Reflecting on Feedback..

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Getting feedback can be a great experience or a terrible one. The experience you have with feedback doesn’t necessarily reflect your efforts, it can often be the case that the feedback you are given just isn’t very good.

Feedback should be constructive, something which can be built upon and which can aid personal development. It is not a tool that should be used merely to voice what irks you about a person. Everyone can remember a time they have experienced negative feedback and you can be pretty certain that they didn’t act upon it. What was there to act upon?!

It is OK to give critical feedback but the thing that makes the feedback valuable is when it points out a problem and offers a solution.

Some people, including myself, find it a little uncomfortable to offer feedback- especially in circumstances such as peer review. I find myself becoming incredibly critical of my own responses; do I sound condescending? Is this going to convey the right message? Am I offering advice that can be worked on or am I just being overly critical? Others feel as though they can’t possibly offer feedback as they aren’t confident enough on the subject themselves.

With regards to the feedback I received from my peers for my recent practitioner enquiry post, I found the experience to be a positive one. I have been given tips with regards to improving my future posts using images and embedding links, things I wouldn’t have thought of without their input. Furthermore by actively commenting on my peers posts I began to feel more confident and comfortable with the idea of feedback. By reading their posts I was able to take away other viewpoints and ideas upon which I can now reflect.

All in all the process of feedback seems an invaluable one and one with which I shall continue to engage throughout my time at university and within my future career.

Enquiring Practitioner

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To be a teacher now is very different from what it once was. Gone are the days when a teacher lived inside the ‘bubble’ that was their classroom.

Bubble Through the implementation of the CFE we are seeing a shift to a more collegiate way of working. Teachers are encouraged to interact within the school whether it be through: staff meetings, team teaching, joint planning, work parties or school events. As well as this teachers are expected to be enquiring practitioners.

To be an enquiring practitioner is to go beyond personal enquiry and reflection. It is to share your new found knowledge with others, to the benefit of others as well as yourself. It is described by the GTCS as “knowing deeply; knowing what; knowing why; knowing how.” Within the GTCS’s Standards for Registration 1.4.2 it states that one of the Professional Values and Personal Commitments core to being a teacher is: “Committing to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.”

“Lifelong enquiry” says it all. As teachers we must question and search for meaning, we must research and make ourselves aware and knowledgeable, and we must pass on our knowledge to our pupils and our colleagues. On top of this we must constantly look to improve our practice through “professional development.” We mustn’t shy away from new ideas and approaches.

Being an enquiring practitioner has its challenges; it is easy to get stuck in a rut and be afraid of change but as teachers we must overcome our fears and embrace change. You may come across others who do not share your views and that can be challenging too but its perfectly fine. These challenges are completely outweighed by the benefits that can be reaped by yourself, your colleagues, your school and your class.

The Virtues of Teaching Tdt

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The five virtues of teaching I have chosen to focus upon are;

Moral courage
Patience
Empathy
Self-control
Fairness

As a teacher you need to have the strength to stand up for what you believe is right. To have Moral Courage is important for a teacher; it is the ability to think and reflect upon your own moral stance as well, as the code of conduct in place, before making a decision. When a problem arises within your classroom it is up to you to respond in the way you feel is appropriate, perhaps you might have a different approach from your colleagues, as long as you are basing your decisions on the guidance set out by the GTCS you can’t go wrong.

To be patient as a teacher is vital. You must be able to adapt and try new approaches with your lessons when the children aren’t responding. You need to stay positive and calm and look for a new avenue. There is no place for a teacher who loses their patience with a child rather than trying to teach them in a new way. Even in terms of a child’s behaviour; in my opinion all behaviour serves a purpose and there is no such thing as a ‘trouble maker’ or a ‘naughty child’. As a teacher you must be patient and try your hardest to acknowledge the route of the behaviour and look for a solution.

An empathetic teacher tries to relate to the children in their class. They work hard to understand the needs of each child as an individual and try to accommodate them. To be empathetic is to realise that each child has a home life and each one is different, some good some bad. The key is to be aware and responsive.

To possess self-control is incredibly important for a teacher. You must be able to stay calm under pressure, be resilient and flexible. If something isn’t going to plan, change the plan. If you disagree with someone else’s approach either raise it with them in a professional way or accept it, move on and know that it is their way but not yours- not everyone is the same. Self-control is about discipline and this extends to motivation and work ethic. A teacher should be hard working and willing to go that extra mile for their pupils.

To be a fair teacher is to put aside your preconceptions and expectations. It is to take each child as an individual with individual qualities, abilities, strengths and weaknesses. Teachers should look beyond class, gender, race, etc. and see the little personality inside. They should not have favourites or show favouritism to any of their pupils. They should encourage all pupils to do their best and push them all to achieve great things. If a teacher projects their own preconceived expectations onto a pupil it will have an impact on the pupil’s success. It becomes a self fulfilling prophecy; so the only expectations you should have are for every child in your class to succeed.

Technology and Teaching.

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Technology is everywhere, it has become a huge part of our lives. Our phones are now our computers, our diaries and our cameras. Our computers are now our social tool, the way we network and connect. We have tablets, kindles, selfie sticks and smart watches; so isn’t it only natural that technology has a place in our classrooms?

The advancements in technology within my lifetime have been incredible. My generation has seen so much change that we are among the youngest to become nostalgic. Technology offers us so many new and exciting opportunities, it brings people together and unlocks a whole world of information. Bringing it into the classroom to enhance learning is imperative but we must also be aware of its dangers and challenges and how we, as teachers, can combat them.

The guidance set out by the GTCS addresses both our personal and professional relationship with technology. Using this as a platform we must be mindful of the way we conduct ourselves online. How do we use our accounts? Is our Facebook private or public? How do we come across to others online? I know that for me Facebook is a personal space, it has all its privacy settings in place and I would never add anyone who wasn’t a friend or family member.

But what about an online space which we use for professional purposes? Work emails, Glow, School Twitter feeds etc. How do we utilise these whilst still maintaining the same level of professionalism and keeping the same boundaries with our pupils? Well, it’s pretty simply really; we just need to act in the same way we would within the classroom. Our conversations online should be professional, considered and convey the same relationship we hold with the recipient as in real life. We should think carefully before we post onto professional spaces: Is this message coming across how I want it to? Do I sound angry or confrontational? Am I being too relaxed and personal?

Once we have mastered this art we then must consider how we influence our pupils to behave in a safe and appropriate way when they are online. There are many websites at our disposal which offer helpful and up to date information on how to address internet safety with primary aged children. There are also sites such as NSPCC Netaware that give you current information on new websites and apps children in your class may be using. This is an invaluable tool as we as teachers need to know what our children are accessing in order to keep them safe and resolve any issues which arise.

In my opinion, one of the best ways we can encourage a safe and appropriate use of technology within our classes is to utilise it to its fullest. If we introduce children to new, fun and creative avenues for them to explore online they are less likely to misuse it or to stray into inappropriate content by looking for something fun to do. On top of this we must also address any issues that do occur within the class and use them as learning opportunities: what do you think went wrong here? Why? How could this have been avoided? By creating an open and honest culture we are showing pupils that they can come to us for advice and guidance and that they wont get in trouble for making a mistake.

A great way in which we can increase the profile of internet safety within our classes and schools is by taking part in ‘Safer Internet Day.’ This event offers us the opportunity to center lessons, assemblies and activities around the idea of safe conduct online. It gives the children a chance to be interactive in their learning as well as to voice their concerns and questions.

Overall it can be said that my view on Social Media and Online spaces/resources is a positive one. As a teacher I want to incorporate it into my classes as much as possible after all, it is a huge part of the world we are preparing our pupils for.

Philosophy Tdt: The Socratic Method.

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The Socratic method is all about questions; asking them, and answering them. The method is about provoking critical thinking, ideas and reason. Within Plato’s Dialogues we see Socrates question many people in the pursuit of knowledge although perhaps he goes a little too far sometimes, bordering on obnoxious. This aside, the method itself is a valuable tool and, as we found out in Susan Buckman’s Lecture, it is something which has been adopted within IB schools.

International Baccalaureate Schools take a progressive approach to Education. They were heavily influenced by theorists such as John Dewey, A.S Neil, Jerome Bruner and Piaget; who all believed in interactive learning and the holistic child. IB schools have three programs, catering to children from the age of 3 years up to 19 years of age. It is based on the principles found within Boyer- The Basic School, their belief being that Education is about understanding and conceptualising.

Within lessons children are encouraged to understand the differences among cultures as well as international issues, so that they may become responsible citizens. In order to do this the International Baccalaureate uses a curriculum of inter-related disciplines, as well as the Socratic Method.

The children are encouraged to inquire and communicate which is a marked difference to the traditional school within which the Teacher asks the questions. This method is allowing the children to realise the world by critiquing it, as well as allowing them a deeper understanding of society and as such allowing them to contribute to it effectively.

Reflecting on what I’ve read- ‘The Study Skills Book’ by Kathleen McMillan and Jonathan Weyers.

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As part of the MA Education course at Dundee University we, as students, are set TDT’s (Tutor Directed Tasks) in order to further our learning and expand our knowledge on particular subjects.

Our first task was to read from ‘The Study Skills Book’ by Kathleen McMillan and Jonathan Weyers. This book is a guide to university study and includes chapters on everything from beginning to understand what is expected from you at University to planning for your future after graduation.

Needless to say I was not expecting the first question within the text to be as limitless and challenging as ‘What are your life goals?’ And it didn’t stop there.

This book, even within the mere 32 pages of reading that was asked of us, has caused me to take time to reflect upon the most basic yet most fundamental of questions. Below I am going to record some of my answers so that I may look back over the course of my degree and see how they have changed and how I have developed.

What are your life goals? My goals are to graduate with an honors degree, to have a career that fits well around family life, to be accomplished in my chosen field and to travel for work to broaden my horizons.
What career path do you have as your aim? My aim is to become a fully qualified teacher, to be international baccalaureate accredited- opening up options to teach further a field, to further my knowledge and experience working with children with additional support needs and pursuing a career in this area.
What subjects do you need to study to achieve your career goals? I need to achieve an honors degree in MA Education, take the IB specific modules from second year on wards, choose a Learning from Life Placement in second year that relates to my interest in working with children with additional support needs.
How might university limit my options? By qualifying with a degree in primary education I am limiting my self to a career in a specific sector. If I wanted to change my mind I would most likely have to return to university to qualify in another field.
What skills do you think you will need to develop? I need to focus on developing my skills in working using technology, I also need to work on becoming more self confident and assertive. I need to work hard to ensure my spelling and grammar is up to a high standard.

Overall I feel this book is going to be a valuable tool. One I can use to aid me throughout my degree and to challenge me to face up to tough questions that need to be answered in order to develop. It brought areas of self development to my attention by asking me to assess my skills and attributes, and this is something I can regularly refer back to to check my progress against.

Why I chose teaching..

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Over the years I have had many jobs. I have worked in retail, admin and sales to name but a few. Every time I changed job there was talk of starting a career, promotion etc. but there was always something missing.

My most recent job title was UK Sales Administrator and I worked for a factory in my home town that produced designer Jams and Marmalades. I always worked hard and showed commitment but the job didn’t satisfy me.

I remember one afternoon in particular; it was the countdown for Christmas and the office was in panic. Everyone was bustling around, ranting and raving, and it was then that I took a step back. I thought to myself, ‘All this nonsense for what? Jam!’

I decided I wanted to be part of a profession that meant something. I wanted a career where I could make a difference, so I started volunteering within local primary schools.

I knew that teaching was for me when I came home in the evening with the feeling that I had accomplished something and that THAT meant something!

In terms of the kind of teacher I want to be I would say an adaptable teacher. A teacher that understands the advancements and developments in the world and rises to every new challenge. I want to be an inclusive teacher, a teacher that works hard to cater for all her pupils. A teacher that explores new avenues and reflects on her own practice.

If, at the end of my career, I can look back over my time teaching and feel that I have positively impacted the life and the learning of even one child I will feel accomplished.

That’s why I chose teaching.