Category Archives: Professional Studies

1 Prof. Values & Personal Commitment, 3.4 Prof. Reflection & Commitment, My educational philosophy, Professional Studies

My Philosophy

January 9, 2018 User deactivated Leave a comment

During this semester, I am being encouraged to think about my personal philosophy of teaching. Within my first ever post, I wrote a short paragraph about the type of teacher I’d like to become – here’s what I wrote:

What kind of teacher do I want to become?

During my time working in early years settings, I have come to understand the importance of strong bonds and relationships between adults and children. I have found that the best practitioners are those who are open, honest and have a true interest in what the children and their families have to say. I hope to bring these skills to my work within the classroom and to become the kind of teacher who allows every pupil to feel valued and listened to.

My work within the nature nursery has opened my eyes to the many benefits of outdoor learning, from greater concentration and focus to creative skills and health and wellbeing. This is an area which I have found a great passion for and would like to continue as I begin working with older children.

Finally, I feel that I am an enthusiastic and positive individual and I would like to become the type of teacher who other staff can approach for support, ideas and guidance where possible. Within a School setting, no teacher is an individual and everyone is working with a common goal which is to provide children with the greatest possible experiences and opportunities throughout their education. I hope that in the future I can be a valuable member of any team that I am a part of.

I still strongly believe in the importance of relationships. I feel that the best learning takes place when pupils feel valued, safe, encouraged, and supported. This relates to Maslow’s hierarchy of needs, where children need to have the strong foundations of their physical and emotional needs being met before their can progress on to achieving their full potential.

I also continue to value outdoor learning, however I have now developed this in that I strongly feel that pupils should be provided with a range and variety of learning experiences and activities. This is because every pupils is an individual with their own needs, interests, and preferences, and by providing different types of activities a teacher can help to support these.

I believe that children learn best through being actively involved in their learning. There is a quote which floats about the internet which sums up my feelings on this:

Tell me and I forget,

Teach me and I remember,

Involve me and I learn

(This quote has been attributed to various different people including Benjamin Franklin).

I have attempted to write an updated teaching philosophy:

I believe that learning is a lifelong process which is as much about the journey as it is about the end goal.

My role as a teacher is to provide learning environments and experiences that will motivate, inspire, and challenge pupils. I hope to provide my pupils with a safe and secure classroom environment where all learning and attempts at learning are valued, and that mistakes are seen as a positive (even by the teacher!) I also aim to value each child’s individuality (in personality, interests, and learning needs) by providing a variety of learning experiences and activities ranging from written work in jotters, to ‘risky’ outdoor play.

I hope to be able to provide my pupils with the skills that the need to succeed within education, and also throughout their lives. This includes problem solving skills, critical thinking, and the ability to question information. I also hope to promote resilience by allowing children to ‘fail’ and make mistakes, as well as try things out for themselves and take risks.

My role as a teacher will vary from leading the learning and playing a very active role, to stepping back and playing a supportive role while scaffolding children’s discovery. I will also aim to be a positive role model for my pupils; getting excited by learning and engaging with the activities and experiences where appropriate.

Some of my further beliefs about teaching and learning:

There’s nothing wrong with a noisy classroom, as long as it is productive noise,
Children need opportunities to talk to support their thinking,
Children also need opportunities to work with others, in mixed ability groups (even across age/ class groups)

I fully expect that this philosophy will be updated and changed again many times as I continue through my training and teaching career. This is because teachers should never stagnate, and must consider new evidence, strategies, theories, and methods. That being said, there are aspects of my philosophy which have developed over years of experience of working with children, and some that are linked with my personality, and therefore these are unlikely to change.

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, edushare, My educational philosophy, Professional Studies

Outdoor Learning

November 26, 2017 User deactivated 1 Comment

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.

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.

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,

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.

1 Prof. Values & Personal Commitment, 1.4 Prof. Commitment, edushare, My educational philosophy, Professional Studies

Looking Ahead

August 29, 2017 User deactivated Leave a comment

I can hardly believe it! 3rd year is almost here, and this is the point where all my hard work starts to count towards my final qualification!

My first 2 years at university have been brilliant so far, and I have learned so much – not only about the course content, but also about myself. I’ve discovered that I really enjoy learning, and (for the most part) I find assignments to be positively challenging.

Before I began 2nd year, I wrote a post with the following goals:

1.Continue to get involved in extra activities and opportunities (beginning with being a ‘buddy’ for the new MA1’s.)

2.Continue to work hard to achieve the grades that I want.

3.Approach my Science elective with a positive attitude and open mind (despite being a little nervous about it as science is far from my favourite subject!)

4.READ! Read and read and read and read some more. I was beginning to get better at this during MA1 but feel that I can manage my time better to ensure plenty of time for extended reading. I particularly want to read more journals and academic writing.

5.Find a Learning from Life placement which will be challenging with plenty of transferable skills.

Reflections

1. I feel that I have achieved my first target, as I have attended 2 #Pedagoo events and am looking to work with a few course-mates to perhaps arrange an event of our own at the uni.

There have been some barriers to this goal; Although I signed up to be a buddy, and attended the first meeting session, I have not found any opportunity to work with or support the first year students.

Another barrier is that I moved house, from Dundee to Fife, in November. This move has made it more difficult to attend extra-curricular activities such as the Christmas choir. Now that I am more settled and have worked out travel arrangements, I hope that I will be able to get involved again.

2. I have continued to work hard and have mostly achieved the grades that I aim for. There was only one assignment which resulted in a lower grade than I’d hoped, but after discussing this with the marker, I was satisfied that I had been ‘on the verge’ of my preferred grade, and I could see how I could improve my work in the future.

3. I am not sure whether I achieved this goal. I attempted to embrace my science elective, but found it very difficult. I felt that the content and delivery was slightly more aimed at those who had more of a science background than myself (I haven’t done science since high school – and that was 14 years ago!) Never the less, I worked hard and was able to pass the assignment.

4. I have definitely begun to read more around all of my subjects, using the ‘big picture’ documents to guide me towards academic journals and other additional reading. Despite this, I feel that I could continue to improve this, and I have begun to read even wider, including literature which is not necessarily on the reading list or directly related to my modules, but which I feel will support me as a teacher.

5. Now this is a goal which I can confidently say I have achieved! I was thrilled to find a learning from life placement which was interesting, challenging, and incredibly rewarding.

Goals for MA3

Become my own kind of teacher. In other words, I want to be the kind of teacher that I want to be! In my first placement I very much imitated my mentor teacher – due to anxiety about the year group, and about teaching in general. Now that I have had more experience, and have built up my professional knowledge in a variety of areas, I feel that I am more able to approach teaching in my own way (See my next post where I consider what this means).
It also helps that my MA3 placement is in the ‘Early Years’ area of primary, which is the age group that I am most comfortable with. In order to achieve this goal, I need to really think about the kind of teacher that I am going to be – but that is a topic for another post!
Be more experimental. I recently read a blog which gave advice to student teachers. One of the pieces of advice was to try things out and be experimental, as now is the time to give things a go! This has struck a chord with me, and also links with my first point. I don’t want to be a ‘worksheet’ teacher. I really want to connect with my class and give them experiences (and learning) that will engage, inspire, and stay with them.
Keep on reading! I have begun to keep a record of literature that I have read/ want to read for my own professional development. This is not necessarily reading which is directly linked to the course, assignments, modules, or lectures, rather it may be books recommended by teachers on twitter, or blogs that I come across during my general browsing.

2 Prof. Knowledge & Understanding, 2.1 Curriculum, 2.3 Pedagogical Theories & Practice, 3. Prof. Skills & Abilities, 3.1 Teaching & Learning, Contemporary issues, Curriculum resources, edushare, Learning from Life, My educational philosophy, Professional Studies

Music for Learning

March 12, 2017 User deactivated 1 Comment

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.

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.

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.

“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

October 11, 2016 User deactivated Leave a comment

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.

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.

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.

1 Prof. Values & Personal Commitment, edushare, My educational philosophy, Professional Studies

Reflecting and Looking Forward

September 8, 2016 User deactivated 1 Comment

After a seemingly endless summer, it’s almost time for me to get stuck into second year!

With that in mind, I thought that this is a good time for me to reflect on the last year, and think about what I want to achieve and get from MA2.

Thinking back (MA1)

My first year at university was an absolutely fantastic experience. I met lots of new people and started to find my feet in the new academic setting. I worked hard to complete essays and assignments, read about all sorts of theories and strategies, attended lectures and shared via social media. Despite all of that, I think that the most challenging and rewarding experience of the whole year was my first teaching placement.

It’s impossible to know what to expect when you go into a school as a student teacher. What will the school be like? What kind of resources will they have? Will my teacher be supportive? Will I get on with the class? Am I ready for this?? I was additionally nervous because I was going into a P5 class – a big step from my comfort zone in the Early Years. Luckily, during my observation weeks I quickly found that my class teacher was incredibly patient and supportive, and the class (though a bit hyper and excitable) were a fantastic bunch of children.

So… What went well?

Aspects of this first placement that I felt were successful include:

Building relationships with the pupils:

My placement school placed high importance on supporting the whole child while considering their individual situations and needs. During placement, I really enjoyed spending time with each child finding out about what they enjoy and their current abilities. I attempted to use the little details that I found out in conversations and lessons; ensuring that the children knew that I had listened to them (for example, asking a child how they got on at their first Karate lesson the night before).

As I got to know the children, I also began to think about ways in which I could support them during teaching and learning. As well as more formal differentiation and support strategies, I also thought about the children who were perhaps a little shy to contribute their ideas, and so planned more opportunities for partner talk or thinking time to support them.

Working with others:

During my placement, I had the opportunity to work with many talented and passionate individuals. I worked closely with my class teacher, discussing all aspects of my practice as well as the children’s needs and development. I also worked with other teachers in the school and witnessed how the team works together to support each other. An example of this were the staff in the nurture room, who worked closely with some children in the school. I observed my class teacher speaking and sharing with these staff regularly in order to support the pupils in the best way possible. I witnessed staff sharing teaching ideas and providing guidance to each other, and I became part of this – sharing the resources which I had put together for a lesson with another class.

I was inspired by the commitment of all staff within the school. Almost every teacher was involved in some sort of extra curricular club – either at lunch time or after school. I tried to become a part of this by helping at art club on a Wednesday at lunch time, attempting to plan a few simple activities. If the placement had been longer then I would have liked to become more involved in this, planning more interesting and exciting activities which could be completed over a few weeks.

Planning engaging and interesting lessons:

This was perhaps my favourite part of the whole experience. I thoroughly enjoyed planning for lessons which would grab the children’s interests and engage them with various learning activities. I worked hard to prepare resources and experiences which involved practical, active learning, discussion, investigation and times for group/pair/individual work.

My favourite lesson was entitled ‘Character Detectives’ and was developed from an idea which I’d come across online. This lesson involved the children working in their tables groups to decipher clues to provide them with information about a character. Each table had a box with items inside such as fake text messages, family photographs, plane tickets, junk food wrappers… Once the children had looked at all of their clues and discussed together the meaning behind each one, they were then required to write a paragraph about that character. I felt that this lesson was very successful as the children were engaged and had lots of imaginative and creative ideas. I had made sure to place the focus of the lesson onto the discussion parts, as I have read that the best creative writing happens when children have had the time to talk through their ideas.

Delivering this lesson has given me some insight into the type of classroom that I hope to have in the future. I want to encourage the type of environment where children can share and explore ideas together, being creative and supportive of each other.

Areas for development

There were many challenges for me during this first placement. I felt that there was a lot to learn and at times it felt a little overwhelming. I quickly learned to start using my time wisely and making the most of any free moment at school.

Timing and Pacing:

I knew that this would be a challenge when I began this placement, as I am used to working in

nursery settings where children have the whole day to work on activities and skills. In a primary school however, this is not the case – and lessons occur in very short blocks! I found that I regularly had to change my plans, particularly my plenaries due to a lack of time at the end of the lesson. This also affected my pacing in terms of the ‘teaching’ sections of my lessons, and I found that an over-awareness of time caused me to rush.

I tried a few different methods to address this issue such as writing key times onto my plan and online timers, however this continues to be an area that I will work in in future placements. I hope that through experience, I will be able to better judge how long each part of the lesson will take.

Classroom and behaviour management:

Every class in every school has different behaviour challenges to deal with and my placement class was no different. There were a few challenging characters, but mostly the class were just a little excitable and hyper.

I worked hard throughout my time in the class to develop my ability to manage behaviour, using the strategies in place at the school. Some of the methods which I found effective were non-verbal gestures and cues, warnings and positive praise. My class teacher advised me to develop my use of tone of voice to make it very clear when I am being serious/ stern.

Throughout my placement, I was supported, advised and encouraged by my class teacher and my university tutor. I feel that I learned so much which I can take away and use to positively influence my next teaching placement.

Looking forward (MA2)

I have set the following goals for MA2:

Continue to get involved in extra activities and opportunities (beginning with being a ‘buddy’ for the new MA1’s.)
Continue to work hard to achieve the grades that I want.
Approach my Science elective with a positive attitude and open mind (despite being a little nervous about it as science is far from my favourite subject!)
READ! Read and read and read and read some more. I was beginning to get better at this during MA1 but feel that I can manage my time better to ensure plenty of time for extended reading. I particularly want to read more journals and academic writing.
Find a Learning from Life placement which will be challenging with plenty of transferable skills.

2 Prof. Knowledge & Understanding, 2.2 Education Systems & Prof. Responsibilities, 2.3 Pedagogical Theories & Practice, 3.1 Teaching & Learning, 3.2 Classroom Organisation & Management, 3.4 Prof. Reflection & Commitment, Contemporary issues, Digital skills, edushare, My educational philosophy, Professional Studies

The Internet is my Teacher

March 25, 2016 User deactivated 1 Comment

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.

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.

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.

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.

1.4 Prof. Commitment, 2 Prof. Knowledge & Understanding, 3.4 Prof. Reflection & Commitment, Digital skills, edushare, My educational philosophy, Professional Studies

Social Media for Teachers

March 23, 2016 User deactivated Leave a comment

Recently, I was lucky enough to be asked to host #ScotEdChat. This is an hour long Twitter discussion, where teachers and other professionals can share their thoughts and ideas on a given topic. Our topic was the use of blogging and social media in a professional context.

(Click the image to read the ‘Storify’ log of the evening’s tweets).

#ScotEdChat was a brilliant experience with a lively chat. Many people participated by Tweeting about their own experiences with social media and blogs, both personally and professionally.

Following the chat, I’ve been thinking about the value of social media and online digital spaces for the purpose of shared professional practice. The Standards for Registration (GTCS) note the importance of sharing and collaboration. This can be seen in Professional Values and Personal Commitment:

Engaging with all aspects of professional practice and working collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.

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

and also in 3.4.2. Professional Reflection and Communication:

Adopt an enquiring approach to their professional practice and engage in professional enquiry and professional dialogue.

As a student teacher, I feel that any support, advice, guidance and ideas which I can gather from experienced professionals is invaluable. Of course, these can come from my lecturers and teachers in my placement schools; but why not extend my knowledge even further by discussing pedagogy with teachers and experts around the country or even around the world? That’s where Social Media comes in.

There are numerous different forms of Social Media which a teacher may wish to become involved in:

Facebook

Facebook is a site where users create a profile and can share statuses, photos, videos, links etc with other users.

Pros: As you probably know, Facebook is hugely popular and widely used. In 2013, 28.9 million UK users accessed the social network (statistica.com) and this number is projected to continue to grow. Facebook includes groups which can be public or private. Some teachers choose to share ideas for activities as well as teaching advice through these groups. Here is a list of some teaching Facebook groups.

Cons: While many people like to use Facebook for personal use. There are concerns about privacy on the site and it is vital that teachers take precautions to protect themselves online.

Pinterest

Pinterest is a site where you can ‘pin’ articles, pictures and information from all over the internet. This creates a virtual ‘pinboard’ with images that link to the original source website.

Pros: Pinterest is a great tool for teachers as you can gather resources and ideas for lessons. It’s also very visual, which appeals to people (like me) who like to browse images.

Cons: Although it is possible to send messages to other users, Pinterest lacks the social element which some other sites possess.

Yammer

Yammer is accessible to anyone with a glow login. This means that it can be used by teachers, professionals and pupils alike. It is a space where individuals can share posts and links; enabling collaboration as well as discussion.

Pros: ‘Public’ posts are still only viewable by other glow users. This may be appealing to those who are not comfortable sharing with everyone on sites such as Twitter. Yammer also includes groups and hashtags so that posts can be directed to specific audiences. One major advantage of Yammer is that it can be a place for pupils to connect and share.

Cons: Although it is growing, Yammer is still relatively small. This means that there is currently less sharing than on larger sites such as Facebook and Twitter.

Twitter

Twitter is a place where you can follow other professionals, creating a ‘feed’ of their posts. You can also share short, 140 character, updates including text, links or media.

This is my personal favourite social media site to use on a professional basis. As an Early Years Practitioner, I have engaged with thousands of like minded individuals and have found twitter to be an invaluable resource. As a student teacher, I am continually discovering useful articles which others have shared.

Pros: Twitter is a popular website for teaching professionals to connect and share. Hashtags are used to collect ‘tweets’ together (for example: all tweets with the hashtag #uodedu appear in one search/ list) and this is the way in which twitter chats are organised. With millions of users, Twitter allows individuals to easily connect with practitioners all around the globe.

Cons: Twitter can be a little hard to get into – with chats being fast paced, as well as many people using short-hand (due to the 140 character limit) and specific lingo. It can appear daunting for new users.

If you’re interested in Twitter but haven’t signed up, you might be interested in my little starting out guide.

Why use social media at all?

One of the wonderful things about social media is the accessibility. Around 76% of adults in the UK own a smartphone (deloitte.co.uk, 2015) which means that they can access the internet (and social media sites) almost 24/7. Whereas in the past, a teacher may have had to wait until the next day to ask the advice of a colleague, they can now post a question onto Twitter/ Yammer/ Facebook etc and often receive an answer very quickly.

Another positive aspect of professional sharing and connecting in this way is the support which teachers can offer each other. It is no secret that teaching is a difficult profession, but having a large support network of like-minded individuals can help to reassure and encourage.

Professionals in the education sector are required to undertake continual professional learning such as attending training courses or professional reading. I have also seen professionals in the Early Years sector using Twitter chats as CPD – keeping records of the conversations using Storify and then recording their own reflections. I feel that this could be a valuable additional resource for teachers.

Finally, becoming involved in social media can allow teachers to keep up to date with current issues, legislation and changes to the curriculum. As students; even if we do not yet feel in a position to comment on these issues/ changes; it is essential that we remain informed while beginning to develop our own professional opinions.

It must be noted that not everyone is convinced about using social media as a tool for professional development. Pregio (2011) writes that “perception and usage of social media varies wildly, and due to the inherently fluid and malleable nature of the platforms themselves we are still in the process of assessing all their possibilities.”

During #scotedchat, it was mentioned that some people do not feel comfortable putting their own opinions and perspectives out there. HERE is a wonderful blog post from Susan Ward, who discusses the fear and unpleasantness associated with negative comments, feedback and even bullying over the internet. This anxiety is an idea that many of my fellow students have explored when discussing feedback on our ePortfolios. I can fully sympathise with this as I often worry about what others think of me, and whether I am ‘good enough’. However, I feel that in order to develop and grow as professionals, it is important that engage with important issues. During another chat, last night, this issue was again raised and the common consensus was that very often there is no RIGHT answer or 100% correct way of doing things.

As teachers, it is our responsibility to prepare pupils for life and the wider world of work. In today’s society, this increasingly involves the use of digital technologies as well as social media. I believe that, In order for us as teachers to be able to engage and support students, it is essential that we have an understanding of the tools ourselves. While I am confident with some aspects of these, I know that there is much more that I can learn. In my next post, I will explore some of the uses of digital and online resources in primary schools. I look forward to discovering more of the Office tools through Glow, while reflecting upon how I may use these resources to further teaching and learning in the classroom.

When using social media, it’s essential that teachers and professionals conduct themselves in an appropriate way. NASWUT (The teachers’ union) provides these guidelines for social networking.

References:

GTCS: Standards for Registration

Deloitte: Mobile Consumer 2015

National Education Association: Can Tweeting help you teaching?

Preigo, E. (2011) How Twitter will revolutionise academic research and teaching. The Guardian.

Scottish Government (2013) Skills Agenda

Statista: Number of Facebook users in the UK from 2012 to 2018

1 Prof. Values & Personal Commitment, 2 Prof. Knowledge & Understanding, 2.3 Pedagogical Theories & Practice, 3. Prof. Skills & Abilities, 3.1 Teaching & Learning, 3.2 Classroom Organisation & Management, 3.4 Prof. Reflection & Commitment, Contemporary issues, edushare, My educational philosophy, Professional Studies

To VARK or not to VARK, that is the question

February 25, 2016 User deactivated 2 Comments

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:

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

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.

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

2.1 Curriculum, 3. Prof. Skills & Abilities, 3.1 Teaching & Learning, 3.3 Pupil Assessment, edushare, Professional Studies

Through the wardrobe and into lesson planning

February 5, 2016 User deactivated 6 Comments

Currently, I am in two minds about lesson planning. Part of me enjoys the creativity of coming up with ideas that will (hopefully) engage and inspire the learners, while the other part finds it very challenging to figure out how these ideas will work in practice. Of course, I realise that this will become easier in time, and also when I am planning for a class of real children, rather than hypothetically which has previously been the case.

With that in mind, I attempted to complete the Language TDT while thinking about the primary 5 class that I will be working with on placement. Our task was to create a lesson plan, based on a children’s book, which would meet the following outcome:

I can:

discuss structure, characterisation and/or setting
recognise the relevance of the writer’s theme and how this relates to my own and others’ experiences
discuss the writer’s style and other features appropriate to genre.

ENG 2-19a

The novel that I chose for this lesson plan is the wonderful: The Lion, The Witch and The Wardrobe by C.S. Lewis. I decided to plan an introductory lesson, while focusing on just one aspect of the learning outcome – setting.

Within the first chapter of the book, the character of Lucy stumbles into the magical land of Narnia. C.S. Lewis describes her journey through the wardrobe and into another world. My lesson plan involves reading this section and noticing the description given. The children must then use the description to draw their own interpretation of what Narnia may look like. They would then write their own brief description.

As with my previous attempts at planning, I found the Plenary section to be difficult. When I go into my school placement I will observe how the class teacher finishes her lessons and will try to incorporate some of her methods.

I am looking forward to planning lessons that will be implemented as I feel that putting it into practice will allow me to further grasp how timings and assessment methods work.

1 Prof. Values & Personal Commitment, 2.2 Education Systems & Prof. Responsibilities, 2.3 Pedagogical Theories & Practice, 3.4 Prof. Reflection & Commitment, edushare, My educational philosophy, Professional Studies

Upstart Scotland and the power of play

January 28, 2016 User deactivated 2 Comments

Earlier this week, I attended the launch of the Upstart Scotland campaign. This is a campaign aimed at raising the starting age of children into schools to 7 years; following the example of many high achieving countries such as Poland, Estonia and Finland.

Currently, children in Scotland start school at age 4-5. It is suggested that this early starting age could be having negative impacts on our children, not only academically, but also in their overall wellbeing. In answer to this, Upstart Scotland proposes that a kindergarten stage should be introduced, delaying formal education and extending the amount of time that children can spend just being children.

If you would like to read some of the research and evidence that the Upstart campaign is based on, please visit Upstart Scotland – The Evidence.

The Upstart launch consisted of talks by 2, fascinating and very knowledgeable women. Sue Palmer is the founder of the movement. She is also a literacy specialist and focuses on early education and play. Dr Suzanne Zeedyk is a developmental psychology specialist from within the University of Dundee.

Both speakers placed great emphasis on the importance of play. Now, I am a big advocate of play of all kinds and I always get excited when people recognise its value and worth. Throughout the evening, it was mentioned that we should not have to JUSTIFY play, as if it were an indulgence. Here here! Following this, a point was made that at first I agreed with, but on further reflection I just can’t get my head around:

Why does it always have to be LEARNING THROUGH play?

(Please don’t quote me on the exact wording, but this was the idea.) The suggestion was that play should just be allowed to be play, without the learning emphasis.

The reason for my initial agreement is that, yes, I do feel that children should be given the time, space and freedom to play without adults intervening or guiding in order to meet outcomes.

However, when I was thinking it over at home, I realised that:

Play IS Learning!

In my opinion, there simply is no such thing as playing without learning. As hard as I tried, I could not think of an example of play where no learning was taking place.

Take splashing in puddles for example, on first glance this might appear to be pure play, without any purpose or learning. Then take a minute to think. The child is learning to control their body so that they can land in the puddle. They are learning that if they jump or stamp then the water will splash. They are perhaps learning to take turns, if someone else is splashing in the same puddle. They are learning that if they splash in a puddle wearing their trainers, then they get wet feet, however if they wear their wellies then they can stay dry… You may not be able to map all of these against the curriculum, but learning is certainly taking place.

Please don’t get me wrong. I’m sure that Sue and Suzanne would agree with me, and that the point was aimed at ‘play based learning’, which is a very different thing. Play based learning is usually planned experiences with a planned outcome. It is adult lead and has the clear goal of learning a skill or consolidating knowledge. This is the type of play which appears more often within schools rather than free play which is intrinsically led and spontaneous with no obvious goal.

Personally, I cannot see a problem with the phrase ‘Learning through play’ because that is what children are doing all of the time. In fact, I believe that this is what the Upstart campaign is all about! By raising the starting age of formal school, we are giving children more time to investigate their world, explore and establish relationships, develop innate motivation and wonder. We are giving them more time to learn through play.

For more information about the Upstart Scotland Campaign please visit:

Upstart.scot

A few of my fellow students have blogged about the launch and the campaign:

Hannah Wilson

Laura

Kim Rennie

The BBC also posted an article in response to the movement:

Should the school starting age be raised to seven?

2 Prof. Knowledge & Understanding, 3.1 Teaching & Learning, 3.4 Prof. Reflection & Commitment, Curriculum resources, edushare, My educational philosophy, Professional Studies, Recommened reading

From Tudors to Tim Peake… and so much in between

January 26, 2016 User deactivated 3 Comments

A common theme has started to occur throughout our ‘Teaching Across the Curriculum’ inputs; we need to work on expanding our own knowledge.

Of course, this means that we must to continue with our academic reading; ploughing through the textbooks and journal articles, but it also means that we should be brushing up on the vast amount of other information that isn’t covered within university but is oh so important? Let’s be honest, how many of us can remember all about friction or about the bronze age without a little revision?

It is impossible for anyone (even a teacher!) to know absolutely everything. However I feel that having a strong general level of knowledge and understanding in a wide array of areas will stand me in good stead when I am working in the classroom. I’d much rather have a moment of “hold on, I think I read something about that…” than “I have no idea what they’re talking about!” It is also clear that a teacher with a greater subject knowledge, will be able to expect greater outcomes from their class (see this article from TES and this paper for more about subject knowledge.) This is due to a number of factors, but an important one to me is confidence. If I am to teach a subject or a concept; I want to feel confident that I can discuss it with my students and answer any questions that they may have.

Having identified this need, I began searching for some accessible general information to get me started, and that’s when I came across BBC iWonder.

I stumbled across this lovely resource when I was browsing the BBC news website. All of a sudden, and for no particular reason, I noticed the menu at the top of the page. This menu contains links to other areas of the BBC such as iPlayer, travel and radio but it also contains a link to a page that I had never heard of before; iWonder.

BBC iWonder is a homepage filled with all sorts of information, including:

History
Image from pixabay.com
Science
Arts
Nature and natural sciences
Religion and ethics
and politics

The page is set out with various ‘cards’ which correspond to items in the news, recent television programs or just general knowledge. It is easy to browse and pick out any topics which take your fancy. There is also the possibility of looking at wider topics individually, such as only seeing Science related articles.

The reason that I like iWonder is that it provides accessible, visual and interesting information that can act as a starting point for further reading and research. I would urge others who, (like me,) feel a little overwhelmed when diving straight into a lot of reading, to take a look.

(I promise that I am not being paid by the BBC!)

Sources and further reading

BBC iWonder Homepage Launched. Sizemore, C. 2014.

Subject Knowledge is prime factor in good teaching, experts say. Morrison, N. 2014

Curriculum Organisation and Classroom Practice in Primary Schools, a discussion paper. Alexander, R. Rose, J. Woodhead, C. 1992.

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Sharing our ePortfolios

January 22, 2016 User deactivated Leave a comment

Today we were encouraged to read and reflect on a number of our peers ePortfolio posts.

Examples of MA1 posts:

Lauren: 5,6,7…dance!

Layla – Fear of feedback

Claire-Emma: The ability grouping debate continues

Rachel: Children are the real teachers

Rebecca: My tired

Examples of MA2 posts:

Rebecca Sharpus-Jones: Longitudinal coherence and the conceptual knot

Sharon Iddir: There’s been a breakthrough

What did I notice?

Throughout these posts, I noticed many aspects which I felt add clarity and depth, as well as making the posts engaging to the reader. These include:

Speaking about initial feelings/ past experiences to show growth and development,
Image from morguefile.com
Showing enthusiasm and passion for a topic,
Providing links to further reading or resources,
Adding references and quotes,
Showing connections to the curriculum,
Making the posts visual and attractive through use of pictures and videos,
Using a combination of terminology and academic language as well as accessible, every day language,
Speaking about how new understanding and knowledge will impact on future practice,
and identifying areas that they must continue to develop

I hope that these are all elements that I include within my own posts. I aim to use my ePortfolio as evidence of my personal and professional growth, as well as for sharing interesting discoveries and my own ‘eureka’ moments.

3.1 Teaching & Learning, 3.2 Classroom Organisation & Management, Contemporary issues, Curriculum resources, Digital skills, edushare, Professional Studies

Embracing technology

January 21, 2016 User deactivated 2 Comments

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

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!)

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.

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.

1 Prof. Values & Personal Commitment, 1.4 Prof. Commitment, 2 Prof. Knowledge & Understanding, 2.1 Curriculum, 3. Prof. Skills & Abilities, 3.1 Teaching & Learning, 3.4 Prof. Reflection & Commitment, edushare, My educational philosophy, Professional Studies

Problematic Problems

January 17, 2016 User deactivated 4 Comments

As with many people, my personal feelings towards maths are mostly negative. I continually struggle to get past the mental block where I shut down, claiming “I can’t do it!”

Throughout school my experiences of maths were not overly negative, but neither were they particularly positive. I remember having to memorise times tables (something that I still struggle with to this day), being put on the spot and feeling embarrassed that I couldn’t grasp concepts right away.

Within my family; inability to do maths has become a bit of a running joke. My Dad tells a very amusing story about sitting (or, more accurately; not sitting) his maths O level. While my parents encouraged me to try hard at maths, and helped me with homework and revision, I feel that their own negative impressions of maths fed into my own.

I left school with a C grade at GCSE, and the resolution to avoid maths as much as possible!

This all changed when I decided that I was going to make the move into primary teaching. No longer could I bury my head in the sand, and I realised that maths was an area that would require particular focus and hard work. Returning to maths at college was something of a revelation to me. Things were beginning to fall into place and the “I can’t do it” voice was fading away. This was largely due to the fact that my maths teacher was brilliant. Not only was she very supportive and encouraging, she also took the time to explain each concept clearly and thoroughly. That is the kind of teacher that I want to be.

I was very proud to be able to achieve an A grade (Band 1) at Int 2 maths last year.

Despite this success; when I think about maths now my initial reaction is still “I can’t do it!”

During this week’s Introductory lecture, we discussed maths anxiety and the very common negative attitudes towards maths. It was pointed out that innumeracy appears to be socially acceptable within the UK. Few people would admit “I just can’t read” in the way that many laugh off their lack of maths ability. This flippant attitude needs to be challenged and changed as maths skills make up a huge part of our lives, from planning our time and schedules, to organising our finances.

Following the lecture, I have begun to read ‘Mathematics Explained for Primary School Teachers’ by Haylock. The first few chapters discuss the negative attitudes towards the subject and the anxieties that student teachers experience as they begin to teach maths to children. It also covers the wider concepts that make up our maths curriculum.

One of the points that stood out to me is that we must allow the children to question, investigate and explore maths. This leads to understanding which is 100 times more valuable than simply learning by rote (following a procedure which may only work on that specific problem.)

The book has also, already challenged some of my pre-conceived ideas. For example, Haylock writes about equivalents and how they apply to times tables. For example; 7 x 8 is equivalent to 7 x 4 (28), doubled. While I knew this to be the case, it was pushed to the back of my brain because I felt that I should just know that 7 x 8 = 56. In maths, there are many different routes to finding the answer. My internal dialogue of ‘should‘ is unhelpful and may be the cause of some of my anxiety.

In order to build my confidence with maths, I must engage with it on a regular basis. I have been using the Online Maths Assessment tool which is provided through the university, however I find the process of receiving a score to be daunting and off-putting, so am also approaching my maths revision in other ways:

I have been using online resources such as BBC Bitesize
I have been reading and reviewing my previous maths notes
I have ordered the workbook that may be used alongside Haylock’s book, which I will work through in order to deepen my understanding and strengthen any areas of weakness.

The impact on teacher anxiety surrounding maths is discussed in this article. It points out that anxieties could mean that teachers spend less time with their pupils working on maths. They may also stick rigidly to rules, and teach by rote, due to lack of deeper understanding. This will almost definitely have a detrimental impact on the pupils’ learning and will likely influence their own opinions of the subject.

I do not think that I will ever be 100% confident in my maths ability; however, if I wish to be a successful teacher, it is vital that I learn to approach the subject with understanding and with a positive frame of mind.

There’s no avoiding the big issues

November 23, 2015 User deactivated Leave a comment

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)

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:

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, 2 Prof. Knowledge & Understanding, 3. Prof. Skills & Abilities, edushare, Professional Studies

Professionals at work

November 6, 2015 User deactivated Leave a comment

Using some of my previous reflections and came up with the following words which I feel pertain to what it means to be a professional teacher:

In order to further develop my understanding, I then watched a program about another type of professional, to see if the qualities that I associate with being a teacher also apply. I chose to watch ‘One born every minute’, focusing on the work of the midwives and health professionals.

Throughout this show, the level of professionalism from all staff involved was highly noticeable. I could see how all of the words from my word cloud also applied to the professionals on the show. The program gave some wonderful examples of the health professionals giving informed advice for example regarding epidurals and natural/ pool births. They were also calm and confident despite working in stressful situations, as well as being kind and caring while giving reassurance to the woman and her family.

Professionalism in this situation is absolutely vital, as the clients (the mother and the baby) are extremely vulnerable. They are relying completely on the knowledge and expertise of the health professionals around them to bring the baby into the world safely. This is a very stressful and frightening time where issues and complications can arise, and it is essential that staff are able to make decisions quickly.

A recognisable dress code is in place for health professionals. This is partly for the sake of health and safety, but it also helps the clients to quickly identify the individuals who are helping them (particularly as the mother is unlikely to be spending time reading name badges while she is in the grips of labour!)

Part of the show that struck a chord with me was when one of the midwives mentioned the importance of being able to ‘have a laugh’. There was a lovely moment where we saw the midwives having fun with each other in the staff room; dancing and laughing together. This reminded me that despite our responsibilities, it is impossible to be serious 100% of the time. More importantly; we SHOULDN’T try to be serious 100% of the time! We all have personalities and lives outside of our jobs that are just as valid as our work is. Personally, I would rather have a midwife who has a bit individuality than a perfect ‘robot’, despite the fact that a robot may have all of the information and can do the same job. This is a message that I will take with me while training to be a teacher; allowing myself to have a few quirks as long as they do not impact on my ability to be a professional.

If I were to develop a degree which would train health professionals, I would place high importance on practical learning while observing experienced and highly qualified staff at work. I would also involve a large portion of reading and research, as it is important to understand the theory behind the practice. I think that a large amount of real-life experience adds depth and reality to the situations that the students read about, and means that students are also able to see the personal qualities that are vital to succeeding within this role.

For me, this is also the case for students who are training to become teachers. Reading, research and lectures provide key information, however it is the classroom experience which solidifies the understanding and moulds us into future educators.

1 Prof. Values & Personal Commitment, 1.4 Prof. Commitment, 2 Prof. Knowledge & Understanding, 3. Prof. Skills & Abilities, 3.1 Teaching & Learning, 3.4 Prof. Reflection & Commitment, edushare, My educational philosophy, Professional Studies

Fabulous Feedback

November 1, 2015 User deactivated 4 Comments

What is Feedback all about?

Feedback can be one of the most valuable tools throughout education. That is, if it is done properly! As wonderful as it is to be given a good grade for a piece of work; without feedback pointing to what exactly you did well, the grade has no impact on your future work. On the other hand, if you had issues while carrying out a task; appropriate feedback can help you to realise your mistakes and build on your weaknesses so that you are more likely to succeed next time.

While mulling this over in my head, I watched this TED talk about feedback for teachers. Its focus is on America but has key messages which are international:

The key points that I took from this video are:

No-one can become truly skilled at their role without feedback from others
the best performing countries have formal feedback systems
successful systems involve younger teachers getting a chance to watch master teachers at work
Self evaluation is also a useful form of feedback, as seen in the demonstration of a teacher recording herself in classroom and using it to reflect

The idea of some teachers receiving one word feedback (“Satisfactory”) ties in with my earlier thoughts about a grade being meaningless without explanation. In order for us as teachers to develop and improve, we need to be: encouraged, through identification of our strengths and appreciation of our efforts and also challenged, through suggestions of improvements or introduction to new ways of approaching a problem.

I have been involved in giving and receiving feedback in the past, particularly through my job as Deputy Manager in a nursery. I took part in peer observations, which, unfortunately in my experience, did not work very well. This was because staff were unwilling to be objective and constructively critical about their friends and therefore rarely suggested any areas for improvement, making the observations a pointless exercise. Apart from observations, I also held numerous appraisals and reviews where I was responsible for giving feedback about a member of staff’s work. I often adopted the ‘praise sandwich’ technique where I began with encouragement and identification of the individual’s strengths, then discussed some areas for development and how we could work together to support this. Finally, I finished with more praise and encouragement. I found this to be a reasonably successful technique as staff appeared to leave the meetings feeling positive and motivated.

What does feedback look like within the classroom?

Feedback is not only essential for us as adults, but also for children throughout their learning in schools. Children can be given feedback from their teachers, their parents, and from other pupils and peers. HERE is a lovely post about different forms of peer assessment within the primary classroom. I will be interested to see different approaches and methods in action when I go out onto placement and am excited to use some of these within my own teaching.

One feedback system that I have seen in action is “2 stars and a Wish” where students are told 2 things that are good about a piece of work and one area for development. This system was briefly discussed at one of my inputs and I must admit that I am slightly torn about it. Whereas I appreciate that feedback is vital for pupils, and I like the fact that the 2 stars mean that there is more positive than negative comments; I still feel that teachers need to be very careful. Should there always be areas to improve? is it enough to recognise the accomplishment of one of the previous improvements? I think that the teacher must be very aware of the individual pupil’s personality and needs, as it could result in a child feeling that they are never good enough and potentially giving up.

How do I feel about giving and receiving feedback?

Following an input about peer reviews and feedback, we were asked to comment on our fellow students’ eportfolio posts, ensuring to give constructive praise and criticism which was directly linked with the success criteria. I found giving feedback to be quite challenging. I am very aware that in writing, a comment that was intended to be helpful can come across as critical and so I was careful in my phrasing.

I have not yet received any feedback from other students for this task, however I have had comments from others on some of my earlier posts. I am always excited to see comments as it makes me feel that someone has made a connection with me and my topic. They can also help me to improve the content of my posts in future, for example one comment (from Derek on ‘School Uniforms’) noted that I could include sources for additional reading. I had not thought to do this before but now I try to include links where possible so that any readers can find the information and make up their own mind about issues.

I understand that feedback will be a huge part of my journey to becoming a teacher, and it is a skill which I must continue to work on. In the past I have been guilty of taking criticism slightly personally and having an emotional response. This is not helpful and could actually have a detrimental impact on my personal and professional development. Completing this exercise has helped me to recognise this potential barrier and I hope that gaining this awareness will help me in the future.

1 Prof. Values & Personal Commitment, 1.4 Prof. Commitment, 2 Prof. Knowledge & Understanding, 3.1 Teaching & Learning, 3.4 Prof. Reflection & Commitment, edushare, My educational philosophy, Professional Studies

Learners of our own teaching

October 30, 2015 User deactivated 1 Comment

There is a wonderful quote from Professor John Hattie which states: “The biggest effects on student learning occur when teachers become learners of their own teaching” (cited on Teaching Scotland, 2014). To me, this says that a successful teacher is one who does not stagnate, rather is continuing to grow and develop within their own professional skills. It may be easy to think that once a student has completed their teacher training (whether that be a 4 year degree or an intense PDGE year), then they have learned all that they need to know and must simply go out into the workplace and put their learning into practice. However the reality is quite the opposite, and a teacher must be committed to undertaking continual, career long learning.

This career long learning, ties in with the concept of being an enquiring practitioner. An enquiring practitioner is one who is engaged in the process of continual reading, research and professional learning which has a profound impact on their work. It involves reflection and evaluation of ideas, concepts and theories and consideration of what has worked or not worked when put into practice. There is a challenge to all teachers to be autonomous and rather than accepting all information and advice given to you from ‘the powers that be’, take it upon yourself to find out WHY you are working a certain way.

The below diagram illustrates the many different aspects of being an enquiring practitioner:

This diagram reminded me once again of the many roles and responsibilities of a teacher and made me consider the importance of selecting the right individuals for the job. There is no room for a ‘can’t be bothered’ attitude when it comes to the future of our children!

Enquiry can take place either personally; when a teacher reflects upon their own practice, or collaboratively; where a group work together to investigate a question or problem, bringing their findings and ideas together to create a pool of shared knowledge and a deeper understanding for all involved.

There is a clear connection between practitioner enquiry and CLPL (career long professional learning) as it states on the Education Scotland website: “Career-long professional learning is based on the concept of teachers as enquiring practitioners who engage in deep, rigorous, high impact professional learning…Teachers recognise the need for professional learning to impact on professional practice, the quality of learning and teaching and school improvement” (Education Scotland, Undated). This reinforces the idea that a teacher needs to remain up to date and relevant through continual training and learning.

There are numerous benefits of working as an enquiring practitioner, the most important being that having a wealth of knowledge and shared experience will allow the teacher to provide the highest quality experience and learning for their pupils. Collaborative research and investigation can also help to open new doors for teachers, into areas that they may not have explored before. This can help to maintain enthusiasm and motivation, without becoming ‘stuck in a rut’ of the same routines and practices day-in and day-out.

Despite the many positive aspects, enquiry based working is not without its challenges. One of

these challenges could be that a teacher is not confident in trying new ideas or sharing their findings with their colleagues for fear of being questioned or challenged. This means that their teaching practice may not progress and develop. Another challenge is that “enquiry tends to be ‘situationally unqiue'” (Stoll, 2003 Cited on gtcs.org.uk, Undated). This means that the findings may only apply to one individual situation and it may be difficult to generalise. On the other hand; the skills that are involved in enquiry are general and can begin to develop the teacher into a confident and autonomous individual.

As a student teacher, I feel that my understanding of what it is to be an enquiring practitioner will be a great advantage to me as I can begin to foster the skills and attitudes at this early stage. I have previously been involved in continual learning through my work within nurseries (as CLPL is a requirement of registration with the SSSC). Sadly however, I did not find this a very positive experience because often I was sent on training courses that were not particularly relevant to me. I also found that often the other course attendees were there simply because practitioners were required to be present for a certain number of hours per year, rather than because they are motivated and passionate about their own development. I was always disappointed in the limited amount of training possibilities and was not encouraged to take part in my own, individual learning.

I personally find continual learning and enquiry to be both exciting and challenging. I look forward to working alongside other, like-minded individuals in an environment of mutual passion and interest in the subject at hand. I feel that an attitude of enquiry will spur me to be open to new approaches and ideas while preventing me from ever becoming too ‘comfortable’.

Sources and further reading:

GTCS website: Practitioner Enquiry

Teaching Scotland: The impact of engaging in Practitioner Enquiry

Teaching Scotland: Open your mind to the power of enquiry

Education Scotland: CLPL Key Messages

2 Prof. Knowledge & Understanding, edushare, Professional Studies

The girl with half a brain

October 21, 2015 User deactivated 2 Comments

The human brain is an amazing thing! It controls every part of us, from our movements (conscious or non) to our cognitive abilities and thinking. In my opinion, one of the most interesting and exciting qualities of the brain is it’s plasticity. Brain plasticity is the brain’s ability to modify it’s functions according to changes either within the body or externally in the environment.

An astounding example of the brain being able to change and adapt to extreme situations can be seen in the below video:

For little Jody, as well as in other cases where the same procedure has been equally successful; the removal of half of the brain meant that she was able to lead a full and happy life – far more so than when living with the full brain whilst half was failing to function properly. This is because the remaining half of the brain is able to adapt and re-learn in order to take on the functions that have been lost.

So, how does this impact the classroom?

As well as being able to ‘cope’ and adapt, brain plasticity also involves building new connections and strengthening pathways. When a child is learning a new concept or new information, the brain makes a connection; if this is the only time that it is accessed, then the connection is weak, however if the learning is re-visited (even better if it is re-visited in numerous different ways) then the brain becomes increasingly efficient at following that pathway.

My favourite way of thinking about this is as if it were a garden path. If the path is walked often, then the soil is trodden down and the groove is deeper. If the path is rarely walked then it will become overgrown and harder to walk.

For me, the key message is that a lesson cannot be taught only once. If a teacher wishes the children to grasp the concepts, they need to provide the opportunity to practise and revisit regularly. By providing stimulating and varied activities, a teacher gives the children the best possible opportunity to learn as well as develop their brain for continued learning.

Reflecting on reflection

October 16, 2015 User deactivated Leave a comment

It is obvious to me that the ability to reflect effectively is essential when it comes to both teaching and learning.

In the past, I may have thought about reflection as being a fairly passive, ‘wishy-washy’ type of exercise. To me it only concerned those who were thinkers and not do-ers, however through reading and research I have turned my view around. REAL reflection is an action!

The act of reflection involves not only thinking about and evaluating what you have read, or what you have done, but also what this means for your future actions.

My research has led me to 3 key theorists regarding reflective learning: Kolb, Schon and Gibbs.

Kolb (1984) devised the reflective cycle (below) which emphasises the continual nature of reflection and how each stage influences the next. This is helpful to me as a learner because I can see how the process of reflection can impact on my ability to absorb information and develop my own ideas. I believe that it will also be very relevant to me as a teacher as the ability to reflect on my approaches and lessons will allow me to identify any areas of weakness, as well as ways in which I can approach them.

Schon (1983) split reflection into 2 categories:

reflecting in action (whilst taking action)
reflecting on action (after the action)

The first type of reflection is one in which a teacher must be very skilled. They must be able to assess the learning that is taking place and the effectiveness for their pupils, while being realistic and flexible enough to make alterations if appropriate. I didn’t realise it until now, but I have used this form of reflection while working within nurseries. Occasionally I would come to the children with a carefully planned activity which had taken me a long time and I was very pleased with. I had clear learning goals and I was adamant that it would work well, however when putting it into practice I found that the children were not engaged. At this point I needed to quickly deduce the reasons that the activity was not working, and make changes.

The Gibbs cycle of reflection (1988) breaks down the steps involved in reflection even further, acting as a useful practical tool which I will use to develop my reflective skills:

I believe that taking a pride in your work involves engaging with active reflection. Teachers are encouraged to engage with Career Long Professional Learning (CLPL) which allows them to remain up to date with new approaches, however without effective reflection these new ideas will not be integrated into current practice meaning that no-one will see the benefit. The GTC standards state that both a student and a fully registered teacher must

reflect and engage in self evaluation using the relevant professional standard;

In order to meet this standard I will continue to develop my own reflection skills through use of this blog as well as in less formal situations such as discussions with peers.

Sources

GTC standards

http://www.learningandteaching.info/learning/reflecti.htm

https://ctl.curtin.edu.au/teaching_learning_practice/student_centred/reflective.cfm

http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

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

October 13, 2015 User deactivated Leave a comment

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.

edushare, My educational philosophy, Professional Studies

Virtues of teaching

October 11, 2015 User deactivated Leave a comment

Following an input all about what it means to be a professional, I have chosen 5 virtues (among many) that I feel are important to teaching.

Respect

I feel that respect is a crucial characteristic of a teacher. It applies to all relationships, from those with each child in your class and their families, to colleagues and individuals within the wider society which you may come into contact with. It may be a cliché but I believe that “respect is a two way street”. This means that if you wish to be respected by the pupils in your class, you must treat the pupils with respect. I feel that this can be achieved by taking a holistic view of each child, being mindful of their situation outside of school as well as within the classroom.

Kindness

I feel that kindness is linked with many other attributes such as empathy, compassion and conscience. As with respect, kindness supports the relationships that are built between the you and your pupils. A kind teacher must have the children’s best interests at heart and should be willing to to help others wherever possible.

Fairness

In my experience, pupils quickly lose respect for teachers who they deem to be ‘unfair’. This relates to a sense of justice that is within us all. Every child must be treated as an individual with their own opinions, beliefs and needs which are of equal importance to everyone else. It is also important that behaviour management and consequences are clear and always followed through. If any preferential treatment is shown then some children may decide that their is no point in trying.

Patience

A teacher must be able to understand that everyone learns in different ways and at different speeds. It may be frustrating when teaching a subject that you find to be interesting, or a lesson that has taken a lot of careful planning, to then find that the children aren’t focussed and the lesson isn’t working. Despite this, a teacher must be able to continue, or use their reflective skills and flexibility to re-think the lesson. Another example of a situation where patience is importance is when dealing with behaviour issues. A teacher who gets angry or even gives up on a child is unlikely to see positive results, whereas a teacher who is patient and strives to use positive methods of working with children will find that their job is more enjoyable and far more satisfying.

Honesty

I feel that honesty is linked with respect. If others view you as an honest individual, they are likely to listen to and respect what you have to say. When working with children, there may be times when the you do not know the answer. In situations like this, I feel that being honest and using the situation as an opportunity to research or conduct an experiment is positive and helpful to learning whereas a dishonest approach may lead to confusion or mistakes.

When communicating with parents and families, I believe that is is important to be honest about any issues or areas of weakness. This will allow you to work together to approach these issues and is far more effective than trying to handle them within the school alone. It may not always be easy to be honest, particularly when delivering undesirable news, but ultimately it is our responsibility and avoiding issues may lead to greater problems later on.

All these virtues will allow a teacher to be a good role model to their pupils. They also contribute to creating a class culture where everyone is safe, valued and included. As well as the above virtues, I maintain that a teacher must have continually high, yet realistic expectations of their pupils, pushing them to achieve their potential. They must also be passionate about their job and committed to providing the highest quality learning and experiences to their pupils.

edushare, My educational philosophy, Professional Studies

Girls are from Venus, Boys are from Mars

September 23, 2015 User deactivated Leave a comment

I’ll be honest, my primary school days seem like a very long time ago! When I think back, I can honestly say that there were no occasions when I was made to feel different or separate due to my gender. For me, this all began when I moved into secondary school and started making subject (and later career) choices. One particular example was when choosing our work experience placements; it was clear to see that the boys were being placed in more manual roles whereas many girls were steered towards the caring settings.

During my primary school years I was lucky to have a mix of male and female teachers. I think that this was important and very beneficial to me as each teacher brings their own individual style and it can be argued that males and females approach tasks differently. While attending placements in recent years, I have often found that primary teaching is female dominated. I hope that this is a trend that will change as I truly feel that strong role models from both sexes provide children with the greatest school experience.

When I was at school, it tended to be the case that girls played with other girls and boys played with other boys. It would be unusual for a girl to have a boy as a best friend. It seems that this attitude has begun to change, as when I observed the children in some of my placements, girls and boys seemed to be far more mixed during their free play time.

Although I believe it is important to recognise and celebrate the differences between individuals, I do not think that gender should be used for separation and categorisation. It should never impact on the opportunities or experiences that children are given.

EDIT

After writing this, I stumbled across this article which is a really interesting read about a 7 year old transgender child and how the school went about supporting them. It is a lovely success story and really encouraging to see the steps that can be taken so that each and every child’s needs can be met. I think this ties in with the ethos of GIRFEC where children are listened to and their views are taken seriously. Sadly, the article goes on to say that many schools are not so understanding. I think that the heads of these schools need to consider their overall goal and address their out-dated views in order to meet the needs of today’s children.

This quote stood out to me: “As teachers, we have to educate everyone about difference and not segregate.” (Barnes, founder of Educate and Celebrate)

Reflections of a Trainee Teacher – @EarlyYearsIdeas

Category Archives: Professional Studies

My Philosophy

Outdoor Learning

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Quelle est le date ton anniversair

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The Internet is my Teacher

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To VARK or not to VARK, that is the question

Through the wardrobe and into lesson planning

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Fabulous Feedback

Learners of our own teaching

The girl with half a brain

Reflecting on reflection

Professionalism

Virtues of teaching

Girls are from Venus, Boys are from Mars

“He who dares to teach must never cease to learn.” ~ Richard Henry Dann

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“He who dares to teach must never cease to learn.” ~ Richard Henry Dann