Category Archives: 3.2 Classroom Organisation & Management

The Internet is my Teacher

This morning my brain is buzzing with a thousand thoughts. Through a connection on Twitter (did I mention that I love social media?) I was advised to listen to a wonderful show on BBC iPlayer entitled ‘My Teacher is an App‘.

This is a fascinating piece about the ever increasing role of technology in education. Much of it is centred around America’s ‘Silicon Valley’, but the points made are equally valid in a UK context.

On the show, various professionals discussed their opinion of where education is headed. At the beginning of the show, it was mentioned that we are moving towards a society of one to one computing in an educational situation. Some of the proposed advantages of this include:

  • high levels of engagement
  • Personalised learning
  • Up to date information and resources (as opposed to textbooks which quickly date and become obsolete)

The radio program introduced us to Salman Khan; the creator of Khan Academy. Khan Academy is a non-profit organisation which provides short instructional videos/ lectures in the form of Youtube videos. This means that they are accessible to anyone with an internet connection. Khan proposes that our current models of teaching (involving grouping students and standardised testing) are vastly outdated and suggests that the Khan Academy model is more suited to the learners of today.

Below is a ‘Ted Talks’ video of Salman Khan discussing the use of his videos in learning:

As Sarah Montague (the radio presenter) points out; one of the huge benefits of teaching in this way is that pupils can learn at their own pace. A video can be paused, rewound or re-watched as many times as a learner requires in order for them to grasp the concept. There is also no fear of ridicule from peers, as no-one needs to know how quickly or slowly you are learning.

Click here to see some of the Khan Academy Videos

Within his talk, Khan mentions the idea of the ‘flipped classroom’. This is a model where traditional teaching and learning methods are reversed. Students are required to watch short educational videos at home before the lesson, and in class time they undertake tasks which are more like traditional homework activities. It is suggested that this method will allow teachers to spend more time addressing children’s individual needs, whether that be support for specific problems, or challenge for the more able.

The BBC radio show also discusses the use of video gaming in learning. Nolan Bushnell, the “father of modern video gaming” and founder of Atari, discusses his online resource: Brain Rush. This is a website full of short, educational games, designed to allow learners to develop skills quickly. Bushnell speaks about making learning fun and addictive, claiming that children can learn almost anything through gaming. It is also suggested that gaming can help pupils to review and memorise information, although these claims cannot yet be substantiated.

One group of schools in America which have embraced the use of technology is Rocketship Education. In these schools, children spend around a quarter of their school day online.  Results in these schools are said to be very high and Rocketship suppose that this model of teaching will help to close the attainment gap. One of the issues of this model of teaching and learning is that the use of technology means that fewer teachers are employed. On the other hand, those teachers who are employed, are paid very competitive rates compared to standard teachers.

Taking digital learning even further, is the idea of ‘Virtual Schools’. In this situation, students do not attend school in the traditional sense, rather, they are responsible for undertaking their own learning via the internet and technology.

I find the idea of technology gradually replacing teachers rather unsettling. While I am completely on board with personalised learning and tapping in to the tools which engage children, I do not feel that the social and emotional aspects of development can be met without building the strong and important relationships with teachers and significant adults. In my opinion, technology and digital tools should be used alongside teachers and lessons, in ways that extend and deepen pupils’ knowledge and understanding.

Image from morguefile.com

When discussing Virtual Schools on the radio show, Sarah Montague raised the same issue that immediately popped into my head – what is keeping the children from becoming distracted and going off to do something else? While pupils may be motivated to learn about subjects that interest them, I cannot imagine them maintaining the self discipline to persevere at more challenging subjects, when temptations such as video games or TV are close by.

Never the less, virtual schools are a concept which may be appearing within the UK. In 2014, the Telegraph posted THIS ARTICLE proposing plans for a state funded ‘virtual school’.

Towards the end of ‘My Teacher is an App’, listeners were presented with a theory of learning and education which contrasts completely with the previous, highly technology based models.

The Waldorf approach places focus on child development through free play and expression through art, music and nature. These schools emphasise playing and exploring through natural and organic experiences. In this type of education, the use of technology is discouraged until children are older (around 13 years) and it is even suggested that technology could impact negatively on children’s ability to form relationships and express themselves creatively. Find out more about the Waldorf approach HERE.

Image from morguefile.com

Shields and Behrman (2000) also believe that excessive use of technology may have numerous dangerous effects on children, including access to unsuitable content, and reducing physical activity which may lead to obesity. In THIS JOURNAL, they discuss the need to limits and strict controls on the use of technology with children.

I am fascinated by the idea of the Khan Academy, Brain Rush, and the flipped classroom, and would love to see it in action within a real class. Despite this, I have to wonder whether it could actually work in our schools. While many pupils do have access to computers, tablets, phones or other devices to access the internet, there are those who do not. How does this model of teaching and learning support those who cannot access the videos before the class? Maybe a school which uses this model would provide access to ICT facilities before/ after school so that all pupils have the opportunity to access the resources?

Another issue of using technology in education is that many schools do not have the budget to provide computers/ devices for all pupils to use. Or, some schools do have computers, but they are old, slow, outdated machines which take an age to load and are perhaps cannot run the software that you want to use. I wonder if the rise of technology in education will create further inequality between schools, where some can access resources which others cannot.

Image from morguefile.com

I find it interesting that there appears to be a divide between the big push for outdoor learning and learning through nature (such as Forest Schools), and the growing role of technology in education. My opinion is that, like everything in life, there needs to be a balance. I firmly believe in the value of free play and natural play, but can also see that technology has an important and increasing role to play in children’s learning. It is the role of the teacher to provide opportunities for both.

Listening to the radio show has opened my eyes to some of the wonderful digital tools and resources which exist, and ways in which technology may start to change the way in which our education system works. Whether or not Virtual Schools take off, or the ‘flipped classroom’ begins to appear in more schools; I can see how teachers and educational professionals must continue to be flexible and reflective as discover the best ways to teach their pupils.

References and Links:

BBC Radio 4: My Teacher is an App

Khan Academy Website

Brain Rush Website

Rocketship Education Website

Paton, G. (2014) New Plan for Britain’s first state-funded ‘Virtual School. The Telegraph

Shields, M. and Behrman, R. (2000) ‘Children and Computer Technology: Analysis and Recommendations’ in Children and Computer Technology, 10(2).

Driscoll, A. and Nagel, N. Waldorf Approach. Education.com.

 

 

 

To VARK or not to VARK, that is the question

Image from morguefile.com

There is no “one size fits all” when it comes to teaching! Throughout planning, implementation and reflection, it is essential for a primary teacher to recognize that every pupil is an individual. This means that there are numerous learning approaches and preferences throughout any class.

In 1987, Niel Flemming devised categories of learning in order to encourage teachers and students to think about different learning styles. This is known as the VARK model.

VARK stands for:

Image from morguefile.com

Visual: learners who have a preference for images or visual representations of information,

Auditory: learners who prefer to listen to information (for example in lectures) or perhaps use music to aid learning,

Read/Write: learners get the most out of reading texts and writing information

Kinesthetic: learners prefer practical, hands on experiences.

(AboutHealth, 2015)

If you would like to find out your learning style; there are many online tests available. I used THIS test which revealed that I have a multimodal learning style with a  preference for the read/write and visual approaches.

  • Visual 10
  • Aural 5
  • Read/Write 13
  • Kinesthetic 6
Image from morguefile.com

While I agree with this result to some extent, I feel that my preferences depend on the type of learning that I am involved in. For example; if I am trying to learn facts and figures for a test, then I prefer to read and write, however if I am learning how to bake a cake or sculpt a model, I would choose visual and kinesthetic methods.

There has been much debate around the validity of learning styles. One of the main criticisms is that there is no empirical evidence that the use of learning styles improves student performance within education. In fact, it has even been suggested that focus on learning styles may have a detrimental impact (Venable, 2011.) Lafferty and Burley (2009) argue strongly against the use of learning styles, stating that “Learning styles are subject dependent, they are teacher dependent, they are temperature dependent, they are emotion dependent etc.  In fact they are dependent on so many things, that they are on a continuum and therefore not measurable, and do not exist.” This supports my own feelings about my learning and therefore, as a teacher, I would avoid grouping pupils due to their perceived VARK preference.

Image from morguefile.com

On the other hand, I feel that learning styles are a helpful concept to know, as they encourage teachers to reflect upon the ways in which they deliver lessons. This relates back to my “one size fits all” comment; as a teacher who only presents information in a didactic way is not appropriately supporting those pupils who may learn best in a practical way. It may also be beneficial for students to be able to recognize which learning styles work for them. Flemming and Baume (2006) point out that “any inventory that encourages a learner to think about the way that he or she learns is a useful step towards understanding, and hence improving, learning.”

As a primary teacher, I will strive to deliver lessons which provide opportunities for all different styles of learning (albeit not necessarily all at the same time!) I hope to avoid the mindset that these styles are fixed but rather to encourage children to continually explore the different approaches to their learning.

References:

AboutHealth, Psychology (2015) VARK Learning Styles

Flemming and Baume (2006) Learning Styles Again: VARKing up the right tree!

Lafferty and Burley (2009) Do Learning Styles Exist?

Venable (2011) The Learning Styles Debate

Setting up a classroom

This week, we were set a TDT which got me excited – designing your own classroom.

As tempting as it is to get carried away, making everything pretty. The input helped me to recognise the amount of thought and preparation that goes into a classroom set up. Everything has a place, and every place is there for a reason.

While thinking about my imaginary classroom set up, I watched this YouTube video:

https://www.youtube.com/watch?v=jBB9IcG2hi8

I really liked the horseshoe layout and the benches as this could be a great way to encourage group work. Unfortunately, I felt that the children who were sat behind the horseshoe (those who the teacher says are good at working independently) may not be able to be involved in group discussions in the same way, or else would need to move to sit on the benches or the mat. While this is manageable, it would be important to consider the needs of the children in the class.

I liked the point that this teacher made about how she considers how the classroom looks to the children. Every seat in the classroom should have a clear view of the board and should be able to hear the teacher. By sitting in the seats, it is also possible to identify any possible distractions or issues.

The TDT task stipulated that we were to plan a classroom for 28 children. I began with the horseshoe layout, but quickly identified that it is a challenge to make space for a large number of children without having some backs to you (unless you are lucky enough to have a very large classroom!) I also found that my horseshoe took up a very large portion of the room and left little space for other areas.

Classroom layout attempt 1

I then decided to design a classroom using group tables.

floor plan 2
Created using ‘Classroom Architect’ http://classroom.4teachers.org/

In both designs, I included a circle table which could be used for small group work, or could also be used if children wish to move away from a larger group and work quietly. Rather than having a traditional teachers desk, I chose a kidney table so that I could work with small groups of children.

I would also create a cosy reading area which would hopefully encourage children to engage with reading as well as being another area that could be used for group work.

When teaching whole class lessons I would move around the classroom, ensuring that all children are able to hear the teaching and instructions.

Image from morguefile.com

While working in nurseries, I found myself moving the room around on a semi-regular basis. I found that by moving an area from one part of the room to another, it was given a new lease of life, and the children were suddenly interested in it again. While I would not like to move my classroom around too often, making it confusing and distracting for my pupils; I would not be adverse to trying new things and would try to remain observant and open to when certain aspects of the room are not working as they should.

Another important aspect of the classroom design in the use of displays. As an avid fan of pinterest, I’ve been snooping at other classrooms and ‘pinning’ lots of lovely ideas. Within my classroom I would aim to have a balance between different kinds of displays.

Image from tpet.co.uk

I would use some space to display children’s work. I feel that having work on the walls creates a sense of ownership for the children, and also serves to raise confidence and self esteem as they can feel proud of their achievements.

I would have displays which are interactive. This means that the display has aspects which the children can engage with and can extend their learning.

I would also have displays which act as signs, for example displaying the classroom rules. I believe that it is important to have these on show so that the teacher can refer to them and reinforce them regularly. This allows the children to see that the teaching is being fair and consistent.

Finally (and if there is room) I would try to display interesting pictures or art work which may spark discussion and interest. This may be appropriate in the reading area.

When creating displays and considering my décor, I would be aware that, although I want my classroom to be attractive and inviting – large areas of bright primary colours can sometimes be overwhelming, and busy patterns can make it difficult for some children to focus. For displays with signs and important information, I would try to keep the display uncluttered and clear. I also like to use pastel colours and natural tones for backing paper where possible.

colours

(Here is a brilliant website where you can look at a variety of different classroom set ups and layouts: The School Supply Addict)

Completing this task has helped me to recognise the importance of the classroom layout. It is now very clear that a lot of thought and reflection has gone into the set up of each class. When I return to my placement, I will be able to observe the room with new eyes, considering the use of space and also the displays and information provided for the children.

Shhh! Stop talking!

There’s no denying that there have been many changes between the classrooms of the past, and the ones of today. One really important change is the increased recognition of the importance of TALK. The didactic methods of teacher speaking and children listening are being challenged to make room for investigation, enquiry, discussion and descovery.

Individual desks. Morguefile.com

One of my fellow students recently published a post about classroom set up. Her post highlights the idea that we are now creating environments which aim to enable talk. This is a long way from the individual desks and solitary study of the past. (See the above mentioned post here)

This approach to teaching and learning has many benefits. Discussions, whether they are whole class, small group or within pairs can help to engage students by allowing the to feel involved in their own learning. Classroom talk and discussion can also allow the teacher to notice and address mistakes and misunderstandings.

There are also challenges that may arise while encouraging talk in the classroom. It is possible that a few students dominate the discussion, while others sit back and do not take part. It may also be the case that students do not listen to one another, rather, they are keen to have their say even if it is not relevant to the previous points being made.

If a teacher is to use talk and discussion effectively within their class, it is vital that rules and boundaries are put in place. In order for these rules to work, the children should be involved in creating them. Rules should be discussed and should be expressed in language which the children can understand. In this way, the rules will be more meaningful and children will be more likely to follow them.

Classroom set up for group talk. Morguefile.com

Rules should also be displayed around the classroom and the children should be reminded of them regularly.

Below is a lovely video from Education Scotland, where children are thinking together about how to contribute to a discussion.

Some rules that I will encourage in my classroom are:

Wait for your turn – If children struggle with this then I may use a visual clue. An example of this which I have used with pre-school children is a ‘talking stick’. The person holding the stick is the only person that may talk. Once they have finished then the stick is passed to another.

Respect others – this means actively listening to the speaker and not talking while someone else is.

Think – When contributing; children should ask themselves: is it helpful? Is it relevant?

Talking and learning. Morguefile.com

Further rules may be added, according to the needs of the class, however I would try to avoid having any more than 5 rules, as a big list is daunting and not accessible for children.

 

 

 

Following my placement block, I would like to revisit this issue. I will observe any ‘class rules’ that are in place within my class and how the teacher reinforces these. I will also observe how class discussion is used and the amount of group talk, pair talk, whole class talk and individual work that takes place.

 

Embracing technology

Today I came across an in the Guardian entitled: “Third of teachers ban electronic devices in classroom despite positive outcomes, survey finds

Image from morguefile.com

This came as quite a shock! With the constant development of new technology and brilliant educational software, I had assumed that more and more teachers would be embracing devices (mobile phones, tablets and laptops), however this article suggests otherwise.

The figures within this article suggest that; while teachers acknowledge that technology can have a positive impact on teaching and learning, the level of distraction is a huge concern. On reading some further comments on the subject, it appears that mobile phones are often ‘blanket banned’ in schools as they are seen to be the biggest distraction. One commenter writes that ipads are used in their classroom with success, while another states that classrooms are about interpersonal interaction and expresses concern that personal devices are too individual. (Read the comments here.)

Despite the negative attitudes of some, it is clear that many educators are welcoming devices and technology within their classrooms. Sources such as this post from Teach Hub point out the many benefits to allowing personal devices, including:

  • Teaching children to use and make the most of the technology that is available to them. In a society which is increasingly technology driven, these are important skills.
  • Addressing important issues (such as cyber bullying)
  • Differentiation as more able children may be able to take their learning further
  • and student engagement. We know that children learn the most when they are engaged and interested. This means that teachers should aim to use resources that stimulate and excite their pupils.

There are, of course, disadvantages that must be considered (besides the distraction aspect!)

Image from morguefile.com

This post from Bright Hub Education points out that if children are encouraged to bring and use their own devices, it could raise issues where some children may not have the ‘best’/ newest devices (if they even have one at all!) This could lead to bullying and can impact negatively on a child’s self esteem. Theft may also be an issue if children are bringing expensive devices into school. The above issues could perhaps be avoided if the school is able to provide devices, however budgets often cannot accommodate this.

The Bright Hub Education post also makes a valid point; that ‘old school’ teaching should not be forgotten. I agree with this sentiment because, as great as technology and devices are, they should be used alongside other varied teaching and learning methods in order to meet the needs of all children.

Image from morguefile.com

The use of technology within the classroom will be an area of interest for me when I go out into my placement schools. Previously, I have seen smartboards and PC’s used effectively, but I have yet to see the use of personal devices. I would be interested to see how a teacher can tackle the problems of distraction and of division between privileged and less privileged pupils.

Get the children outdoors!

While driving home today, I heard a news story about children failing to get enough exercise and the potential dangers of this including cardio-vascular disease and even diabetes.

This got me thinking about the responsibility of schools and teachers with regard to the health and wellbeing of young children. How can children be expected to achieve high academic grades if their health is poor? Some children may not have gardens or outdoor spaces, or have opportunities to join sporting clubs due to money or family situations and therefore it is essential for teachers to plan energetic and outdoor opportunities into school time.

I also started thinking about the types of exercise and energetic learning that is offered to children during school. In my experience, it is fairly limited within PE, sports days and ‘play times’ or breaks.

During my own childhood I was not very sporty and I found organised, competitive games very off putting. As an adult I continue to avoid competitive sport and I am useless at the gym, however I have discovered a love for walking and exploring natural areas such as hills, beaches and forests. As a teacher I hope that I can bring a variety of experiences to the children that will allow them to be active in ways that they all can enjoy. I am very passionate about outdoor learning and feel that, if planned and implemented carefully, this could be used as a helpful tool for instilling a healthy lifestyle from an early age.

Find article “77% of children not getting enough exercise” here