Professional Values Workshop – Integrity

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This morning’s input with Carrie was very engaging and a completely new style of delivery, through a workshop. Not only was it a good opportunity to focus on the GTCS Standards Section 1, which we will use a great deal when on Professional Practise, but it was great to engage with other members of the year, sharing our interpretations of the task. At the beginning of the workshop we were divided into a “home group” which consisted of four of us. Shortly after, we were each given a number, assigning us to our “expert group” and it was within this group that exchanged ideas for fifteen minutes on our given topic, mine being ‘Integrity’. We then returned to our home group and discussed our opinions and findings with the rest of the group, however my group ran out of time.

Prior to beginning our discussion, it was highlighted that we must dig deep into the topic, finding examples which can demonstrate and reflect out use of integrity in the classroom.

Integrity

Demonstrating openness, honesty, courage and wisdom.

If you are unsure about how to approach something or have a problem, seek help, demonstrating courage. If a child asks an open question, do not brush it off or avoid it, focus on it. Explore these areas with the children. It is important to expose children to the reality of life, do not hide them from it. An example of this that can be related to the news right now would be the photograph that immerged recently of the Syrian orphan who was washed up on the beach. If a child sees this and questions you, it is crucial that you discuss it. After all, these incidents are real life and so it is important we do not suppress it. If you expect a child to trust you, you must be open and honest with them. Lastly, we all agreed that if you make a mistake, it is important to admit where you were wrong and be open to change.

Critically examining personal and professional attitudes and beliefs and challenging assumptions and professional practice.

We found this point slightly harder to discuss, however with a bit of aid from Carrie, we understood the meaning. We felt one of the most important tasks to do with balancing our personal and professional attitudes is knowing when it is appropriate to share your own opinion. Yes, it can be a good thing to input your view, however you cannot and must not force an opinion on your pupils (e.g. during the Referendum, your own vote should be kept to yourself)

We must also try to get rid of any preconceived thoughts on a specific subject or topic, even if it is not one of your strengths. Ask yourself, ‘how can I amend my teaching to meet a child’s needs?’ One issue Carrie raised with us was if you were to overhear a child say ‘that’s gay’ in the playground, using it in the wrong context. We can try to combat a child’s assumptions by relating back to a previous lesson, for example sexual education, and make them realise that it is not appropriate.

Critically examining the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.

We felt that it was important to be open minded and we can achieve this by doing research and finding resources to give children different perspectives. We felt that it is ineffective to just follow the textbook as is more than one answer and it is fundamental to keep the pupils engaged. Using our personal beliefs or experiences to modify the way topics are taught so that the children have a full understanding may also be beneficial.

I really enjoyed this task, and although our home group weren’t able to share all of our discussions I will try my best to do my own research on how to achieve these aims, and I look forward to adding to them when I go out on placement.

Changing Education Paradigms

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Right from the word go this animation narrated by Sir Ken Robinson was engaging, taking me on the journey through education, diving deep into the errors we have created in the design of our current education system. It never struck me how old fashioned schooling is structured until now. But we must move on from this; how do we educate our children so that they have a sense of cultural identity while being part of the process of globalisation? One thing is for sure, by not living in the past. We cannot alienate children who do not see the purpose of school.

We are drilling the wrong ethos into what school is all about: Hard Work – Do Well – College – Job. That is not how it works anymore; there are so many different options to get you where you want to be but there is a lack of informing the young people about what is available.

Why are we educating children by age? Why do we assume that the most important thing we have in common is our age? Why don’t we base it on the children’s interests and abilities?

Another important idea that was raised and I found most interesting in the video was encouraging divergent thinking. I find it sad that our ability to think creatively decreases the older we get. Our education system that was created and based on the industrial revolution has programmed us to work, learn and do in a specific, manufactured way. This has eliminated our ability to think outside the box and quite frankly squashing our true potential. I have no imagination now, and I absolutely hate that. Where has that ability to invent scenarios and tell nonsense stories gone? Well, I think I have found my answer.

In conclusion, this animation indicates how important it is that our education system catches up with the increasing needs of children in the learning environment. It is having a negative impact on our children and we must get away from this manufactured way of learning and move on to more a dynamic, child-centred arrangement.

Finding a Balance on the Internet

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

Prior to this task and the inputs on the online world, I was quite apprehensive about using social media in the professional workplace. My high school had various twitter accounts ranging from the library, sports clubs and additional science help, and generally speaking there were never any problems. I liked having that extra connection, and let’s be honest, it’s the platform that we all use nowadays, so it works well to get news out fast. But there is always that ‘what if?’ in the back of my mind in everything that I do.

I use Facebook, Twitter and Instagram, and I repeatedly flick through my newsfeed as part of my daily routine. However, they are all private and always have been. I don’t like the idea of not knowing who the audience reading about my day-to-day life are. That way, I can monitor who can and cannot view my posts, ensuring both my safety and privacy. I am considering making an additional twitter account for all things Education. Not because I don’t want any of my regular followers to read it, but in my opinion my personal life should not be combined with my professional life. That way, the balance is set and I do not have to worry. Reading through the GTCS Code, it is clear that we are in a very vulnerable industry and unfortunately one action can be misinterpreted and a have negative impact. It is absolutely vital that you always stop and think before you post – will it affect my profession? The GTCS code guidance is an essential document, highlighting the appropriate ethos you must maintain whilst in the professional environment.

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

Although the internet and social media has created a platform for us to broaden our learning and knowledge on anything and everything that we desire, it brings a lot of darkness too, and so it is essential that it is framed in a very safe and encouraging way. I find it hard to read and hear stories about explicit content being exposed on social media to children, swallowing up their innocence, like the one Derek shared about his daughter, purely because my childhood was not internet orientated. Why does something so great have to be so corrupt at the same time? As a teacher, I want to present the online world in a positive way however children must be made aware of the dangers, and the NSPCC have created a fun but very informative website I will definitely make use of. The resources are endless online, and GTCS have highlighted how fundamental the internet is in delivering the curriculum in an engaging and innovative way, in parallel to teaching our younger generation to make use of it in the most secure ways.

Dancing Through Life!

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This hasn’t got much reference to the Education programme, in fact it has none at all, but this blog is for reflecting on our experiences we have throughout our time at university and I feel this is important for me.

I have danced since I could walk. Literally. My mum and dad loved to perform and I guess they passed on that trait to all three of their daughters. I still have vivid memories of turning up to my first dancing class in my leotard and tights, hiding behind my mum’s legs pretending I was shy! I even remember one of the dances we did – and the music!

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Dancing show fun with two of my best friends, Gemma and Kaitlyn, aged 5.

In February 2015, my younger sister and I drove through to the Gardyne Theatre in Dundee to watch Dundee University Dance Club perform their annual show. Knowing a few girls through previous dance organisations, we were excited to see what they had been working on. I was completely blown away by every single routine and automatically knew that I wanted to join the club when I came to The University of Dundee in September.

September came, and I went to the ‘give-it-a-go’ session and absolutely loved it! The love and energy in the room is never-ending, and it was so nice to see so many happy, smiley faces doing what they love most. Over the next few weeks, I attended a variety of classes, ranging from hip-hop to contemporary. I tried out for a few of the teams, and was shocked when I was selected for the Hip Hop Competition Team, and although I have to take part in conditioning classes every Sunday (lets be honest, it’ll probably be good for me to do some exercise!), I can’t wait to get to know all of the girls in the club.

I am so excited to see what the next four years at DUDC has in store for me.

Science Truly is Amazing

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Yesterday during Will’s input on The Physical Child and Brain Development, we were given the task to follow up on the history of brain development from the 20^th century up to the present date. After researching the internet, I found a very useful website, PBS, which displayed a simple timeline with detail on how our knowledge of the brain has developed in stages over the years.

1921 – Hermann Rorschach developed an ink blot test which was devised to express our unconscious personality.

1929 – Hans Berger designed the electroencephalograph (EEG), an instrument which measured brain waves.

1934 – Egas Moniz, a Portuguese neurologist, oversees lobotomy as a treatment for depression.

1936 – First lobotomy was performed in the USA by Walter Freeman and James W. Watts.

1938 – Albert Hoffman synthesizes LSD.

1950 – Karl Spencer Lashley conducted experiments devised to reveal the neural factors of memory.

1953 – Nathaniel Kleitman and Eugene Aserinsky discover rapid eye movement (REM) sleep.

1974 – M.E.Phelps, E.J.Hoffman and M.M.Ter Pogossian develop a machine which shows the activity of the brain, the Positron Emission Topography (PET) scanner.

1987 – Flyoxetine (Prozac) is introduced, used as an antidepressant.

1991 – Stanley B. Prusiner discovers prions.

I found this task and topic really interesting because I focused on memory for my biology project last year and so although I already had knowledge about how the brain works, I have learned so much over the past few inputs.

How did your gender affect you when you were a child?

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I have two sisters, all three of us are competitive, and all of my cousins are boys so whenever we went camping, I ran around bare-footed in the mud playing football. We spent a lot of time together during the holidays and so I found it natural to play with boys.

My cousins, sisters and I.

I remember my sisters and I played with Barbie’s but never Lego. Upon questioning my parents as to why I never played with Lego, their answer was ‘I don’t know’. However, I have fond memories of doing a lot of crafty things like play dough or painting with my dad on a Saturday morning which were never gender specific. Our dressing up box, which was frequently approached, was full to the brim of everything from princess dresses to cat leotards, but I don’t think a soldier or any male figures featured. I guess that was down to preference, but my parents never forced us to play with girly things.

At school, there was a big divide between boys and girls in the early years. The boys played football and the girls role-played. The boys and girls had their own races at sports day. There was an unfair attitude towards the behaviour of the boys in my class, and I remember the girls got away with a lot more. However, the elder we got, the closer we became and we played British Bulldog (and various name adaptions whenever it got banned!) and some of my best friends when leaving primary school were boys.

The Study Skills Book TDT

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1. Preparing for University

‘The Study Skills Book’ by Kathleen McMillan and Jonathan Weyers is a basic guide to anything and everything preparing you for university, which I feel was beneficial in reading.

At the beginning of ‘The Study Skills Book’, the reader is advised to set some goals. In five years time I would like to have completed my degree successfully and be in a secure job in Primary Education. Throughout my time at Dundee University, I want to make new friends through my course and through joining new clubs and trying new things. I also want to enhance, develop and gain skills which will help me succeed in later life.

Joining less than two weeks ago, I knew very little about what studying at university involved. I have just finished secondary school where the majority of lessons are completed with the guidance of a teacher, so this learning process is very different. However, I am looking forward to this change and I think it’s an important part of university to be pushed out of that comfort zone you’ve been so used to throughout primary and secondary school. Everything is new. But it is new for everybody and that is a key thing to remember when starting out at university and meeting new people. The only experience that I have had that is similar to university learning is completing assignments and projects which required a lot of independent studying. However, I am looking forward to the challenge and will work hard to ensure I get the most out of my course.

Reading the ‘Financial Mattters’ section of the chapter opened my eyes to things I had never really considered or thought about before starting university. Bills, food, transport, accommodation. The list is endless. My financial spending will vary slightly from the average student as demonstrated in Figure 2.1 as I am still living at and travelling from home. I would consider myself quite independent with my spending and buy most things myself. Travel expenses out weigh everything else and it is costing me quite a lot monthly to travel so I’m still looking for cheaper options. Table 2.1 has given me a broad idea of what my budget must be and where my money priorities lie.

I had originally planned to go into halls and move away from home. Summer came and moving day began to get closer. The closer it got, the more I started to dread it and I avoided the topic of conversation as much as I could, making myself very anxious. Deciding to stay at home in my family surroundings was the best choice for me, and although some people don’t agree with my decision I know it will make me happier and healthier. Maybe this time next year I will be comfortable to move. I do feel that I am going to miss out on nights out but hopefully I can work my way around the distance and try to stay involved in student life. I’m being encouraged to live as though I was in halls, but I’m still working on cooking without ruining the meal. The book has given fine detail about the options available for student accommodation focussing on the necessities: comfort, warmth and security. You have the option of furnished, or non-furnished; catered or non-catered; mixed or same sex and many others. The book also gives new students preparing to move a range of pro’s and con’s about making the decision to move into halls of residence.

2. Starting Out

Before starting university, there are a lot of important tasks that need to be completed before matriculation that the book takes the reader through. I had a few unanswered questions and queries but welcome week was the perfect opportunity to sort any problems and provided me with the confidence I needed, meeting key members of staff and getting a grasp of the campus, which are all noted in the book as essential tasks. The figure 3.1 checklist provides the reader with many other key tasks and advice on how to carry them out, ranging from setting up a bank account to joining a local GP. The book makes it clear that to be fully comfortable in starting university, you need to have everything around you set up well to make things easier for yourself.

3. General Expectations

The book then goes on to give advice on how to keep yourself organised, whether it be your social life, workload to meet deadlines or work to gain money. In order for me to get the most out of university, I plan out my week on the Sunday so I have a clear vision of what I have to do. My diary helps me to plan ahead tasks. I have bought and borrowed books required and have began reading tasks. I re-write my notes from the lectures that day and go back over key information to ensure understanding.

4. What Makes University Different

Within my first few lectures, I have come to terms with the teaching styles and what it takes to get through the course. I have worked hard to gain my place at Dundee University and I don’t want to ruin that. I have to do a lot of reading in my own time in order to keep up to date with my learning. I must also take responsibility for my learning, making sure I pass assignments and assessments at the end of modules. The book has made it clear to me that all assessments have a deadline date and it must be submitted by then, otherwise you could risk failing. There is no chance to make amends to work so it is very important to check for errors before submission.

5. Graduate Skills and Attributes

The book finally goes on to talk about the skills and attributes that should be achieved or developed during your time at university. Those skills mentioned include personal development skills such as being confident enough to take risks and or standing up for oneself by agreeing or disagreeing. Interpersonal and communication skills are also mentioned, which are key when meeting new people, working in a team and having to motivate others, or even just in your academic writing. Lastly, our numerical and problem skills will also be enhanced greatly as we learn to analyse, reflect and research our work throughout our time at university. All skills that I will learn and develop will benefit me in future life and all experience will further enhance me.

Why I Chose Teaching

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Why teaching? I’ve been asked that question a lot. My friends have asked me. My school teachers asked me. My parents’ friends asked me. Interviewers asked me. I even asked me. There are a lot of answers to that question and I guess there’s not just one straight forward answer. It’s all down to experience. My memories of school. How I remember the way teachers treated me and my classmates. Not all experiences were great, but I learned from them.

You know when you go on holiday to somewhere sunny, I think I’d been in Majorca, and you get the braid with the colourful beads and threads put into your hair after begging your Mum and Dad for the entire week? Well, I did that. I must have been about primary six, so probably ten years old. It was the end of the summer holidays, I’d had my ‘back-to-school haircut’ and my hair literally reached about an inch below my chin. So it was short. I’ve always been quite a sporty person, involved in lots of out of school activities, getting a hand at as many sports as I could. I was competitive, and I still am to be honest, so I naturally always looked forward to going to P.E with our specialist teacher that we only got once a week, especially since we hadn’t had gym in about seven weeks. We all rushed into the changing rooms and got changed as fast as we could, and me being competitive I tried to be the first one out every week. Most P.E teachers have a rule of no jewellery and long hair tied back. Which I completely respected, both my Mum and Dad are trained P.E teachers so I always made sure I had my hair tied off my face whenever it was a gym day. But since my hair had been cut short, whenever I tried to pull my hair back into a ponytail, it would just fall out. So I left it down, which I didn’t think would be a problem. Before I knew it, the P.E specialist grabbed my hair and tied it messily into a pineapple hairstyle with an elastic band, embarrassing me in front of my whole class. Everyone laughed, and I fought back the tears. Looking back on it, it makes me sad just thinking about how I must have felt when it happened. I went home for lunch and made my Dad take out the hair braid. I remember thinking ‘If I ever become a teacher, I will never do that’. And that memory of primary six P.E has stuck with me ever since.

I mentioned before that my Mum and Dad are both trained P.E teachers. My mum still is, but my dad now runs two children’s theatre companies. Since about 2011, I’ve helped after school with children ranging from age four to twelve. My job originally consisted of taking kids to the toilet- the joys! But with time, I became more confident, and began leading dance sessions and drama activities. I completely fell in love with my job, to the extent that it didn’t feel like work. I enjoyed seeing the look on a child’s face when they finally mastered a dance move. I wanted to be a teacher. That was the job for me. Still to this day I help at these classes, and it’s amazing to see how much each child has grown in confidence, and I know I have played a role in their development.

At secondary school, I played the role of ‘buddy’ in a lot of my classes, throughout third, fourth and fifth year, meaning I had to use my understanding of the subject to help others who weren’t so sure. It made me feel good about myself when they became confident in what we were learning and I knew I had helped them to get there, being that extra support whenever they needed it, whether it were in maths or biology. I loved my biology teacher. She was so passionate about her subject and our class, and always went above and beyond to help us out with anything. I felt like she was my friend and could trust her with anything. I wanted to be like her.

I want to give every child a chance, no matter what their ability. My Mum and Dad have encouraged me all throughout my life that if I want something, I have to work for it, and I want to share that lesson with as many children as I can. And one thing’s for sure, I will not turn out like that P.E teacher. Hopefully children will look forward to coming to school, and I can inspire pupils the way my biology teacher inspired me. I want to make an impact on their lives and they remember primary school in as many positive ways as possible.