are various cool down activities, just as there are with warm ups, however, this one caught my eye in keeping the concentration of the children right to the end of the lesson.

Pass the pencil – a detective goes out of the room and one pupil is given the pencil. The children  must then pass the pencil around the group without the detective seeing. The detective has 3 goes to work out who has the pencil.shcesey 053_pe

Another cool down that I remember from primary school is sleeping lions. While looking back this was just an excuse to give the teacher some peace and quiet, it is a good way to get the children to relax after a busy lesson, or indeed day. Basically all the children lie on the floor and when tapped by the teacher, they may line up at the door quietly – so that they don’t wake the other sleeping lions.

In overall reflection of the video, I think it lays out how to structure a drama lesson brilliantly, taking any teacher through the steps they need to know to keep control of the class while structuring a fun lesson. I agree with the teacher at the end of the video who states that the importance of drama is to bring the subject to life. I think this shows the versatility of drama across the curriculum to reinforce what the children have already learned, but to learn new skills at the same time.

 

 

 

 

 

My Not-So-Secret Identity

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In my opinion, personal values and morals make a person, and while others could argue that a career changes those values, I believe that it is the values themselves that change a career.

To explain what I mean, if someone has a generally calm, confident and caring personality, as I hope I show, my opinion is that they will be a better teacher. There are obvious exceptions to this rule, however, I think that the mindset you go in with will effect the outcome, not vice versa.

A teacher who genuinely goes into school in the morning with a passion to motivate their children, allows the children to “get more” out of the lesson. Without the key role model of a motivated teacher, children lack enthusiasm to learn.

While there are some personal matters which should be left out of the classroom, I do not think that it should be a “Jekyll and Hyde” situation.

I’m not sure how many of you are fans of Downton Abbey, but in the final episode, one of the footmen becomes a teacher in the local school. He has lots of motivation preparing lesson plans, however, the children do not engage with him. However, the next day when he explained that he was in service, they related to that as many of their parents were in the same position. This, while only a TV drama, emphasized the importance of having a rapport with your class and the benefits that can have on learning.

I’m a professional, and you’re under arrest!

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The police force are in a career which would, I believe, undoubtedly be seen as a profession, and having watched “24 hours in Police Custody”, that has been proven to me even more.
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These were the words that I have previously used to describe a professional. When looking back on these after observing the police unit, I believe that these are truly, but not exclusively, the qualities needed to be a professional. However, on reflection, there are a few more I would add. Linking to caring, I would add that professionals must be concerned about and considerate to the people they are working with. This was shown particularly by the police force in that they understood that they had a “duty of care” to the individuals they worked with. They were always asking if the suspects, and the families had any questions, and in one instance worried for the health of a suspect as he looked “pale”. This shows genuine care that I believe not everyone could show to these individuals. Another instance of this was where the officers did not want to go to the home “mob handed” as there was a child living there, and they did not want to frighten them. Again this shows a duty of care, not just for the suspect but for their families. For the second suspect, this was evident where the officer sat down with the wife, and explained what was happening. This would make her feel included and could lead to better cooperation with the police.

In terms of the video itself, I would reiterate my thoughts on having to be calm but confident. The first suspect shown in the video was not particularly helpful in the interview, however, the officers stayed calm, and treated the suspect with respect, even though he was under arrest. The officers in the same interview also showed confidence that must come with being a professional. The officer was determined that she was going to ask a certain question, and was confident, even though the solicitor was not happy.

An example of professionalism can be described in the scene where the viewers were informed that the suspect would work with social services whilst on bail. This inter-agency working takes the strain from the police as they can allow the suspect out on bail knowing that he will be looked after and can no longer pose any threat to his family.

In spite of the overwhelming professionalism of the police officers, there were some points which struck me as rather unprofessional. For example, the officers did not have a dress code as such, apart from the police body warmer that they wore while out visiting houses. While I understand that this may have been to make the suspects feel more at ease, I believe that dress code is important when considering professionalism as the way you look can often be the first impression people get. To establish a sense of professionalism, and the qualities that go with it as listed above, can form an early trust or bond between the “service user” and the professional. In positions such as police officer or teacher I believe that this relationship is extremely important. From a police point of view, without trust from suspects, there is less chance of cooperation. From a teacher’s point of view, this trust may not only come from the children, but also from the parents who will look at the teacher and instantly make assumptions about them and the school they work in, which I believe can all come from dress code.

The impact of the police officers’ professionalism was evident in how the suspects acted. They were not disrespectful towards the officers, as they themselves had been shown respect, and they were cooperative, especially in the case of the second suspect.

My university degree:

Attending Lectures – 20%

  • Lectures give basic knowledge about topics

Background Reading – 20%

  • Background reading emphasizes what students have learned in lectures and can spark new ideas and interests
  • Develops commitment and time management skills

Role Play etc – 20%

  • Allows students to use the theories that they have been taught and that they have read about to develop practical skills which are useful in their profession, without as much pressure

Work Based Learning – 40%

  • Gives students a feel for what it is actually like to be a police officer, and will draw in all of the other elements that they have learned at university

From watching this programme I have learned that the term “professional” is really an umbrella term which includes connotations of many other skills and qualities. While each profession will interpret these differently, they will all be used to some extent whether in the medical, police or teaching profession.The programme has reiterated to me that a “professional” is much more than someone who goes to work in a suit and tie and carries a briefcase. A professional is a well rounded person with genuine good intentions and a desire to succeed in what they do for themselves and the people they work with.

Professionalism as a Teacher

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Clip 1 – I agree with the fact that teaching is a caring profession, and I certainly know that for me it was a calling, however, I know that this is not the case for everyone. I personally know people who have only recently decided that the teaching profession is for them, and I do not think it is fair that they be any less of a teacher because of this.

I also wholeheartedly agree with the idea that teachers are in some part similar to doctors, in that they are improving people’s lives – just as doctors can save lives, so too can teachers, albeit not medically. Teachers develop children, not just academically but socially and I believe complete the child, nourishing their talents and capabilities to a point where the child becomes a confident, independent adolescent.

When watching the interviews with the South African teachers, I found myself agreeing with everything that was said. A teacher, or indeed a professional one, must be dedicated, willing to cooperate with other staff and willing to go that extra mile in order to give these children the best education, and the best attitude towards school. The most important message from that clip in my opinion is the male teacher who simply said “Love your work.” For me, that is crucial in being a well-rounded, professional teacher. A teacher who does not enjoy going to work, and who is not totally committed to their class should not be a teacher. This affects the education of the pupils, and can lead them to see school negatively, potentially causing more serious problems later in time.

Clip 2 – The point to be stressed about this clip is that teachers are role models for the children in the school. They are someone to be admired, which refers back to my earlier point about how your motivation can affect the children. If they cannot idolize their teacher because they are negative in class, or do not appear to be fully engaged, they will seek other role models, potentially effecting their view of education totally.

Clip 3 – While I agree with both people in this clip, I think Chris is closer to my definition of professionalism. This clip raises the question to me about the difference between a worker and a professional. Can you be a professional without being a worker, just as you can be a worker without being a professional? Is a worker simply someone who arrives at work? I believe a successful professional to be someone who fully engages with their work, and has a passion for what they do, rather than someone who simply “clocks in and out” as there is no element of care for the job included in that statement.

The Construction of a Professional

In order to be a professional, I believe that you must be well rounded as an individual, which involves possessing all of the mentioned qualities. As well as a sense of motivation and determination, the idea of honesty to oneself is particularly important. Without being honest to yourself, you will not accept your flaws, and therefore cannot improve, meaning that you are not the best professional that you can be.

Patience – As a teacher, you must be patient with your class. If they are not physically or mentally coping with the lesson content, then there is no point in telling them off, the plan simply needs amended. A lack of patience makes a bad teacher in my opinion, as the work will consistently be at the wrong level or the pupils will not fully engage with the class because the teacher is always “grumpy” and shouting.

Fairness – A teacher must also be fair. There should be no favoritism within a class, although often there is. All pupils should be treated equally, and the work they are given should be fair in terms of the level they are able to work at.

Empathy – I believe the teacher should not be stranger, and times have changed from the days where the teacher was the person standing at the board with a ruler ready to smack anyone daring to go out of line. I believe a modern, professional teacher should empathize with their children and, while not getting too emotionally attached, should wholeheartedly care for the emotional well-being of the children, as well as their academic well-being.

Respect – “Respect is earned not given” is a statement I have been brought up to believe in, and still do to this day. If a teacher is actively respectful of those around them, be they staff, pupil or parent, I think children are more likely to be respectful themselves towards others (with an element of parental influence as well).

Self Control – How you present yourself as a professional is extremely important. For example, if a doctor speaking to you before an operation walked in wearing jeans and a T shirt, confidence levels of their capability will drop, regardless of what they say to you. This is also true for a teacher. If a teacher has no self control in their presentation or performance, parents and other staff will make assumptions about that teacher. That is why professional appearance is so important in my opinion.

 

Plato’s Theory of Forms

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Plato believed that there are 2 worlds: Our World (Material World) and the Real World. Our world is constantly changing and we rely on our senses to understand what is going on. Whereas the real world is eternal and unchanging and based on ideas and not senses. It includes perfect forms of objects we know on Earth i.e. chairs, tables and apples.

Apples  Apples

There are many types of apples and they exist in different forms and are all in different forms of growth and decay. However, Plato would consider the defining factors of an apple, and what makes it different from a pear, for example. These factors Plato called the “apple-ness” of an apple, or the true form. The form is unchanging, even though the apples themselves have changing appearances. This is because the apples we know are imitations of the true form, therefore are imperfect and subject to change – hence there is no such thing as a perfect apple in the Material World.

The Soul

Plato believed that the soul was eternal and does not change. This is because he thought that it belonged in the Real World before being assigned to a body, and this is how we can recognize forms and know what objects are in our world.

Plato stated that only philosophers could see into the World of the Forms as they would think independent of their senses. This lead on to Plato’s Allegory of the Cave, as he concluded that people needed to “break out” of the constraints set by the material world to find the real world of the forms

 

 

Professionalism Online

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

Having a profile that is a mix of personal and professional life is dangerous, however, I believe it can have great benefits. If you have a shared account, it can allow colleagues (or pupils in an older situation i.e. university) to see another side to you that may not have been shown in your professional self. It allows them to have a rapport with you as they know other things about your personality which may not be conveyed in other professional situations. Common interests can arise and often make partnership working and collaborative projects easier.

However, there is a flip side to these potential advantages. If you have a lifestyle where you are having nights out that you wouldn’t want employers to see, then this mixture of profiles can prove to be costly in terms of your professionalism and potentially your career. A lively night of drinking can lead to consequences of its own, however, this also gives your employer or future employers an indication of your commitment to work and your professional ethics. This can be true of many careers, but particularly in the teaching profession, I believe that you must have a certain degree of maturity to accept that you may have to conduct yourself responsibly in and out of the classroom.

I’m not saying that by having a shared personal and professional profile you cannot have a social life, but I strongly believe that if you are taking this route you must have serious considerations about what you do outwith work.

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

The media play a large part in how social media is perceived and how it affects the role of teachers and other professionals. It won’t take long to look through a newspaper, or watch the news to find many examples of hyperbole which are simply not necessary. The recent example of a Dundee teacher who clicked on the wrong video made the front pages, when it was a simple mistake on their part and was corrected in under 10 seconds. It is these examples which will make teachers wary of using technology in classrooms, and will affect the education of the next generation – the children who are living in a technological world and many of whom will be working in this world in the future. Studies have shown that the need for software developers in particular will increase by around 30% in upcoming years.

While I look on technology in the classroom in a positive manner, and believe that it is essential to develop skills which may have already been introduced at home, I also believe that there are some negative points to consider. For example, not all households will have a computer. While the vast majority do, it may isolate children if there are internet related homework tasks which they cannot complete. However, the teacher can easily gauge this by asking the children, or parents and can change lessons and homework to suit their class. While classroom interaction should not be taken away from the school system – as it develops their social skills and abilities to make friends which may stay with them through life – there is certainly a growing place for computers and other technology in the classroom. The days of 1 computer per classroom will soon be coming to an end.

Inspiration, Aspiration

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Although a cliché, I have wanted to become a primary teacher since I was myself at primary school. I cannot remember a day throughout those 7 years which I particularly did not like, nor any mornings where I did not have the motivation to make my way to my classroom. That motivation has stayed with me into my adolescence and sits with me today as I am enthusiastic to evoke this passion for learning within the next generation of children.

Credit for my fond memories of primary school is often due to the teachers I was taught by, many of whom have inspired my career choice. I can clearly remember my Primary 3 teacher, who gave up her lunchtime to sit with me in the dinner hall as I was an extremely fussy eater, and she would stay with me to ensure was eating adequately. At the time, this did not really seem as significant as it does now – I was only 7 – however, on reflection this was such a wonderful thing to do for a child, and has remained with me shaped the way in which I am as an individual and the way I want to teach.

Being on placement last year for merely a few hours a week proved to me that teaching was my vocation. I looked forward to those afternoons, and they were very much the highlight of my week. The children warmed to me, which made me feel comfortable and confident when taking groups, often left to teach a small group alone. That exhilarating feeling when the pupils grasp a concept, or can prove that they have learnt something during your lesson was one which I hold dear, and one which I am eager to enjoy again on my upcoming placement.

The teacher I want to be is much shaped on these experiences – a mixture of youthful experiences of primary school myself, and the experiences I have been able to enjoy and reflect upon in my later teenage years. A primary teacher is not simply someone who stands up in front of a class and teaches them how to add, read and write. Primary teachers shape the youth of today, who become the workforce of tomorrow. The classroom has evolved through history, where the teacher is no longer someone to be feared, or seen as merely a dictator. A modern teacher is active, fun and breathes life into the school day. As a teacher of the future I hope to continue to develop this more approachable style of learning and teaching, and truly make primary school a fun learning environment, where children become prepared for life in future education and beyond.