Happy Beginnings

This is a happy teacher-to-be. Last minute changes meant that instead of last weeks 50 mile, 2 hour commute, which improved to a 27 mile, 1 1/2 hour commute, changed on Thursday to a 1 mile, 20 minute walk. The school is a mixed large urban non-denominational school.  I did some observation and teaching assistance there in August 2010, so there were some familiar faces and a very warm welcome which I was delighted at. The visit was very short - they heard so late about my arrival that there was no timetable etc, so I'm doing my day visit next week instead. The only down side is that I know a lot of the children there (and am closely related to one first year), which ups the stakes a bit.  Luckily she is not too bothered by my being there. 


Learning this week: lots of learning about assessment, formative and summative. Boy, does it take me ages to mark work - I'm seriously going to have to get faster or I may have to give up sleeping altogether, or invent a time machine. 

Placement headache

Placement two is looming - our day visit is next Friday, which should be something to look forward to.  However, zero placements have been offered to students of English in the East Coast, which means I have been offered a placement school 50 miles away (a 2 hour journey involving a bus, two trains, and a walk). AAAArgh! How is THAT going to work?  As a parent of two school aged kids that's a BIG ask from my partner, who has already shouldered a lot of extra domestic duties during the course of my 'travels in teacher territory'.  
Not sure what I've learned from this. Is this a sign that schools feel overwhelmed, too busy to help a student teacher just before the prelims start? Perhaps the East Coast teacher training college has snaffled all the willing schools up, and have better timing (their students started placement 2 in January). It's a worry that institutions dedicated to learning are not willing to support the learning of their colleagues. 

Blogging dillemmas and questions...

At the first ICT option class last Friday our tutor was talking about the value of blogging as a good way of teasing out thoughts, clarifying opinions and testing ideas within a supportive group of fellow educators who will question and challenge these thoughts, opinions and ideas. As I was writing that first blog entry to share with the rest of the class I immediately felt a little bit vulnerable – my thoughts, opinions, ideas were going to be laid bare for people to comment on, for them to judge. What if I came out with something totally off the wall, or badly thought through?  It would be there in black and white (forever, according to the GTC). 

Later that evening I was with a friend who works in local government, who was saying how careful he has to be about what he writes online. He has had direct experience of vitriolic personal attacks for his actions as a councillor, or for his political views, which are posted after anything he publishes online. Just read the bile that is brought forth on the Scotsman online comments (who take the view that the comments are moderated by ‘the people’ ie if no-one complains then comments can stay) and you'll get a flavour.  We do not live in a culture where in politics it is even remotely acceptable not to have an instant opinion on anything, and it is always seen as a weakness if you change your mind.  And it’s not just politicians. Rory Lamont was all over the papers this week for using Twitter to express his political opinions (albeit in sweary language). 

How do we protect ourselves from horrible comments about what we write?

How do we gauge what is acceptable for public view?

How do we protect pupils from getting horrible comments if they make a blog?  Would they have to set up a moderator for their blogs, or only invite certain people to read it (in which case they’d lose the possibility of connecting with the world)?

We were given links to educational blogs that Primary schools have developed such as Sandaig Primary blog or Mrs Vass's class blogs. I’ve also been taken aback a bit with the level of information that a stranger could get from viewing these class blogs.  Although they do not use surnames, it would be fairly easy to use the information to trick a child into thinking you knew their parents for example.  One kid, in P6, wrote about her holiday, when she went to x, y and Z, who with etc. Pictures of her as a baby, of her with their dad, info about their family are viewable online through this ‘safe’ web. From a child protection point of view there is a huge amount here that someone could use to groom a child. 

How far should we go to keeping identities safe? 

Is it a risk that kids just have to learn how to manage? – ie if you’ve not seen them meet your dad, don’t believe that they actually ARE a pal, and tell someone.

Is there enough out there to educate children about keeping safe online?  (The only resource I know is ThinkUKnow, which is quite good).

So, at the end of the the first week back at college, and now 17 weeks completed (very nearly at the halfway point) what has been going round my head this week?

Firstly, following a lecture and tutorial on the philosophy of education, I've confirmed that I'm still a hippy at heart, totally in line with the philosophy of  Summerhill School, and longing for more schools to be like that, and opportunities for that kind of education to be available for those who could never afford it. Curious to see how any of its principles and approaches could be used in a mainstream school. I just love the simple message that schools should be places of happiness; that happier children = happier adults = happier world because most crime and bad stuff is done by unhappy people. Of course happiness would be born out of a world of justice too in my philosophy. 

Secondly, that there are lots and lots of great non-fiction books I have read that I had never considered studying with pupils at school, which I'm very excited about.  I love the potential to engage students in what they are interested, which may not be Victorian Gothic literature, but could be travel or true crime literature.

Third, that I'm getting a bit anxious at the prospect of even more marking coming the way of English teachers under the new arrangements for National 4 and National 5, and the new literacy assessments that are done in S3.

And had lots of thoughts about blogs and sharing thoughts on a public forum. This blog is happening as part of a homework task in an ICT option I've taken this term. More on that to follow...

New Year New Post

You might be forgiven for thinking that I had suffocated under a mountain of marking, malnourished by my diet of pot noodles and instant coffee from a lonely staffroom. But no, here I am, back having survived the first (delightful) placement, received my first essay back (passed, yey) and submitted my (humungous 5,000 word) second essay.  The bags under my eyes have receded. My family know me again. I have put in a pleasing number of hours in my pyjamas.  And I'm back to blogging.

Something I've learned is that teaching is a bit like learning to be a parent.  Before it happens you get anecdotes, advice and horror stories.  As soon as you hold that baby, or take your first class you get more anecdotes, advice and horror stories. Soon you start to realise that some of the advice in contradictory, and that people disagree on the best way forward. Sometimes the worst thing to do is to compare ourselves to others. And as you go along, you start to realise that sometimes the only right way to do things is your own way, one that means you can be yourself, and one that suits your class.  


I'm not saying I have it all sussed.  But I think that I'll find my own style as I get more confident...