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Classroom Organisation and Management

I was given the task to design a classroom layout for a class of 28 pupils; 23 boys and 5 girls. This is the classroom layout I designed;

I would really like to have a smart board and a white board so that demonstrations can take place in different areas of the classroom. I have heard of many schools bringing in iPads or tablets for their pupils and I think this is a great idea! This fits in with the GTCS SFR: 2.1.4 Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning and 3.1.3 Employ a range of teaching strategies and resources to meet the needs and abilities of learners . By using the tablets, lessons can be even more interactive and may make the pupils feel more relaxed and comfortable if it reminds them of the experiences they have at home. I think it is important to have quite a lot of the desks facing the Smart Board as this is probably one of the most used classroom resources and so saves the children craning their necks. Beside the Smart Board there is a list of classroom rules, therefore, whilst the children are looking at the front they can be reminded of what is expected of them. At the start of the school year the class could discuss/suggest this list of rules and this list being beside the Smart Board means that I can easily point to it to remind the pupils of the rules we agreed on. This comes under the GTCS SFR: 3.2.2 Develop positive relationships and positive behaviour strategies and 3.1.5 Work effectively in partnership in order to promote learning and wellbeing.

I have arranged the tables so that the pupils will hopefully have a good view of both the White board and the Smart Board. I think that the ‘L’ shape of the tables will enable the teacher to move around smoothly and be able to reach any child easily who may need help etc.

I placed the teacher’s desk at the side near the back so that I have a good view of all the pupils in the classroom .Beside the teacher’s desk is a white board because I know that they are a common feature in classrooms and I think that they are practically very handy. They can be used, for example, to remind one group of the work they should be doing whilst the other board is used. I also placed the desk in between the Interactive Learning Zone and the Quiet Zone so that I can easily keep an eye on these areas and make sure that they are being used properly.

There is a Quiet Zone at the front right of the class. This is an area where children can come to ‘cool down’, have a ‘time out’ or do some silent reading. It could also be used to gather a smaller group in the class to teach. This comes under the GTCS SFR:3.2.1 Create a safe, caring and purposeful learning environment. It is opposite the Interactive Learning Zone at the back of the classroom. Since the majority of the class are boys, I thought that it was important to have an area where they could come and do some practical, hands-on learning. This area will be filled with different resources, such as building blocks, number games and a range of other tasks. This fits in with the GTCS SFR: 3.1.3 Employ a range of teaching strategies and resources to meet the needs and abilities of learners .

There is also a ‘finished work tasks’ board for pupils to give them options other than just silent reading/ Interactive Learning Zone when they are finished their work. This will contain tasks such as quiz questions, poster ideas and crosswords etc. which the pupils can complete at their desks. This will prevent the Interactive Learning Zone and the Quiet Zone from becoming too overcrowded. All three areas are placed very far apart to prevent overcrowding. This comes under the GTCS SFR: 3.2.1 Create a safe, caring and purposeful learning environment.

I also want to have a ‘compliment board’ in my classroom. I think it is important to create a positive atmosphere and a classroom environment where children know that they are accepted for who they are. If they have confidence in themselves, then mkorsakov_-__ this will hopefully influence their motivation to learn and to work hard. Also, in today’s society , there is a pressure among males in particular to keep their feelings bottled up and to not show any emotion. There is a pressure among both genders to look and act a certain way. By creating this safe environment, I hope that it will encourage the pupils to be trusting and open to sharing if anything is bothering them. This also fits in with the GTCS SFR: 3.2.1 Create a safe, caring and purposeful learning environment.

Around the walls I will have examples of all of the pupils’ work to show them that they should be proud and to really make it feel like it is ‘their’ place. There will be a welcome board containing some information about each pupil (which they will write them selves). This is so that visitors can find out more about the class and so that each pupil knows that they are an important member of the class. I will have an achievements wall which will be updated regularly. There will also be an information board near the door containing, for example, registration notices and lunch menus. This is so that pupils can check it as they come in and so that they are reminded that they are in a classroom and so they are reminded of what is expected of them.

Scientific Literacy

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Last week in Science, we were learning about the concept of ‘Scientific Literacy’. I was surprised at how much more there is to science than just learning the facts and experiments. There is a lot of critical thinking behind it as well which has enabled us to get to the point we are at today. We were asked to write a piece on Scientific Literacy.

The Assessment Criteria was;

AC1 – Explanation of the concept of scientific literacy

AC2 – Analysis of an example where a lack of scientific literacy has led to inaccurate media reporting

AC3 – Discussion of how teaching fair testing in school science links to scientific literacy

AC4 – A carefully researched and referenced paper on scientific literacy

AC1 was written by myself (Laura Clarke), AC2 was written by Lucy Gray, AC3 was written by Colette McEwan and AC4 was completed by Anna Polson.

[AC1] According to the Organisation for Economic Co-operation and Development (OECD), Scientific literacy is ,’the capacity to use scientific knowledge, to identify questions and to draw evidence-based conclusions in order to understand and help make decisions about the natural world and the changes made to it through human activity’ (OECD, 2003, p133).

Scientific literacy is a step further than just knowing scientific facts; it is applying this knowledge to real life situations. It involves thinking critically about a piece of information and coming to an evidence-based judgement of it.

Rodger Bybee proposed four stages of scientific literacy development. This starts off with ‘Nominal Scientific Literacy’; when a student has some knowledge of scientific vocabulary, but doesn’t understand it and may have some misconceptions about it. Scientific literacy then develops to a ‘Functional’ and then ‘Conceptual’ stage until the pupil reaches a level of ‘Multidimensional Scientific Literacy’; when a student can ‘relate their understanding of concepts and processes and the nature of science in the wider context of science technology and society. It includes philosophical, historical, and social dimensions of science and technology’ (Bybee, 1997, cited in Dunne and Peacock, 2012 , p.84).

Becoming scientifically literate is one of the aims of the curriculum for excellence, ‘The experiences and outcomes in science provide opportunities for children and young people to develop and practise a range of inquiry and investigative skills, scientific analytical thinking skills, and develop attitudes and attributes of a scientifically literate citizen’ (Scottish Government, 2004)

[AC2] A famous case of scientific illiteracy in full effect is the MMR jab case. It was feared there was an association between the MMR jab and Autism in the late 1990s this resulted in a decreased number of children receiving jabs for measles mumps and rubella. The Lancet 1998 was the medical journal that suggested the link between the vaccine, autism and bowel disease. (SOURCE: http://www.express.co.uk/news/uk/33892/No-MMR-jab-and-autism-link-study) The lack of scientific literacy behind the accusation of the jab caused an uproar amongst the population even prime minister at the time Tony Blair refused to say if his baby also had the jab. (SOURCE: http://www.express.co.uk/news/uk/13550/Dangers-of-MMR-jab-covered-up) In more recent studies in which a solid knowledge of scientific literacy is in practice has websites removing the MMR Autism claim. The Advertising Standards Authority said: “We understood that the position held by the World Health Organisation and the Department of Health was that no evidence existed of a causal association between the MMR vaccine and autism or autistic disorders, and that the Cochrane review, looking at the general evidence available, could find no significant association between MMR immunisation and autism. (SOURCE: http://www.express.co.uk/news/uk/338290/Website-to-remove-MMR-autism-claim) The fear caused by the uncertainty of MMR vaccine claims created an epidemic amongst the people so strong that the media fed on it and produced many displays of scientific illiteracy.

[AC3] Fair testing is done when carrying out an experiment, you make the test fair by only changing one factor at a time to ensure the results are as accurate and fair as possible. Fair testing highlights that by changing just one factor how the full experiment can change and result in a different outcome. Teaching fair testing in schools is essential and develops scientific literacy as it allows children to not only stop thinking when they get a result, but are able to understand and explain how it works and how they got that result. Teaching fair testing also links to scientific literacy as it ensures children don’t simply accept everything they see or hear, but are able to think critically about situations and challenge them.

References

OECD [Organisation for Economic Co-operation and Development] (2003) The PISA 2003 Assessment Framework – Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris: OECD.

Dunne, M. and Peacock, A. (eds.) (2012) Primary science: A guide to teaching practice. United Kingdom: SAGE Publications.

Scottish Government, Curriculum for Excellence- Science Principles and Practice. Available at http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/sciences/principlesandpractice/index.asp [Last accessed 12/02/2016]

Upstart Scotland

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Last night I went to the Dundee Launch of the Upstart Scotland campaign. I went in not really knowing what I had signed up for, but I thought if nothing else I would come out more knowledgeable about what is going on in the world of education,. I decided to give it a go and I was pleasantly surprised and challenged by what I had heard.

Upstart Scotland is a campaign to introduce a kindergarten stage for children aged 3 to 7. This is already what is happening in countries such as Finland, Switzerland and Estonia. These three countries came out in the top ten of OECD’s 2012 overall rankings in maths and science. The UK didn’t even place in the top 12. In the 2007 UNICEF summary of the wellbeing of children in rich countries, the UK came last. Again, countries such as Finland and Switzerland were in the top ten.

So what are we doing wrong in the UK? The speaker, Suzanne, pointed out that we are putting an increasing pressure on our children to achieve. Schools are competing with each other to gain a good reputation and they feel that the main way they can do this is by achieving academically. Therefore, they are testing children more, and at a younger age.

The importance of play was spoken about. Through play, children develop resilience, creativity, problem-solving skills, social and communication skills, self regulation and a love of learning.

All of these are admirable qualities in the workplace. However, instead of giving our children time to play and to develop these qualities, we are creating this pressure on them to learn to talk and read as soon as possible. Childhood is not a race and we are not giving them time to develop the qualities they will need in adult life. Even though we now have a longer life expectancy we are shortening the time of childhood; there has been an emergence of the ‘tween’, a person who is aged between 9 and 12. No wonder there has been an increase in the number of child and adolescent mental health problems.

By starting our children at school earlier, they are ‘burning out’ earlier. Children are now hitting about age 14 and loosing interest in school. If children are already being tested and so are finding school boring at age 5, it sets the expectation that it will be boring throughout. This is what is decreasing the levels of academic achievement.

A health visitor also noted the influence that technology has had on children today. She said that she has been into homes were the children could swipe away on iPads and iPhones but they didn’t know how to turn a page in a book or even tell what was on the page. An article in the Guardian states that one in three under 15 year-olds have a tablet . Now I think technology is great and all, but there is a worry that it is taking over our lives. I say this having felt the hold technology, in particular social media has on our lives; I spend hours upon hours on my phone and it is one of my goals to drag myself away from this. There is a danger that children are switching outdoor, enriching experiences for gadgets.

What do I think? Well, there is a great amount of evidence and reasons to support the campaign. However, I completely understand that the views I have heard will have been biased and so I should investigate the other side of the argument. I plan to do this sometime soon, although with upcoming placement very soon it may have to wait until the Easter holidays.

For more information, here is a link to the Upstart Scotland website http://www.upstart.scot/

Learning from others

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Today, we were given links to some of our other peer’s ePortfolios to see what things that they have been writing. I have to say, it is really encouraging to see how they are engaging with blogging and what creative things they are posting. I really admire in them what I would describe as a ‘teacher frame-of-mind’ that is, they see something on the internet/on TV and immediately think about how it links to teaching and write a blog post about it. This is a quality which I really want to develop. One of the key aspects of becoming a teacher is reflecting on our practice and I feel like this is really something which my peers have grasped.

Here is a link to Lauren’s ePortfolio. I really admire her enthusiasm for teaching and her motivation to continually improve. She is great at keeping her blog readers up-to-date with what she is learning .https://blogs.glowscotland.org.uk/glowblogs/laurenseportfolio/

Here is a link to one of Claire Beattie’s posts. I really admire her creativity in having the idea to use ‘the Sims’ to design her classroom, this is another computer programme which could be useful in teaching to provide a visual aid like Claire has. Even more, I admire her extra reading and how she has incorporated this into her blog post. This is another quality I wish to develop. https://blogs.glowscotland.org.uk/glowblogs/cebeportfolio/2016/01/06/180/

Here is a link to Rachel’s ePortfolio. As I noted earlier, Rachel is great at linking things that she has heard outside of University to her blog. You can see her care for children and for issues within teaching, as well as in the wider world. https://blogs.glowscotland.org.uk/glowblogs/myunieportfoliorb/

Here are some links to some more blog posts;

Fear of Feedback.

My Tired

Problematic Problems

Longitudinal Coherence and the ‘Concept Knot’

There has been a breakthrough!

From this experience today I have noted some things I could do to improve my ePortfolio work. I will try to include more pictures in my posts as they make them more eye catching and break up the post a bit. I want to post more about things that aren’t just to do with the TDT, I will actively try to keep my eyes open to what is going on in the news/on media and reflect on how it links to teaching.

Technology in the Classroom

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Today I was reflecting on the importance of animation in the classroom. I was taught how to use programs such as Pivot Animate and ZU3D, programs which can make lessons more interactive and engaging for the pupils. I used these programs to create a short film with my peer, Polly, which you can view below. I really got to see how useful these programs can be, as you can use them to help children develop their understanding of other areas of the curriculum, while at the same time, develop their ICT skills. For example, you could ask the children to write a very short story in groups based on a history topic that they are learning and get them to act it out. Then let them either animate it using Pivot Animate software or film it with plasticine figures, Lego models etc. on the ZU3D program and then they could review each other’s work. If it seems appropriate you could teach them how to add sounds, subtitles etc.

Of course, to be able to do this, it is important that I as a future teacher, am aware and up-to-date on the programs that are available to do this. Today’s workshop has really motivated me to search around for the different software that I could use in the classroom. Fortunately, I feel that the programs we used today were quite easy to get the hang of and so I definitely believe I will use them in the classroom in the future.

I believe that animation does link in to the GTCS Technologies Experiences and Outcomes as it states that children should explore and enhance their knowledge of software, they should be able to use these electronic sources to support and enrich their learning in different contexts. Using animation will develop their imagination, creativity, team work skills and in some cases, their time management. Even a simple half an hour lesson on how to use these programmes can lay down the foundations for their skills in ICT.

Here is the film I made with Polly today using the ZU3D software.

The song in the background is Nellie the Elephant – Instrumental with Lyrics – Karaoke

Find Me a Family

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I was recommended to watch ‘Find Me a Family’, a programme on BBC1 which followed seven children around Northern Ireland’s care system as they tried to find new families.

One of the girls, called Shannon, was 18 and so was coming out of the foster-care system. She was on a residence order which meant that when she turned 18, her residency with the people she was staying with was over and she had to move out. While being interviewed she commented that she felt like she didn’t belong to anyone. I immediately started questioning what must this poor girl’s self esteem be like? I believe that this would all potentially have a permanent damaging effect on her confidence and her self worth.

It also broke my heart to hear on the show that when a ten year old, William, went to meet his birth mother she sat on her phone for most of the time. I can’t even begin to comprehend what sort of person would treat their own child like that, but I am not here to judge others.

Reflecting on last week’s lectures on personality, self concept and self esteem, I started to think about the role of teachers the lives of children who have been through things like Shannon and William. In my teaching career there is a very high possibility that I will be working with kids like Shannon and William and so I believe it is therefore my duty to be a role model to them. I want to create an environment of trust and safety in my classroom so that all my pupils will be comfortable. I want to develop trusting relationships with all my pupils so that they know I am always there for them and they can tell me anything. I will listen to them, treat them with dignity and respect to try to promote the self-esteem of all my class. I will encourage my pupils to treat everyone equally and be kind to each other.

I am sure there are more things I could do to promote my pupils’ self esteem, if anyone has any suggestions please comment them below!

The link to ‘Find Me a Family’ is below (only the second episode is available on iPlayer on the date I write this post- 13/11/2015) :

http://www.bbc.co.uk/iplayer/episode/b06kxp2w/find-me-a-family-episode-2

Professionalism in other Professions

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As part of the online unit I decided to watch ’24 Hours in Police Custody’ and I believe in a strange way it was a real learning experience for me. It has really shown me how important professionalism is across a range of different professions, not just primary teaching. I just felt that there was so much to write about, that so many aspects of a professional were shown in the programme that I should write a blog post about it.

The police officers showed many professional characteristics. For example, they remained calm throughout the arrest/interviewing process despite knowing what pressure was on them and how they had turned someone’s world upside down. They were very organised in their arrest and worked really well together as a team. They supported one another throughout the interview process, for example, when one policewoman admitted that she wasn’t as good at laying into the suspect, another policewoman offered to help her. This point really showed how they all brought their different strengths to the team and how they all respected the fact that they all have weaknesses. As you never really know what a suspect will respond, the police officers showed great flexibility in adapting their questions to respond to the suspect’s comments and also adapted them to suit when they were questioning a child. Two particular characteristics of the police officers which really stood out for me were how polite and respectful they were. They introduced themselves at the door before entering the house to make an arrest instead of just storming in. In the first house, they were considerate of the fact that a child was upstairs sleeping and so were careful to not wake them up. I even appreciated the fact that they simply wiped their feet on the doormat before entering the house. The way that the police officers spoke to suspects, their families etc was just very respectful, calm and collected. Even though the crimes that the suspects were accused of were just awful, they treated everyone as a person of dignity and did not talk down to anyone. They even simply offered the suspects a cup of tea/coffee and a blanket. In some ways, they went above and beyond what I personally would have expected them to do and so I have great respect for them because of this.

However, there were two points in the programme that I believe the professionals did not act professionally. At one point, in private to another policeman, a policewoman called the first suspect ‘an idiot’. I don’t believe that this was very professional as it showed a lack of respect for the suspect who hadn’t even been proven guilty yet. I agree that everyone is entitled to their own opinion, and yes I agree that the man’s actions were awful, but I believe that the policewoman should have been more careful as to not call him an idiot on TV. Also, in the interview with the second suspect, one of the policewoman’s tone of voice and body language came across as a little judgemental and disgusted. However, I can completely understand why given the context, and it did not seem to stop the suspect from continuing on with answering the questions.

The police officers’ professional behaviour had an impact on the people they dealt with. Firstly, the professional respect and support they had for each other enabled them all to work cooperatively together. The respect and calmness they showed, I believe, meant that the family members and suspects were not angry or aggressive.

When out arresting people the policemen and women wore their police uniforms. I think that this is important as it reinforced their power and authority and probably boosted the confidence of those wearing the uniform. However, whilst back at the station, the policemen and women were dressed quite casually. I think that this is fine as long as they are dressed modestly. This may help them to appear less intimidating during interviews, and so suspects may feel more comfortable and willing to answer questions.

If I was asked to develop a course for police officers I would have them attend lectures for probably around 50% of the time. I would have them do background reading for around 20% of the time. I would have them go to practical skills based training for the remaining 30% of the time. After this course, since it is such a practical, ‘hands on’ job, I would then send them on a probationary work based learning year.

After watching and reflecting on this programme, I have realised how important it is to treat everyone with respect. This is particularly important in teaching as I will come into contact with many other people, from the pupils to parents, other teachers, social workers and headmasters, to name a few. I will make a conscious effort to be respectful and polite in how I speak to everyone, and to treat everyone with dignity. This will also be important in motivating my pupils to learn and to help them to achieve their best. I felt on the show that at points the police officers went above and beyond what was expected of them. I want to be the best teacher that I can be and so I am going to try to go above and beyond what is expected. Although this is probably easier said than done.

The Enquiring Practitioner

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After the input by Nikki Doig on the 27th October, I am going to reflect on being an enquiring practitioner and what this means in a classroom.

Practitioner enquiry is defined on the GTCS website as, ‘ as defined by Menter et al (2011), is a “finding out” or an investigation with a rationale and approach that can be explained or defended. The findings can then be shared so it becomes more than reflection or personal enquiry.’ Being an enquiring practitioner is not about reaching an end point. As we all know, new ideas are constantly emerging and so being an enquiring practitioner is a journey, a process of continually progressing and looking for ways to enhance your practice.

For teachers, it involves reflecting on their current procedures and researching what ways they could improve it. For example, it it could be an investigation of a new resource or approach to see if/how it improves their teaching method in the classroom. If it goes successfully, they then could discuss the results with other teachers to encourage them to use it and give their feedback on it. This will help teachers to better understand their practice and to develop their critical thinking, which is an essential part of being a professional teacher.

There are many benefits to practitioner enquiry. As I noted above, it develops our critical thinking and reflective learning which is important in our professional journey. It enables us to take control of our practice and to research, develop it and try to make it the best it can be. Sharing this knowledge with other colleagues can strengthen the relationships within the workplace as you work together to investigate a new initiative. Other colleagues can also then share what they have found through practitioner enquiry, helping you to gain new ideas and see things from a different perspective. This open-mindedness and adaptation is key in improving your practice. As teachers this all, in turn, means that our pupils will be receiving engaging education through relevant, thought-out, lessons.

Some benefits also listed on the GTCS website are as follows:

To empower teachers and encourage them to challenge and transform education

To provide a way for teachers to monitor and develop their own practice

To investigate new strategies and initiatives

To increase their knowledge of teaching and learning thus enabling them to make more professional and autonomous judgements and to enhance their self-esteem and professional identity

However, there are some challenges when it comes to being an enquiring practitioner. Not everything we discover is going to work well, and so it may be tempting to become frustrated if the new methods we have found don’t work. We should the learn from these mistakes and continue trying to improve our practice. Also there is the risk of conflict in the workplace for example, if one teacher thinks an initiative is fantastic but another does not approve of it. This is when we should remember to act professionally and remember that we all have different personalities and so different things work for different people.

So what does this mean for me as a student teacher? Well, on the GTCS website it says that practitioner enquiry is ‘envisaged to become an integral aspect of the day-to-day practice of teachers and other education professionals’, therefore it is definitely something I should start doing in consideration to my own work. It means that I should keep up to date with teaching initiatives when planning for placement (and for future lessons). I should constantly be reflecting on my ideas and thinking of ways to improve them. I should collaborate with other teachers and think about whether I could adapt any of their methods into my teaching practice. Practitioner enquiry is definitely important to me because it will enable me to always improve my practice, so that I can try to be the best teacher I can be.

Reflection

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Reflection is an essential part of the primary teaching profession. It is through reflection that we grow and improve as teachers. So what is reflection?

I believe that true reflection involves standing back and seriously thinking about an event. It involves looking at the event from different perspectives. This also means being willing to criticise yourself and to accept constructive criticism from others. It includes drawing on previous knowledge from other events and apply this to present/ future events.

Most importantly, to be truly reflective it involves action. After considering the event and taking other people’s opinions into consideration, you should think of ways in which to improve. This could be applied when planning lessons, writing assignments or preparing presentations.

As I continue to go through my course I hope to engage in my learning and to get the most out of it. I will do this by being reflective on what I have been taught/ what I will teach and by always looking for ways to improve.

Managing My Learning Part 2

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Recognition/Reflection		Action
What hinders my learning?	How can I address this factor?
Distractions	· Study in a place where distractions are minimal e.g. library · Read lecture notes before the lecture and then take notes lectures to keep me focused · Turn off electronic devices whilst studying · Set goals and take short breaks
Having to read lots and lots-staying focused on what I am reading	· Taking notes on what I’m reading · Doing the reading whilst I’m most alert · Lists of what I have to read so I feel organised
Procrastination	· Timetables · Set goals to work towards · Lock out any distractions

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