Category Archives: 3. Prof. Skills & Abilities

I don’t know, let me find out.

An enquiring practitioner is ultimately an individual who seeks to gain more relevant knowledge. They further research aspects of interest or need and are then able to relay these to others. This allows the investigative work to become more than reflection, while also consolidating information that has been learned. For us on our journey to becoming teachers, it is of benefit to fully immerse ourselves in this ethos, as it is hoped that practitioner enquiry will become a day-to-day occurrence in Scottish schools.

As a student teacher the concept of being an enquiring practitioner seems to fit nicely with the theories and inputs we have heard so far and indeed what we do as university students- learn. If we expect and encourage student autonomy we have to also be ever improving as teachers. Learning and sharing of information should be on going. As students we use the eportfolios to highlight and hopefully discuss areas of research and interest. It is reassuring for me, as a student teacher that as a qualified teacher there are guidelines in place to justify and encourage ongoing knowledge. We are in a modern society and teachers can come under scrutiny; we are not the once entirely trusted “do as the teacher says,” profession. To have documented and shared research to back up our teaching and methods, will help us fair against any doubts or insecurities parents or colleagues may have. That is of double benefit as through practitioner enquiry we adopt a more critical eye and will therefore be in the position to improve our own practice. An enquiring practitioner can foresee possible routes of research and further study; for pupils and teachers alike. Another benefit is the impact our research can have on the curriculum, to make change we must be the change. It is through collaborative and engaged research that those suggestions lead to action. Being an enquiring practitioner will open the door and be a direct link to the passion we have for our chosen line of work. As a student teacher our grasp on being an enquiring practitioner can benefit us on placements; being able to engage in the wider school community and contribute to any meetings, parents evenings, in-service days, workshops etc. No teacher should rest on the laurels of past techniques, without knowing that is the best current method.

So lets look critically at the concept of the enquiring practitioner. To me, a student teacher, there was that level of assumption that this idea of on-going learning and evaluative investigative research was a given. So giving it a name and a section of GTCS was a bit of an eye opener. For me this highlighted that not all teachers engaged in on-going research or peer interaction and valuable development. Another disadvantage or critique would be the self-serving role of individual research. The want to highlight new ideas and thinking without a critical and professional approach; not engaging deeply enough with these. As a student teacher we will also have to question and practice becoming an enquiring practitioner on placement. This means we will have to take into consideration that what works for one school may not work for another. Don’t blindly adopt techniques without doing further situational research. Indeed it may be hard to focus on research coming to a productive end. Pulling in research when necessary and not allowing tangents, unrelated to teaching, to occur. Also, thinking from a student teacher, perspective; imagine going through hours of engaging research to then be told by peers or higher governing bodies that the work is of no significant value or to go back to the drawing board. It is throughout our student lives that we will gain the expertise to cope with this constructive criticisms and keep the drive.

I’ve found as a student teacher that most lectures are new and exciting, but what can’t be covered in the hour long lecture is up to us to research. To practice becoming an enquiring practitioner I have to take the initiative and engage in conflicting ideas/methods/theories as well as my peer group. By doing I can become.

…if we are to achieve the aspiration of teachers being leaders of educational improvement, they need to develop expertise in using research, inquiry and reflection as part of their daily skill set.’ (Donaldson, 2011:4)

You can learn from me

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Autism Spectrum Disorder (ASD) is the mental condition resulting in a lack of correct social behaviours and interactions. Currently identified through parental interviews and observational studies, it effects an increasing number of today’s children and can be identified from as young as 2. Although signs can be seen from as early as 1, they are too ambiguous and traits too common at that early stage.

When autism was first identified by Leo Kanner in 1943 he suggested it was a result of cold parenting. Later in 1967 Bettelheim considered autism as an emotional disturbance resulting from early lack of attachment. It is currently known that autism or Autism Spectrum Disorder (ASD) is a neurobiological condition. Many argue that it errs on the side of genius, dependent on what part of the spectrum the child is on. Indeed extensive research carried out by Carper and Courchesne have shown consistently that the size of an ASD child’s brain is larger than average, namely 5-10% bigger in volume from 18 months. Backing the idea that people who have ASD are unable to do necessary pruning to synapses and carry information and knowledge that people without ASD would have “cut back”. There are current studies that are trying to link genes – to areas of the brain – to patterns of behaviour. Tracking the neural pathways when people are given facial expressions to recognise, then seeing the neural activation this causes, can help understand a person’s ASD. When specific patterns are observed within generational studies they can be linked to the genetic alleles (psychological and physical traits of a gene) thus binding behaviour to genetics. I found the study fascinating.

But how does ASD impact upon the learning environment? Autism is a condition that can ostracise and compartmentalise a child and their family. However, this is happening less and less through early identification of needs and the implementation of working solutions to aid these children to lead happy and accepted lives. Social skills and interaction are somewhat challenging for children with ASD. Having worked closely with children who have ASD I know all too well how personal it can all feel. What have I done wrong? Why can’t I engage with this child? But the truth is the connection takes time and effort, delving into their complex world’s one step at a time. Continuous routine and the use of PECS (picture exchange communication system) were tools used to assist the individuals who were immersed in mainstream education settings. As a teacher it must be a challenge in itself to get that framework in place quickly, while involving and informing the class as a whole. There’s nothing worse than it being a “oh that’s for Billy, don’t touch” within a class, children are tactile and inquisitive, I believe involving and informing them can only be a beneficial thing. Children are very different to adults, the unknown doesn’t evoke fear within the majority, they just want to know why? Inform them so it’s not just a condition or a picture they can’t touch; it becomes a tool for a peer and in doing so it becomes personal.

Many techniques used to help a child with ASD are also good for the classroom as a collective; creating quiet spaces, giving children time to process information, setting clear classroom rules, buddy systems for the playground and teaching social skills. It must then be of benefit to have these systems in place from the offset. Unlike behaviour issues, ASD should be seen for what it is, an entirely different way of thinking and at times, a way that is insightful. So the more exposure and information we have on the condition as students the more able we will be to meet the needs of an ever growing demographic of the classroom.

Aspects of a Professional

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A professional is a member of a profession or any person who earns their living from a specified activity. This could mean having a professional manner to their work or being part of what society deems a profession. Not to get into debate or start my assignment early, I am going to reflect upon 5 key aspects that help construct the teacher as a professional.

Compassion

To be able to show concern for the misfortunes of others is such a meaningful attribute to have in the teaching profession. As a teacher you work and come into contact with people from all walks of life; relating to them in a compassionate manner puts yourself in a more favourable light. There is a wariness to not become condescending but this is learnt with time and I believe it is better for a teacher to show compassion than indifference. Hopefully if a child is shown compassion they are more likely to mimic and display this in their own lives and the wider community.

Honesty

This is a harder characteristic to reflect upon but an incredibly important one. A teacher must first and foremost be honest with themselves, true reflection is needed to be a better teacher. To be honest with pupils and families is to give meaningful input and constructive criticism but never to pass judgement. The community needs to see a professional manner and to be brutally honest may become detrimental.

Moral Courage

This leads on well from honesty as morals can be so varied between the teacher, her class and indeed colleagues. When it comes to a child’s safety, moral courage is paramount. Being able to justifiably protect the children in our care is so important. Even if the outcome isn’t of great benefit personally, there should be no doubt when it comes to doing the right thing. Corresponding closely with the GTCS Standards for Registration and beyond.

Respect

Teachers should give respect but also hope to be treated with respect. When the teacher is treated disrespectfully it is within their power to act in a manner becoming of the profession and our regulatory body. No respect can be given if it is not deserved: it is the regards for the rights, abilities and qualities of others. Gaining respect as a teacher must be so valuable in their job and the wider community. Respected professionals are listened to, confided in, needed and trusted by those around them. It must be a very rewarding feeling.

Justice

Justice (fairness in the way people are treated), namely Social Justice (distribution of wealth, opportunities and privileges within society) should mean so much to today’s teacher because the world is increasingly interdependent. The GTCS standard put Social Justice at the core of Professional Values and Personal Commitment (GTCS 1.1.1). It is my hope that I can help create a Just Society; help to create an informed and Socially Just generation, so atrocities are not repeated. Teachers have to predominantly teach in a Socially Just fashion; fact independent from opinion and that is what they are entrusted to provide. As a teacher it is vital to help children act in a Just manner, therefore they must educate children with various theories and a holistic approach. The Curriculum for Excellence relates to this with the idea of a global citizen but the concept of justice resonates in the four capacities; Successful Learners (openness to new ideas), Confident Individuals (secure values and beliefs), Responsible Citizens (respect for others) and Effective Contributors (enterprising attitude). Providing a Socially Just education in a Just manner.

Teachers on professionalism

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What makes a teacher who makes a difference?

The following values are taken from the GTCS Standards;

Professional Commitment

Engaging with all aspects of professional practice and working collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.
Committing to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice

It is stated how important commitment is to being a teacher, in Video 1 the similarities between doctors and teachers are highlighted. I understand the viewpoint but must disagree on the severity of life and death used. There are many successful, functioning human beings who lacked a professional teacher in their lives. There are not as many individuals alive and well after being at the hands of an unprofessional doctor. The teacher makes a difference when their is accountability and commitment but more so if the child, family and community are behind the teacher. The teacher must adapt to her surroundings and meet the needs of her students and their families. It is this hark back to the respected teacher that is highlighted in the video. These teachers only know they are making a difference because the feedback from communities and the impact they have on the entire education system. Going above and beyond is an understatement, the willingness to actively engage, challenge and develop the system as well as themselves. This commitment to the profession is about knowing your place within it is subject to change. You are responsible and accountable for the education you provide. So to be a teacher who makes a difference you must want to first BE that difference.

Teachers on professionalism

In the second video Miss Long highlighted the introduction of benchmarking, the across board way to see if a teacher is succeeding. I can see the stress this may cause but it is mainly a benefit. Children deserve equal opportunities and the access to efficient teachers. Mrs Chemmi discussed the importance of a professional personality. Children imitating the actions and words of the teacher. This made perfect sense but local dialogue or a relatable accent can be of benefit when talking with parents. Adaptability is key, children should have a positive, polite and professional constant with their teachers and the teacher herself should be professional enough to adapt to that. It was Mrs Walsh and Mrs Smith I related most too. Speaking to children in a manner that won’t offend their home life is something I have first hand experience with. It takes a great level of professional conduct to approach an incident of profanity in a nursery setting! The child should never feel ashamed of their background, if it is difficult it is to build upon, if it is entitled there is scope for diversifying. I have always been intrigued with early years language acquisition and the little importance based on professional manner in private nurseries. It is a pot luck. Professionalism is about the teacher embracing the profound influence they have on the children they teach and also encompass the impact the have in the child’s wider world. With teachers now being a child’s likely Named Person, as part of the Children and Young People (Scotland) Act 2014, the teacher’s influence is solidified both inside and out-with the classroom.

Worker or Professional?

As this a purely personal reflection on the message this video sent to me I feel I can be honest. From Mr. Christie I saw an idealised view of a teacher, the message that teachers should be appreciated and should be carried on our shoulders. They were all wishes, not reality. This mollycoddling perception, publicly voiced to reiterate the notion of the teacher as a valued member of society: but only when they do a “great job”. It is unjust to assume all teachers do a great job, as in all professions it is hard to equate. It is then easy to brand them all the same and in knowing not all are great, the pay can stay the same. Why pay more when not all teachers deserve to be carried on shoulders.

Karen Lewis saying she was an “educational worker” upset me. I am aware that too many teachers don’t just punch a clock and do a job. They have passion and commitment to their profession. The career itself demands extra hours, further study, planning and continuous development. A union is important and I am unsure as to whether Karen was pretending to be obtuse, as that is how she feels she is treated; or whether she genuinely thinks teaching isn’t a profession. No matter how she felt she is clearly a teacher currently within the system and if her morale regarding her chosen “profession” is so low it leads to many questions. This quote resonated with me and relates well to Karen and the message I took from her speech.

“The system which makes no great demands upon originality, upon invention… works automatically to put and to keep the more incompetent teachers in the school. Where their time and energy are likely to be..occupied with details of external conformity”

J.Dewey 1941

There’s reading, then there’s reflecting

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Reflection is paramount when it comes to education. Philosophy and theory are underpinned by it. As a teacher, it is needed for: improvement, justification, worth, position and the ability to adapt. As teachers we become part of the GTCS, it is the body we must adhere to and in the Standards for Registration section 3.4 they state that student teachers must, “reflect and engage in self evaluation using the relevant professional standard.” If, as a student I can grasp reflection and utilise this appropriately I feel I will become a better teacher.

It is however, not sufficient to reflect only from a personal viewpoint or to make assumptions about outcomes. It is so easy to over personalise reflective writing, this must be avoided with the input of other sources and the ability to step back from a situation. If something goes awry it is through reflection it can be avoided again. How did it impact upon others? What would others do differently? Are there theories to support or refute my findings? Reflection leads to adaptation and change and without that we would become stagnant. Honesty and a willingness to step out-with our own values and views is necessary for effective reflection. Education must flow with the times and be a reflection, in itself, of the world we exist within.

To encourage reflective thought in children it is best to practice reflectively. The philosopher Maxine Greene stated “to present oneself as actively engaged in critical thinking… one cannot accept any “ready-made standardized scheme” at face value.” This idea of questioning and being seen to adopt an open standpoint is vital. As a teacher I need to evolve and reflect just as each and every student must. The philosopher goes on to discuss the concept of concious engagement with inquiry. Reflection is about being pro-active and it always leads to something more. Being patient enough to follow up and act upon outcomes, then lead onto action.

In short, reflection is the process of improvement. This blog has helped me tremendously with my reflective approach towards my own education. I can only imagine how reflection will impact my teaching.

Me, Me, Me

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Completing a questionnaire about learning styles seems borderline irrelevant when we are geared towards creating holistic individuals, however, I was keen to find out what type of learner they thought I was. I have been reading more and more about how learning styles are detrimental. One of the reasons being, you are catering to a child’s strength not improving upon a weakness. I can see how this can be a hindrance but I found it beneficial to highlight what areas I need to work on.

There are many learning style theorists; Gunn and Gunn, VAK learning styles, Gregorc’s mind styles and Kolb. The questionnaire I took was the Honey and Mumford Learning Styles Questionnaire, influenced by Kolb’s experiential learning styles. The questionnaire has 4 basic experiential learning style outcomes; Activist, Reflector, Theorist and Pragmatist. Out of 80 questions I related to 34 and these are my results

Activist = 14 Reflector = 4 Theorist = 8 Pragmatist = 8

These show that I have, according to Honey and Mumford an Activist learning style. I am in short, a do-er. My criticism’s towards this sort of questionnaire were that I found the questions very non specific and they were hard to give a definite answer to. There was only one question I answered with a whole hearted YES and that was “I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance.” Now I know very well that I cannot and do not approach my university work like this… I’d say I utilise aspects of the 4 and want everything as perfect as I can make it. If I had answered these questions in my youth or prior to having my daughter I know my answers would be very different. So it is correct in the sense that we all have different ways we think, regarding our overall learning style, but it is not definitive of who I am or the only way I learn. If I reflect, so far, on my time at University I know I have come into contact with at least 4 different teaching styles/methods/approaches. If I didn’t have the skills to decipher those “styles” with my learning style I would be in a pickle.

Children should be seen as individuals and exposure to varying approaches and involvement within their community will hopefully shape them to be all types of learners. They will develop, change and expand their learning the more “styles” they use in their enquiries and as they grow. If a child is solely taught in one teaching style you are not creating the opportunity for praxis and collaboration of ideas. It is imparting on the children a sense of how to do things in the wider world. Take an onus for their holistic learning, not “training” them to seek out chances to use a specific style.

This appears to be a bash at learning styles, maybe my inner Activist took hold. Joking aside, compartmentalising a child is a restriction. That restriction may also apply to the teacher if learning styles are focussed on too heavily. Understanding of learning styles should be used as a primitive base for teachers to comprehend the vast responsibility that is: teaching. We are aiming for inspirational stimulation in the classroom and I believe that concentrated focus and labelling of learning styles detracts from this.

A Messy Divorce

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The GTCS code regarding social media and its use is clear in conveying the importance of conscientious contribution to the world of Social Media. For all the perks of the profession and the reward, it is also in the GTCS’ best interests that the teachers of Scotland conduct themselves in a manner that instils trust within the pupils, parents and society.

In my opinion I feel teachers would be perceived as out of touch and reluctant to be forward thinkers themselves if they didn’t embrace Social Media in some-way or another. Social Media should be seen as an extension of the classroom and if the teacher is willing to marry their private life to that professional space, they are doing so against guidance. Social Media as an entity is judgemental and self-involved. Understanding the intense pressure there is to be involved in Social Media is the first step. It is everywhere! Instead of adopting a “retreat!” attitude, as teachers, we should be innovating ways to make it benefit the pupils. If you want your private life to stay as such, insure you have the correct settings. I know myself that I have a private Facebook and Instagram account, however my Pintrest is public. I find Pintrest a positive space, devoid of too many trolls or negative comments and enjoy searching recipes, fashion design and rainy day projects. Social Media has the power to portray the teacher as holistic, human, relatable and approachable. Platforms like Facebook and Instagram cannot help but become personal, the line is blurred before the first post is even created. It is all about how you feel and what you think, the temptation to blurt a rant on Facebook is all too easy. Emotions are at the core, “liking”, “reposting”, “#selfie”. Marrying the private and professional aspects exposes the teacher to scrutiny and to befriend a pupil or parent goes against the guidance laid out for us as part of our regulatory body.

So, if I feel Facebook and twitter are too personal and places like glow are too professional or not inclusive of parents then what space do I use? If Social Media is to be a positive experience for all involved, what can I do to get it incorporated?

Pinterest and YouTube are easily accessible, BoB is useful for keeping track of educational programmes. I think many of these social media platforms bring the real world to the classroom. Live connections that can change the setting instantly; evoke instant emotion and discussion. Insuring first and foremost that you are well versed in the lingo, savvy about safety and aware of the omnipresence that Social Media has become. If use of social media is approached in the same manner a teacher would approach a book or a project; well planned, concise and relevant, then there is no detriment to the pupils.

We are now part of a culture that sees children exposed too young, to so many inappropriate images. The need for them to relate and conform to society is a growing pressure and instead of teachers shying away from the subject of social media they need to be seen as a guide. In saying that they also have to guide parents. Why can’t social media be used positively to bridge the gap between home and school? Indeed, between personal life and school?

I looked into this and within a few searches I found a site called Edmodo, a space for pupils, teachers and parents alike. It claims to keep parents in the loop about upcoming assignments, eases use of on the go learning and makes class comprehension something you can analyse mid lesson. For teachers it has all the benefits of social media in a professional context. This appears to be catered to the English curriculum but it’s very interesting how sleek and appealing it looks. Could it be the Facebook for teachers?

As a parent my-self the horror stories regarding misuse of Social Media seem to be splayed everywhere. This doesn’t deter me from encouraging Social Media use in the classroom but it does highlight the need for dialogue. Attitudes will not change if the horror stories are continuously repeated and then documented, ironically, on news sites and Social Media. We teach children how to cross the road, how to construct a sentence but when it comes to Social Media it appears to be them teaching us. Children are all too aware of the independence they can feel on the “big bad internet” and it is our job to show them how to handle that independence and use it to a positive end.

Children have created the frame, catapulting social media into the classroom and we must help them keep within age appropriate boundaries but make the content engaging and beneficial. They will see massive changes in their lifetime. When I was 5 I never imagined I’d be using the internet to converse with people all over the world instantaneously. Actually, when I was 5, there was no internet! If I can’t resist using Social Media in my personal life then surely I can utilise it in my professional life? By following the Professional Guidance on the Use of Electronic Communication and Social Media as guidelines we can help shape the positive use of Social Media in the classroom. There is opportunity to bypass media hegemony and use Social Media to mould a more Just society

Professional and Academic Development

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Below is a start to my development of skills both academically and professionally. I wanted to reflect honestly and also document any evidence I already have. These skills come from the reflective piece I wrote on Blackboard in My Journal.

Recognition	Reflection	Action
Skills already developed	How will I use these	How do I know (evidence)**
Converse Confidently	To open up dialogue and discussion within my peer group, with professionals and with children. Being able to empathise and build rapport through conversation. Showcasing my own thoughts and feelings while also listening to those of others. Conversing with others also opens up new connections. Conversations work best when the other party feel truly listened to and I believe I am a good listener.	Throughout my life I have used conversation to both gain and impart knowledge. It is such a transferable skill and I have no qualms when it comes to striking up new conversations with relative strangers. I use this in my day-to-day life and will continue to use this in my professional career.

Recognition	Reflection	Action
Skills to be developed	How will I develop these	How do I know (evidence)**
Set Personal Goals	First step to develop this skill is to actually set some personal goals and write these down so I can reflect on development and succeed.	Getting into university was a personal goal but I need to work on the conviction behind my own abilities.
Team Work	Set about creating more peer interaction. Document and reflect on any team exercises set within the course. Put myself forward for more team based activities going on within the university. I have used this in work so draw upon that knowledge.	Developing more team work skills within the Working Together module, through discussion and shared responsibility.
Manage Time	Keep a firmer grasp on the timetable and how this interacts with childcare. Utilise time wisely and complete tasks when they are fresh in my mind. Ask peers for hints and tips.
Use Technology	Continue to use the E-Portfolio and allow myself time to get to grips with the importance of technology on my chosen career in education. Try to use available technology on placement so I have practical experience actually transferring this skill to children.	I posted a blog post on my E-Portfolio regarding technology so I was able to show progress has already been made.
Organise and Plan	Ask peers for help and pointers on how best to organise if that is a skill they have. Find a style of planning that suits my artistic tendencies. Reflect on times where organisation was key to getting a favourable outcome. Research mock plans for going on placement. Try to de-clutter my personal and work spaces.
Think Critically	Research and analyse when possible. Do reading out-with the lectures to gain a broader sense of the subject and a more critical view. Actively evaluate my own learning within the E-Portfolio. Use reasoning to reach a professional outcome to questions and tasks.	I have work and school based experience to build a model on for further development in this skill

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Professional Commitment

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