Category Archives: Contemporary issues

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Outdoor Learning

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I am a huge fan of outdoor learning! I think my passion has mostly stemmed from my experiences working in a nature nursery, where I saw many of the benefits of the outdoor environment for my children. Unfortunately, I see much less outdoor learning taking place in school.

So, what is outdoor learning? Well the Institute for Outdoor Learning put it perfectly in their description:

Outdoor Learning as a purposeful and planned experience in the outdoors. It’s a broad term that includes discovery, experimentation, learning about and connecting to the natural world, and engaging in outdoor sports and adventure activities.

Image from Pixabay.com

To expand on this, I see outdoor learning as making the most of natural surroundings and resources, it is certainly NOT picking up your worksheets/ puzzles from indoors and taking them out into the garden! Sadly, this is something hat I have seen all too often, from well-meaning practitioners who are not sure about what outdoor learning really is. That’s not to say that there’s no value in taking your indoor learning activities outside – if it’s a nice day and the children will benefit from getting out of the classroom, I completely agree with picking up your books or whatnot and making the most of the sunshine, but it’s important to recognise the difference between this (learning outdoors) to actual outdoor learning.

That brings me to another bugbear of mine – those teachers or practitioners that refuse to take children outdoors if it’s a bit rainy, a bit cold, or a bit muddy! My favourite saying is “there’s no such thing as bad weather, only inappropriate clothing!” (a quote which has been attributed to various different authors). This aversion to taking children outdoors appears to be quite common at this time of year, and I wrote a little about it on my Early Years blog – “Now that the weather’s turning cold”. On the other hand though, health and safety must be a concern. At the nursery where I used to work, the one type of weather that would keep us indoors was high winds, due to the numerous trees around us and the danger of falling branches. Other than that, rain or shine, we were outdoors!

Health and safety is an important consideration when taking learning outside of the classroom. Firstly, ratios must be adhered to. The NSPCC provides the following recommendations for adult: child ratios within the school grounds:

  • 4 – 8 years
    1 adult to 6 children
  • 9 – 12 years
    1 adult to 8 children
  • 13 – 18 years
    1 adult to 10 children

And the Scottish Government state that during excursions with children and young people under the age of 18, the ratios should be:

  • 1 adult to 15-20 group members for excursions where the element of risk to be encountered is similar to that normally encountered in daily life, e.g. excursions to sites of historic interest, most field work, local walks etc

Additionally, the requirements of any children with additional support needs, the general behaviour of a class, and the perceived level of risk of the activity must also be carefully considered when taking children away from school premises. For safeguarding purposes, it is also recommended that there are always 2 adults present.

Image from Pixabay.com

Before taking children to a site for outdoor learning, a risk assessment should be carried out. This means that the teacher should visit the location and note down any of the potential dangers (including during the travel there and back), and the measures that will be taken to prevent/ reduce these dangers. Within the wonderful book ‘Dirty Teaching’ by Juliet Robertson, it is suggested that risk assessments can also be conducted with the children. This allows them to take ownership of their own safety.

Outdoor learning can provide brilliant opportunities for ‘Risky Play’. This is the type of play that is exciting, pushes boundaries, and has the potential for injury. It is through this type of play that children learn to manage risk, and also learn resilience. While adults can sometimes be anxious about allowing children to engage in this type of play, Play Scotland states that children often associate their risky play with positive emotions such as fun, thrilling, and pride.

In this BBC Radio broadcast  Sian Williams explores resilience and the science behind it. Resilience describes the ability to ‘bounce back’ from difficulties. Some of the points raised in this documentary include:

  • it is important that individuals recognise and appreciate their feelings. Allowing yourself to recognise that you are feeling sad or scared can help your brain to recover,
  • it is important that individuals are taught strategies to support them in dealing with future adversities,
  • resilience should be taught from a young age,

 

Image from Pixabay.com

From a personal perspective, I feel that it is important that a teacher has good levels of resilience, as it is a job where we will likely be faced with many challenges and difficulties. A lack of resilience could lead to teachers suffering with mental health issues such as stress and anxiety, and could also cause some to decide to leave the profession all together. This is something that I need to be aware of within myself, as I have suffered with anxiety in the past and I have a habit of taking criticism personally.

With regard to the pupils in my future class, I feel that it is critical that I give the children chances talk about their feelings and emotions in various circumstances. I also agree with allowing children to ‘fail’ or ‘get it wrong’, as this provides opportunities for growth and learning. I am personally against the rise of the ‘everyone gets a medal at sports day’ culture that I have seen in some settings, as I feel that this is not reflective of real life. In the real world, there will be situations where you do not win or succeed. What is important is the way that we deal with this, learn from it, and move on.

 

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Conducting a little survey

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Ever since reading Hallam et al. (2009) ‘Trainee primary-school teachers’ perceptions of their effectiveness in teaching music’, I have been really interested in how confident primary teachers feel about teaching the subject.

I have spoken to a few teachers on my placement about this subject, and have found that some of them (even more experienced teachers) lack confidence and would prefer a specialist to lead this learning. I wondered whether this is a common feeling, and therefore have decided to open these questions up to a larger audience via social media. I created a simple survey with questions are based on those used in the Hallam study. These questions include:

  • How confident do you feel about teaching music?
  • How important is music to children’s learning?
  • Do you consider yourself to be musical? and
  • Do you think that music should be taught by a specialist?

I have never used this type of software, or conducted a survey in this way, so this will be an interesting learning experience for me. I hope that the responses will give me a greater understanding of how current primary teachers feel about the subject of music.

As I do not have experience with conducting a professional survey, I have ensured that all responses to my survey are completely anonymous and the results will not be posted, rather they will simply be used to inform my own professional understanding.

 

 

Reference

Hallam, S., Burnard, P., Robertson, A., Saleh, C., Davies, V., Rogers, L., and Kokatsaki, D. (2009) ‘Trainee primary-school teachers’ perceptions of their effectiveness in teaching music’ in Music Education Research, 11(2). http://dx.doi.org/10.1080/14613800902924508

 

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Music for Learning

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As I prepare for the beginning of my Learning from Life placement (tomorrow!) I’ve been doing some reading about music education and the value and impact it can have on children.

There have been many studies which have investigated the benefits of music education. Standley (2008) and Hallam (2010) report that well planned music activities can improve children’s language and reading skills, and Roden et al. (2012) found that musical experience can aid memory skills.

These studies appear within a wealth of other research. Here are 2 TED Talks which consider the impact of music on brain development:

 

I particularly enjoyed this TEDx Talk, where Richard Gill discusses the value of music education:

The key points that I took from this talk include:

  • Music education should be introduced with our young children;
  • This can take the form of  listening, focusing, and imitation, e.g. nursery rhymes;
  • Music is not prescriptive, instead it evokes, suggests, and implies;
  • Allows children to access a different way of thinking to the other curricular subjects;
  • The act of singing can have links with the development of literacy;
  • Music is worth teaching for it’s own sake;
  • Every child should have access to properly taught music education, from a properly taught teacher.
Image from pixabay.com

The last point interested me, as I have also recently read an article which explores how trainee teachers feel about teaching music. This study was conducted in England, however I feel that the findings will also apply within Scotland. Hallam et al. (2009)  agree that children have the right to a high quality music education, however the research shows that many trainee teachers and NQT’s feel unequipped and unable to teach this subject effectively.

The study showed that teachers who were able to play one or two instruments were more confident in teaching music, however this was a smaller percentage, meaning that in many classes and schools, music education is being neglected. Among other suggestions of more training and CPD for teachers in this curricular area, it was proposed that the use of specialist teachers, whether working independently or alongside the class teacher, could have a positive impact. Relating back to what Richard Gill said above; children should be provided with their music education from a properly taught teacher.

Image from pixabay.com

I have not yet decided whether this ‘properly taught teacher’ needs to be a specialist, or whether it can simply be a primary teacher who embraces music in the same way as any other curricular area. There are many of us on my course who would admit that we are less confident teaching maths, science, ICT… however we wouldn’t dream of avoiding these subjects! Instead, we must recognise that it’s our responsibility to continually develop our own professional knowledge and skills.

 

I hope that my Learning from Life placement will allow me to develop my own confidence and skills in teaching music. Despite being able to play 2 instruments, I currently lack confidence in this subject,  perhaps because I am not fluent at reading musical notation. My visit day has already helped me to feel slightly more confident as I was able to see the level at which the children were working, and how this was linked with the ‘figurenotes’ approach. During my placement, I will have the opportunity to work with a variety of music specialists, where I can observe and learn some of their techniques and teaching methods. While working with the children, I will also be able to practice working with sheet music and notation. I hope that this will improve my ability to teach my future classes, allowing them to benefit from the highest quality of music education that I can offer. I also hope that my musical experience may allow me to support other students and even teachers who lack confidence in this area.

 

Image from pixabay.com

“I would teach children music, physics, and philosophy; but most importantly music, for the patterns in music and all the arts are the keys to learning” – Plato

References:

Hallam, S., Burnard, P., Robertson, A., Saleh, C., Davies, V., Rogers, L., and Kokatsaki, D. (2009) ‘Trainee primary-school teachers’ perceptions of their effectiveness in teaching music’ in Music Education Research, 11(2). http://dx.doi.org/10.1080/14613800902924508

Hallam, S. (2010) ‘The power of music: Its impact on the intellectual, social and personal development of children and young people’ in International Journal of Music Education, 28(3). DOI: 10.1177/0255761410370658

 Roden, I., Kreutz, G. and Bongard, S. (2012) ‘Effects of a school-based instrumental music program on verbal and visual memory in primary school children: a longitudinal study’ in Frontiers in Psychology, 3. https://doi.org/10.3389/fpsyg.2012.00572

Standley J. (2008) ‘Does Music Instruction Help Children Learn to Read?’ in Applications of Research in Music Education, 27(1). DOI: 10.1177/8755123308322270

1 Prof. Values & Personal Commitment, 2 Prof. Knowledge & Understanding, 2.1 Curriculum, 3. Prof. Skills & Abilities, 3.1 Teaching & Learning, 3.4 Prof. Reflection & Commitment, Contemporary issues, Curriculum resources, edushare, Professional Studies

Quelle est le date ton anniversair

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https://www.youtube.com/watch?v=jcwcGwaS_2w

This song pretty much sums up my memory of learning a modern foreign language (MFL) at primary school. We learned it until we were blue in the face, and then sang it in an assembly to the rest of the school. I’m sure we did learn a few other basics (Bonjour, ca va, au revoir) but it is interesting to note that this learning didn’t take place until I was in year 6 (in England – the final year of Primary) and was taught by a specialist teacher.

Image from morguefile.com
Image from morguefile.com

Of course, it’s been a long time since I was at primary school (oof that makes me feel old) and approaches to education are ever changing. In Scotland, there is now the 1 + 2 approach which aims to ensure that children have the opportunity to learn a modern language from p1 (Education Scotland, Undated). This is slightly different in England, where languages are required to be taught in key stages 2-3 (ages 7-14) (Long and Bolton, 2016). The reason for beginning language studies at these earlier ages may be due to research which suggests that:

 

…an early start can result in early achievements such as improved communication skills, positive attitudes towards languages and cultures and heightened metalinguistic and metacognitive awareness… (Kirsch, 2012)

Primary teachers are expected to deliver lessons on modern languages, just as they are for all other areas of the curriculum. That being said, during my time on placement as well as the time I spent volunteering in a p2 class, I saw very little teaching in this area. This may be in part, because entry to teacher training degrees does not require a modern language qualification, and many people have not used those skills since they left school themselves. Not that I suggesting that I believe that candidates SHOULD have a higher modern language qualification (as that would mean rejecting many who could go on to be amazing teachers).

But for those of us that are perhaps a bit rusty/ lacking in confidence, we must work extra hard to undertake our own professional learning and development in order to provide the highest quality education to the children.

In order to support us in this professional development, the university is providing some MFL workshops. I am attending the French and Spanish workshops as I have studied French in the past (previously mentioned primary school and then a disastrous attempt at secondary school) and hope that this will give me a starting point to build upon.

Our first workshop session began with this video:

This grabbed my attention and immediately took me back to my time in nursery, where the children loved this song (the English version) and there were times when it was played on repeat. I really like the idea of using this as an attention grabber/ lesson starter as it is fun and a bit silly, and likely to get the children talking. They may also be able to make connections if they have heard the English version.

Throughout the workshop, Carrie demonstrated and had us participate in various active learning strategies. One of these was to watch and then repeat an action and french word (for example, Carrie would wave her hand while saying ‘Bonjour’ and then the class was expected to do the same). I felt that this activity was effective as there was lots of repetition, and the action added meaning to the word. The act of responding as a whole class, or even in table groups removed the fear of ‘getting it wrong’ and encouraged everyone to participate. There were also ways that this activity could be extended such as adding a ‘Simon Says’ competitive element.

At the end of the session, we were asked to devise an activity to reinforce talking and listening skills.

A simple activity which I feel I could use to develop these skills is to bring some simple instructional language into PE.

Image from pixabay.com

Stop/ Arrêtez

Go/ Aller

Left/ à gauche

Right/ à droite

Red/Rouge,   Yellow/Jaune,    Green/Vert  (Traffic Lights)

March/ Marchez

Jump/ Sautez

The teacher would likely begin by being the instructor, but children could also have turns to call out the words; reinforcing speaking skills. To check comprehension, the teacher could have the children shout out the meaning as they do the action. Once the children become confident, the teacher could also swap between giving the instruction in French or in English.

 

The workshop helped me to recognise that there are some big gaps in my knowledge. In order to continue to develop my own modern language skills I have begun using the website Duolingo. This teaches through various methods such as:

  • matching the picture and the meaning,
  • listening to words and phrases in the modern language and translating them into English,
  • And opportunities to test pronunciation using your computer’s microphone.

I don’t think that I will ever become a fantastically fluent French speaker, however I aim to learn enough to allow me to be confident when providing examples or modelling pronunciation to my class.

 

References

Kirch, C. (2012) Teaching Foreign Languages in the Primary School. London: Continuum. p4

Education Scotland (Undated) About the 1+2 Approach.

Long, R. and Bolton, P. Language Teaching in Schools (England) Briefing Paper. 

 

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The Internet is my Teacher

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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.

 

 

 

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To VARK or not to VARK, that is the question

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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

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Embracing technology

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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.

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There’s no avoiding the big issues

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None of us live in a bubble. This means that when I become a teacher, I must be prepared for the fact that my pupils will probably have access to the internet, social media and the news; and therefore will be exposed to the terrible and frightening incidents which take place globally.

The Eiffel tower, Paris (Image from morguefile.com)

This week, I came across AN ARTICLE (from the guardian) which talks about the way that primary teachers have broached the subject of the recent Paris attacks with their children. I was interested to find that both had used different approaches and methods, but the key messages and learning were the same.

The first teacher did not necessarily plan to bring the Paris attacks into her learning for the day; however when a child spoke about it, she recognized the opportunity to address some fears and, even more importantly, some misconceptions:

“I asked the children who they thought Isis were and why they had attacked France,” she says. “Sadly some children said they acted in this way because they were Muslims; that Paris was ‘just the start’ and that Isis was planning to poison our food and water.” (The Guardian, 19th Nov 2015)

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It is really disturbing to find that children are struggling with such horrible ideas, and if these are not addressed then negative attitudes towards others may continue to grow into prejudice, discrimination and racism.

 

The article continues to talk about another teacher who wanted to cover the aspects that he felt to be essential, without being specific to the real-life incident. This teacher spent time with his children; learning about the various different religions and discovering what they are about:

Instead, they talked about the origins of children’s names and how many come from Christianity, Judaism and Islam. They then discussed what these religions all represent: love and peace. “We talked about the value of respecting other people and respecting where they are from. We had a really positive discussion,” he says. (The Guardian, 19th Nov 2015)

I think that both of these teachers show integrity and strength by taking it upon themselves to bring the atrocities of the Paris attacks into their teaching in one way or another when it may have been easier to avoid the topic altogether. I know that I would be very nervous about saying something which could offend or upset. Knowing this has made me realize that it is critical that teachers are well informed and mindful of everything that they are telling the children.

Despite being located in England, the lessons of these teachers clearly uphold the principles of the Curriculum for Excellence. One of the four capacities of the curriculum is for children to become Responsible Citizens; involving an understanding and acceptance of the beliefs and cultures of others. The principles and practice section of the Religious and Moral Education section of the curriculum also states that:

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Through developing awareness and appreciation of the value of each individual in a diverse society, religious and moral education engenders responsible attitudes to other people. This awareness and appreciation will assist in counteracting prejudice and intolerance as children and young people consider issues such as sectarianism and discrimination more broadly. (Education Scotland)

 

Overall, I have learned that if I want to be a good teacher, it is important that I can approach and discuss difficult topics. I must be able to consider the impact of my own and my pupil’s attitudes while being aware of the negative portrayal of others through sources such as the media or even sometimes from family. I will strive to create an open and honest classroom culture where children feel safe and able to ask questions and discuss their anxieties, but will also encourage acceptance and respect; reinforcing that everyone is an individual.

 

Sources:

The Guardian: Open, honest, reflective: how teachers are handling questions about the Paris attacks (19th Nov 2015)

Education Scotland: Curriculum for Excellence Experiences and Outcomes

Education Scotland: The Purpose of the Curriculum

 

1 Prof. Values & Personal Commitment, 1.4 Prof. Commitment, 2.2 Education Systems & Prof. Responsibilities, 3.1 Teaching & Learning, 3.4 Prof. Reflection & Commitment, Contemporary issues, edushare, My educational philosophy

Fat Letters

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I was shocked to stumble across this article on the TES website. It applies to English Primary Schools but I feel that it is typical of the blame and shame attitude of today’s society.

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The article describes how some teachers have been sending home ‘fat letters’ to inform the parents that their child is overweight. However (surprise surprise) this has not been found to be effective and health officials are now calling for it to be stopped.

Now, I’m not arguing that obesity is not an issue within the UK, the statistics clearly show that a large percentage of our children are overweight and this is a real concern for their health. My issue is that, of all the letters that were sent out;

Half (51 per cent) understood its purpose, while 20 per cent had received information as a result of the programme that had been useful in helping their child lose weight. (TES reporter, ‘Fat Letters’, Nov 2015)

This means that half of the families who received this letter did not even know why they were being contacted and even less were prompted to take action from it. In a way, this relates to my earlier post about feedback. It seems to me that these letters are likely to cause feelings of embarrassment, shame and guilt however, the statistics above suggest that they fail to provide the necessary information or guidance to allow the parents and child to tackle the problem.

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The article also makes suggestions about more effective ways to approach the obesity issue, including healthy food vouchers and more access to after school clubs.

I feel that although steps have been taken including a focus on ‘Health and Wellbeing’ in Scotland, it is still vital that we as educators place higher importance on teaching children and families about healthy lifestyles and providing opportunities for children to be involved in healthy, active activities. In my opinion, the development out outdoor learning experiences is an extremely valuable tool in fostering a love and enjoyment out exercise. This is embraced within many early years settings however opportunities are less within primary schools. This may be due to time restraints of lack of outdoor environments that are considered suitable.

I hope to be able to encourage and promote this style of learning as I begin my teaching. I have been reading a wonderful book entitled ‘Dirty Teaching’ which is a practical guide to taking your school lessons outside – packed full of really useful advice as well as ways to approach challenges that may arise. I hope that my passion and enthusiasm for outdoor learning will be a positive influence to the children as well as with the teachers and staff that I will be working with.

1 Prof. Values & Personal Commitment, 1.4 Prof. Commitment, 2 Prof. Knowledge & Understanding, 2.2 Education Systems & Prof. Responsibilities, 3. Prof. Skills & Abilities, 3.1 Teaching & Learning, 3.4 Prof. Reflection & Commitment, Contemporary issues, edushare, Professional Studies

Professionalism

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One of the key messages that I took from this video is that an exceptional teacher is one who is truly passionate about what they do. A passionate individual who takes pride in their job will not be satisfied just doing the bare minimum. They will be dedicated and motivated to continually grow within their own skills and knowledge so that they, in turn, can support others.

Another point which I found interesting was that this video makes comparisons between doctors and teachers. It isn’t common to think of teaching as being as vital as medical care but without a sound education, an individual’s life chances may be severely damaged. In the same way as with doctors; teachers cannot work half-heartedly or even have an ‘off day’ as this could have a potentially irreversible impact on the pupils.

Teamwork is highlighted as an essential element within both professions. I think that a professional needs to be willing to seek and accept help from others as well as providing help and support where needed. It is only through this teamwork and interdisciplinary working that pupils can be given the greatest opportunities throughout their education. A professional teacher cannot be selfish. There is a lovely example of this on the above video where a teacher learns of new methods about teaching maths. Instead of keeping this to herself, perhaps seeing the benefit within her pupils and receiving praise for herself; she shares the information with others. This leads to a team of teachers who are all able to provide superior lessons and teaching to their pupils.

Finally, a professional teacher must strive to keep up to date. The GTC standard for career-long professional learning says that a teacher is:

Committing to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice

There is continual research and new findings which impact education, however if a teacher does no embrace new ideas then they cannot provide the highest quality of education to their pupils. While working within nurseries, I witnessed a changed from Continuing Professional Development (CPD) to Career Long Professional Learning (CLPL). This emphasises to me the fact that a teacher can never stop their personal learning and development.

 

This video shows that the idea of being ‘professional’ involves a wide variety of issues.

Miss Catherine Long mentions the teacher’s role within a society. She points out that benchmarking and statistics which are available to anyone who wishes to see them causes added pressures on teachers as they are being compared and valued by their ability to make their pupils pass tests.

Mrs. Nursen Chemmi reinforces the importance of professional, appropriate behavior. Teachers act as role models for their pupils and displaying desirable traits within themselves will reinforce these behaviours within the children. I believe that this does not refer to the classroom only, rather that teachers should conduct themselves in a professional manner in any situation where they are in public. (This connects with my previous post about social media.)

Mrs Colleen Walsh adds that teachers must be non-judgmental. It is not appropriate to treat a child differently according to their home situation. This does not mean that the teacher should be ignorant of the situation or even ignore it; they should instead aim to support every individual child while being mindful of any issues or potential challenges.

Mrs Erin Smith talks about the importance of communication. This is connected with teamwork and interdisciplinary working. She also makes the link between effective communication and relationships, saying that this professional manner will allow teachers to help parents, families and pupils.

 

 

 

1 Prof. Values & Personal Commitment, 2.2 Education Systems & Prof. Responsibilities, 3.4 Prof. Reflection & Commitment, Contemporary issues, Digital skills, edushare

Professional and personal social media

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Following a really important albeit slightly terrifying input from Derek yesterday, I have been reflecting on the use of social media both within a professional and personal context.

I can see why some teachers may choose to have separate accounts for their personal and professional lives. Using just one account for both could be seen to be risky; if privacy settings are not carefully monitored, you could be allowing others into areas which you may not want on display. This was the case for some unfortunate primary school teachers recently, who enjoyed a night out and, as many of us do, decided to post the photos onto facebook. Sadly, these photos were seen by a student who proceeded to distribute them. Such photos can call into question a teacher’s ‘fitness to teach’ and can also destroy their good reputation among pupils, parents and colleagues; a reputation which may have taken years to build up.

Another aspect that must be considered when using social media is casual comments. When posting a status update intended for friends, it may be easy to speak in a way which could be taken completely differently by an outsider. The GTC Scotland have identified this risk and therefore suggest: “Teachers (therefore) need to be alert to the risk that actions which might, on the face of it, seem quite innocent can be misunderstood and misconstrued by others.”

This article reinforces the idea that professionals should think carefully before posting anything online. The phrase that struck me is “Once it’s out there, it doesn’t come back.” 

After reading these articles, I decided to check my own social media pages. I currently use 2 social networking websites: Facebook and Twitter.

When checking my Facebook profile I felt reasonably confident, as I take care in the way that I portray myself and what I post online. I have decided that I do not want pupils or other people to be able to find me and therefore have changed the name on my account. I also used the Privacy Check-up option to ensure that all of my posts are private and that I cannot be tagged in any other posts without my knowledge. I was surprised to find how many aspects of my profile are automatically made to be public unless I specifically go to change them. I found this site to be a useful resource because it points out any aspects that you may not have considered and gives instructions as to how the audience for such posts can be altered.

My Twitter account (@EarlyYearsIdeas) is purely for professional purposes. I started using it while I was working within nurseries as a way to share ideas and good practice with other early years workers. I enjoy using twitter as it has allowed me to become a part of various communities, follow relevant ‘hashtags’ and even host some evening chats. I feel that this is a brilliant way to share, encourage and support others who are working within the education sector and I have been truly inspired by the passionate individuals who I have connected with from around the world. Here is a wonderful blog post about connecting on twitter and one of the discussion evenings that I am regularly involved in.

 

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The media often portrays social media in a very negative way, highlighting the dangers and minimising the benefits. I do believe that children, as well as their families, must be made aware of the potential dangers of online communication however I do not feel that these dangers should cause us to shy away from a potentially engaging and inspiring resource.

I have seen many positive uses of social networking in a professional sense. Numerous classes, schools and youth groups now have their own websites, blogs, facebook pages or twitter feeds in order to communicate with members and share information. Within a school this can be used to inform parents about what the children are learning, allowing an insight where before only a snapshot would have been available at parents evenings or on report cards.

It is clear that schools are beginning to recognise the importance of teaching children about online threats. This article from Herald Scotland introduces the idea of a formal award taught to older children. While I think that this is a step in the right direction, I strongly believe that safe habits and an awareness of dangers should be taught to children from the moment that they begin accessing the internet independently. Younger and younger children are now possessing their own devices meaning that cyber safety is an area which primary teachers must be able to address with confidence.

While conducting my reading, I came across this page with links to social networks for younger children. I think that directing children towards other sites such as these, away from the widely used ones such as facebook and snapchat could help to avoid some of the dangers young people face however the threats will never be completely eradicated.

I believe that, in order to be effective teachers, we cannot keep our heads in the sand when it comes to social networking and the internet. If a pupil is experiencing an issue or is looking for some advice, it is our responsibility to help them and this is only possible if we have a good understanding of what they are going through.

1.1 Social Justice, 2.2 Education Systems & Prof. Responsibilities, Contemporary issues, edushare

School Uniforms

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After a recent Sociology lecture, I have found myself considering the value of school uniforms. Previously I had seen that there are some benefits; children feeling a sense of community, looking smart while having an attitude of learning and a sort of equality that comes from looking the same. But now I have begun to wonder; is it really equality? Even when the school requires everyone to wear black trousers, isn’t it still obvious which children’s parents took them straight out to M&S and which children received their siblings’ old hand-me-downs?

So if not equality, then are the uniforms for the sake of affiliation and pupil pride in their school? If that’s the case then wouldn’t it be better for the children to feel connected by shared school values and a strong sense of community? In my opinion the only way to make the children feel pride is to give them a school that they are actively involved in. A uniform cannot ensure that pupils take responsibility and action. It is more likely to demotivate as children may not feel appreciated as the unique person that they are.

Kolk, Melinda. 20150824_122159.jpg. August 2015. Pics4Learning. 21 Oct 2015 <http://pics.tech4learning.com>

I can see how some sociological theorists have connected the school uniform to later working life. When the children become part of ‘the system’, they may need to make compromises; to look in a way that others deem acceptable. But even within these constraints, we as adults are able to show some individuality and personality through our appearance. An example of this is in a formal interview situation. There are clear ideas of what clothing and presentation is expected, however if there were 3 female applicants; one may wear a dress, one may wear a skirt and one may wear trousers.

How a person dresses can have a large impact on how they feel about themselves. It can also affect their physical comfort. While in senior school, I was expected to wear a shirt and tie which I found to be incredibly uncomfortable. I remember in certain classes, if I had to turn my head for long periods of time (maybe to see the board), then the collar of the shirt would dig into my neck. I can’t help but wonder if I could have absorbed the information a bit more effectively if I was feeling comfortable within the classroom.

Education Secretary Angela Constance is suggesting a re-think about school uniforms following concerns raised by those who run Back to School banks, providing uniforms to pupils who may not otherwise be able to afford them. There has been a suggestion that a standardised Scottish school uniform should be introduced. This could be a simple black and white uniforms with the option of sew on badges or coloured ties in way of identification. Personally, I feel it would be better for the schools to consider the true reasons for their uniforms. Many of these reasons will be about tradition, but in a society where we are continually changing and developing; perhaps it’s time to scrap these old traditions and try something new, for the benefit of the children’s learning.

Instead of creating a whole new uniform; allowing pupils to wear their own clothing may help those families who are suffering poverty as it could mean that they can avoid the extra expense of buying additional clothing such as expensive blazers and ties.

Find the article about standardised Scottish school uniforms here.

3.1 Teaching & Learning, 3.2 Classroom Organisation & Management, Contemporary issues, edushare

Get the children outdoors!

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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