Inspiration for today

I'm loving Dylan Williams' experiments with classes (he, it seems, is the instigator of the magical lolly sticks - and also suggests using coloured paper cups... does he have shares somewhere we should know about?!!). Look up Classroom Experiment on youtube. He also has great eyebrows.

More food for thought with two quotes that I have enjoyed this week:
1.  "If They Don't Learn the Way You Teach, Teach the Way They Learn" (Jackie McTaggart book title)
2.  "Everything that can be counted does not necessarily count; everything that counts cannot necessarily be counted." (Albert Einstein)

Positivity

Today's learning reinforced for me that one of the best ways of helping children behave is to be positive.  That really chimes with what I saw in schools.  The teachers that impressed me the most absolutely sparked with positive vibes.  They were energized, engaged, interested, excited even.  They generated a really buzz in the class with the work they planned, and the way that they set tasks up.  The pupils responded with similar enthusiasm, which showed in their focus, contributions, and their body language.  


And thanking pupils, openly acknowledging things that we appreciate them doing, can go a long way too.  It's sad that this has to be pointed out.  I love being thanked - don't we all?  So why does it seem radical for a teacher to thank a pupil for something they appreciate?  


I'm off to source the latest behaviour-management must-haves: marbles in a jar, lolly sticks and 'praise postcards'!  

Inclusion in schools

Things that have sparked off thoughts this week...

One discussion in a tutorial group of mixed students (those doing primary and secondary of all subjects) was on inclusion in schools. Much of the debate was skewed to talking about including pupils whose first language is not English. Someone said that the cost of providing specalist help for each individual language was too much. Another person commented that it was wrong to not learn the language of the country you are living in, and that providing too much support panders to them not needing to learn this. While I was familiar with these arguments and have some sympathy for them I was getting more and more uncomfortable with an undercurrent of intolerance I was picking up. A kind of 'if they don't want to be like us then they should go away' attitude.

A line in one of my textbooks is; 'many teachers hold what could be described as an assimlationist viewpoint with respect to many students from minority backgrounds' (Cohen et al p.304). This chimed with the discussion in the tutorial. We should be celebrating diversity, using their knowledge of the world and other cultures to enhance the learning in the classroom.  

[Hey - notice I use the term 'we' - I'm starting to think as if I'm a teacher!!]

I've really enjoyed engaging with the issues of inclusion – from working with Biligual children, thinking about the Universal Declaration of the Human rights and the convention on the Rights of the Child.  i noticed a great deal of discomfort for teachers to even mention the article which gives a right to safety from sexual exploitation - fears that mentioning this in a school context 'opens a can of worms' (re sexual abuse).  I strongly feel that there are ways that this CAN be raised, whilst maintaining a safe space for young people who are survivors of abuse. Those who have survived will want to make sure that this right is maintained and known about.  Those who are in abusive situations need to hear that they should be protected from this. Those who haven't need to be aware that they have this right.  This is such an important issue that it can't be missed out, and those who feel under-confident with this issue need to get some CPD around it.

Blimey... too much for my head to hold

You may have guessed by the silence on the blogging front that I have been extremely busy. I have one day left of my 2 week induction at school, and it has been good, but really overwhelming. Information overload. I have done some of the following things since I was last in touch:

• found my way around the building
• observed 21 English classes
• followed an S5 for a day (including double chemistry, physics, and double geography!)
• followed a group of S1's for a day (including standing by the side of a rugby pitch for an hour and managing not to get hit by the ball)
• spent a day in Primary school (with P2/3, P4 and P7)
• sorted out my timetable (I will be teaching two S1 classes, one S2, one S3 and one S5 class - with solo teaching for 5 weeks in 2 of the groups and an additional 3 weeks with another group)
• found out about the school's context, reported on the catchment area and demographics of the school
• had 2 department meetings, 2 mentor meetings, 3 meetings with the regent, meetings with Support for learning and a meeting about restorative justice
• met some lovely teachers and heard a lot of gossip in the staff room!

Its been interesting noticing the divide between teachers who seem to embrace Curriculum for Excellence, and the methods that seem to go along with them, and then the teachers who think its all a 'trendy' waste of time and not very well thought out - far from excellent. in fact its even been suggested that some teachers just use the active learning to curry favour with the senior staff, and that their lessons are all 'showy methods' with less substance than the traditional style

They haven't dissuaded me from my newbie idealism yet, and the most impressive teaching I've seen is the interactive kind. I am convinced that the pupils have deeper learning through this method (usually because at the end of the lesson they can actually articulate what it is they have learned). Dialogue and open questions, not using questions that the teacher knows the answer to always seem to engage pupils more. And those are the kind of methods I'd be most comfortable using.

Its so easy being 'backseat' teacher! I wonder if I'll be able to do what the best teachers manage to? I'll of course keep you updated about my feedback and let you know.

First day first impressions

Today was my first day because yesterday was a holiday in my school. It was quite a long drive and I planned to get there with loads of time, but got there 20 mins before - the drive was longer than expected. There are two other students at the school, both from a different college and different subjects. We all met with the school regent, who seems lovely and very approachable. I didn't get a timetable and there are lots of questions still about my time, but its getting there and by Thursday I think I'll have a better idea. I sat in 3 classes (one was a double period, 2 hours long!); had a meeting with my mentor; sat in a departmental meeting over lunch; and joined the other students and Probationers for a session on 'Restorative Practice'. A good day, but I am very tired.

What caught my attention was how much the teaching and talk seemed to be focused on exam results (both on class and the meeting) - its a high achieving school re exam results, quite like a private school in many ways. There was mention of the pressure coming from parents to get good results. And I was a little taken aback at how casually the teachers told me information about the pupils' backgrounds, exam scores etc while they were in the room with the pupils (effectively labelling some of the kids). Also I found the unashamed description by the teachers of some children as 'neds' and 'numpties' more than a bit uncomfortable. There was open dismissal of active learning, groupwork and cross curricular literacy ideas - so a major difference already with my college's approach to learning. Not altogether positive, but I don't want that to put me off.

Hope tomorrow is a bit more inspiring....

Starting out in teacher territory

Now I've got to grips with blog-basics (a big learning curve but seems fairly straightforward) I can share my thoughts and experiences as I delve into new territory - Teacher-land!! Three weeks ago ended a 10 year stint with the NHS, left the world of sexual health, and embarked upon a new career in teaching Secondary English.

I've now done three weeks on the PGDE course in Glasgow. It has been amazing. The lectures have been really interesting and thought-provoking. I have seen some excellent teaching from my lecturers and tutors - really interactive with loads of good tips for us to use in class. I also think that they have a very sound value base: they are very committed to using collaborative teaching, both with the students and with other teachers; lots of whole school focus and lots of consideration for inclusivity. Our tutors highlighted how much things had changed since they trained - they showed us the belts they used right up until the 1980's, and talked about how we can wound children even more by horrible things that are said in sarcasm, really highlighting the power we have and urging us to use it well. We had another brilliant lecture yesterday about enterprising learning. Motivating words from someone who LOVES teaching. We've yet to have a lecture from here that isn't funny, entertaining, interesting and passionate about teaching.

The programme of lectures looks great with topics such as bilingual learners, challenging behaviour, voice protection, looked after children, differentiation etc. Lots of reading so far about different theories of learning, lots of Curriculum for Excellence already, and discussion about talking for learning. Good stuff. About half of my classes are with all subjects and Primary students too , so I am getting a good feel for education more broadly. Two of the three tutorial groups will be will students from other disciplines and sectors.

My first placement begins on Monday. I've been given a largish school in a small town with a rural catchment area in the commuter belt for the nearest city. Quite wealthy area, no pockets of deprivation, got a great HMiE report. English department looks pretty cool and has a good website, is obviously using IT and active learning. I think it will be a good place to start.

The workload is completely bonkers!!! I have spent HOURS writing to-do lists, creating online diaries with task lists, planning my work, and re-planning, keeping ahead of the reading for lectures, tutorial tasks, marked assignments, self-study tasks etc. That is on top of getting used to the travel, new faces and buildings. This is going to be a huge amount of work - just like everyone said.

So, now I've spent a WHOLE MORNING working out how to blog, I'd better go and chain myself to some textbooks while the house is quiet.