Wednesday 24 April 2013

The experts view of differentiation.


The following I took from an article I reviewed "Visible Improvements" Roy Blatchford


Top 10 tips for differentiation

1.Knowing pupils’prior attainment and knowledge of a subject
2. Meticulous tracking of pupils’progress in different skills
3. Thinking through which pupils work best with others, and the optimum size for effective group work
4. Judging when independent learning will best deepen knowledge and understanding
5. Knowing when best to harness the library, Mlm, internet to expand pupils’ thinking
6. Setting up one-to-one catch-up and intervention sessions, before, during and after school
7. Setting meaningful homework, well scaffolded for individual needs
8. Knowing what factor inhibit progress and seeking to remove those barriers promptly
9. Identifying special needs such as poor hand-eye co-ordination, delayed cognitive development,
temporary medical problems
10.Practising‘diKerentiation down’ to ensure higher attainers are extended in their learning

Notes on an Observation.

The following are notes from a lesson I observed looking for different types of differentiation.

Monday 22 April 2013

Looking into the minds of children...

Horrible teacher.
Nice Teacher
I asked my Drama group who are aged 5-7 to draw their perfect idea of a teacher and their worst nightmare of a teacher during my focus groups...

Nice Teacher


Horrible Teacher 


Elements of an outstanding lesson:



Last Wednesday (17/04/2013) I attended further career devolopment where we discussed the elements of an outstanding lesson. For all you teachers with no ‘formal’ training ill post it up for you.

  1. Pupil Engagement
  2. Pupils to be aware of their progress/targets-Pupils should know specifically what they have to do.
  3. Clear Objectives for the lesson- Possibly write up a learning question.
  4. Behaviour for learning being demonstrated- How engaged are the students?
  5. Differentiation
  6. Assesment/marking up to date
  7. Pupil questioning
  8. Peer Tutoring

Consent forms..

I thought i'd post my consent form that I used for my Thursday/Saturday school children. I hoped I got all the information accross I needed too but any feedback would be great,
Thanks.


Tuesday 16 April 2013

Survey says.........


I have decided to post the response from one of my surveys, the person who filled it in will remain anonomous... I think it is interesting to gain others perspective so i intentionally only sent this to "non-teachers". I also kept it light-hearted, casual and 'fun' to encourage engagement.
1) Did you have a favorite teacher at school? If so why were they your favourite? . Yes I did, although I loved a lot of my teachers. Mrs Lucas, my Art teacher as she was approachable and you could talk to her about anything. She would always have a laugh and when you was down she would pick you up.
 
2) Did you have a better relationship with the teachers that taught your favourite subject?  My favourite subject was Art because of the teacher I think although. My best subject was maths although I didn’t always get on with my teachers; we had a lot of supply teachers. My Dance teacher Miss Payton certainly because who she was, she made the class so good to attend and you looked forward to going.
 
3) was your favourite teacher strict or did they let you gat away with bad behaviour?. My teachers were all strict and you did have respect for them. Firm but fair ones were OK but I did have a chemistry and music teacher that lost control of the classes and we never learnt anything.
 
4) Did you have a teacher who helped you a great deal in a matter outside their subject area?. Yes Mrs Lucas my Art teacher, she made you think about what you wanted to be and if you had fallen out with your best friend or having grief she would advise you. I had my purse nicked at school and I know who did it. And she helped me to cope with it in the proper way instead of just punching the girl’s lights out! And getting myself into trouble.
 
5) What features made you dislike a school teacher? Ones that couldn’t control the classroom
 
6) Did you improve more personally from encouragement or discipline. Encouragement as I didn’t have a lot of confidence at school. But discipline helped as there were a lot of bullies at my school 
 
7) Do you feel that your teachers could of made more effort to encourage you to achieve more. Not that I knew of at the time. But Mrs Lucas defiantly sticks out as she used to do this,
 
8) Did your strict teachers make you nervous to take risks in lesson for fear of failure/getting it wrong, some times if they were too strict you lived in fear of them
 
9) If you were to be a teacher what would your priority be? Firm but fair but Encouragement all the way
 
10) Do you think you excelled in the subjects where you prefered the teacher/ did you take a subject for GCSE/Alevel simply because of the teacher?. No I chose my subjects because of what I was best at but Have to say I was good at them because of the teachers mostly. Maths being the exception, I never liked any of my teachers but I had to do maths anyway as it was compulsory!

Essay Essay Essay....


I tam now tying to piece everything i have learnt and all the information i have gained into this essay.. and its hard. 
In a way i feel that when it comes to invstigating a subject it is best to so something that you're passionate about but when it comes to essay writing it makes it hard to structure. I have posted the following from the handbook for me to keep refering back too.



Part 1: A Critical Review 
Introduction - relevant to the context of the inquiry 
and how it relates to your workplace or community of 
practice 
Evaluation of the Inquiry Process - practitioner 
research tools used (observation, surveys, 
interviews, focus groups), the literature review, the 
ethical implications and other activities undertaken 
as a part of the process (e.g. performances, 
workshops, trying out new strategies, etc.) 
Analysis of Findings - referencing relevant findings 
and significance of inquiry including a discussion of 
the literature in relation to the findings and the 
benefits or implications of any activities undertaken  
Critical Reflection - a critical self-analysis of the 
learning journey based on your learning journal 



The Critical Review should consist of 1 paper spiral 
bound document (11pt, e.g. Ariel, double or 1 and ½ 
spacing) with indicative word counts listed below:  
Title Page 
Introduction 500 words 
Evaluation of the Inquiry Process 2500 words 
Analysis of the Findings 2500 words 
Critical Reflection 500 words 
Bibliography and Appendices 

Supporting Evidence could consist of appendices 
including: blog texts, visual evidence, blank consent 
form, blank questionnaires, interview questions, 
observation grids, etc. Please note: each appendix 
should be cited (e.g. Appendix 1) in the Critical 
Review (hyperlinks in digital version). Any online 
materials must be accessible (e.g. Word or Pdf) or 
available for download (dated prior to submission 
date).  

Tuesday 9 April 2013

Interview with Social Worker A


As part of my inquiry I decided to interview a social worker to get a different view to that of a teacher.
I am a teacher and a lot of my close friends are teachers, this I feared would give me a single minded, one dimension opinion.
A social worker see’s the flip side of situations, the outcomes minus grades but life skills, family situations, fears, insecurities, boiling points that I worry teachers if not trained correctly might add too.
Therefore, for me, this interview was essential to my investigation.

We talked for ages and dwelled on points sometimes slightly off subject but all of great use for my practise. To keep her confidentiality she will simply be known as Social Worker A.
The following interview has been cut down for BAPP use.

I started off the interview by telling Social Worker A the purpose of my interview and that it was for my BAPP, I also told her that her name would remain anonymous.

Me: Do you think boundaries in education are a good thing? For example: Teachers setting boundaries I their classrooms.

Social Worker A: Yes, definitely. I think in classes you have different children; I think boundaries are important for both types of children. Children that come from maybe more middle-class families that are used to boundaries they work well with boundaries.  They have got maybe good boundaries at home from parents/grandparents.  They have a different level of working within boundaries and they feel safe and contained in that, if you didn’t have them they probably couldn’t cope, they probably couldn’t manage. So I think from that side yes. Also I think from the other side you have children that maybe come from poverty, more from the poorer families. They need boundaries because they might not have them at home. That’s why some of these children are lost because they don’t have them, they don’t feel safe they don’t feel contained. I have worked with children who have said, “I just want my mum to say no.”

Me:  Would you say children might not be reacting negatively to boundaries but that they don’t know how to react to them?

Social Worker A: They don’t know ant different. All schools are split in the classes and I think that boundaries are so important. They don’t have to be strict boundaries. Just a level of boundary, so for example. When we’re in the class you will sit in your chair. That’s a boundary, but its not strict, its not saying, no one talks or stand in single file.

Me: Would you say boundaries could take away a child’s creativity/individuality?

Social Worker A: No it doesn’t, it’s a level of boundary and children need to feel safe and secure at all times and that is the problem that you have with the kids at the moment. When they go home they don’t feel safe and secure, they don’t feel safe and secure on the streets. But at school it’s almost like. “We go to school to feel safe, because a teacher cares about me”.  If they say “No you’re not walking out that classroom” or “Sit down and wait a minuite” whatever that boundary might be I definitely think for both sets of children boundaries need to be in place. For your middle/upper class, they need boundaries because they are so spoilt at home that they don’t have any boundaries. I’ve witnessed that through nannying.

Me: Would you agree that boundaries are a comfort?

Social Worker A: Definitely it’s a security it’s a comfort blanket it’s a need. Children need to have boundaries for their future otherwise it will just carry on. If they don’t go to school, they live in the environment they live in at home; I’m talking more probably from the poverty side. Then they’re not going to know them boundaries and its almost like learning right from wrong. They might not learn right from wrong or sometimes a level of authority, a level of respect. If a teacher says sit down, and the child is f*** and blinding and doesn’t listen its because probably they do feel a bit unsafe, and maybe the boundary wasn’t made very clear. Or possibly it wasn’t explained in a way they understand. So a lot of kids arguing against boundaries is because they don’t understand it, it’s a change, its different they’re not used to it, being told what to do. And people don’t like change. If you come from maybe junior school into senior school and you have boundaries at school that are different, it’s just a case of adapting to it. As a teacher you have to then have to continue it. It’s repetitive. But I think a boundary is a safety measure for all types of children it doesn’t matter where they come from. They need to learn, level of authority, level of respect. And boundaries do that boundaries put that into their heads.

Me: Do you agree with the policy that schools are now putting into place, where you have to let the children walk out of the classroom if they want to leave at their own free will?

Social Worker A: Of course schools are doing that. Because there is so many human rights. But who is telling the children that, about Human rights? Unless someone tells them… you’re not born knowing about human rights. So their mum is saying, or they are listening to people at home who are saying, “that’s my human right” or they heard it on the telly.

Me: Following on from my previous question would you believe that this would then have a detriment to the student as it makes it harder for them to re-enter the classroom?

Social Worker A: Well if they know they can do something. You wills see nine year olds who police will walk up to and say what’s your name and the child will respond “I don’t have to tell you its my human right” They’re nine who has told them that? They’ve either seen it or heard it or their families have done it or their mums have said “Don’t let them talk to you like that” Its coming from somewhere, you’re not born like that.
Going back to the question I do agree that in some schools like SEN or statement schools, you’ve got children who have mental disabilities, but again you have children who tick every box of ADHD but are not managed correctly, you have all different levels of ADHD al levels of different disabilities. And you have learning disabilities and behavioural disabilities. But as a general rule if a child is allowed red cards and to go to cool off period and things like that. Yes maybe they need to do that because maybe they have anger management issues or they have issues at home and each child is individual, But as a general rule if I was in a class as a normal functioning child and I was sitting next to someone who was allowed to walk out f the classroom and maybe I was struggling to learn that topic, or I didn’t like school or I didn’t like that subject what’s stopping me walking out? So no I don’t agree with that rule.

Wednesday 3 April 2013

Career Professional Development:



Last Wednesday I went to a training session at the school I’m currently working in. At this session we studied “Effective Behaviour for Learning”.
We started by Drawing 3 islands on an A3 sheet of paper that was provided for us. In island 1 we wrote as many challenging behaviours that we predict a child could demonstrate in school. In simple terms all the traits of the worst student we could ever imagine.  (See Image A)
On island 2 we did the same but for what behaviour we would expect a student to demonstrate, and on Island 3 we wrote the attitudes and behaviour that we aspire for young people to demonstrate, so basically our dream student.
Around island 1 (the ‘naughty’ island) we wrote down all the interventions we would put in place to make sure this didn’t happen, things like warnings, detentions, exiting students etc. WE then discussed the interventions we would apply to ensue the students reached islands 2 and 3. Things like praise, encouragement etc.
We were then told that at all times we were to refer to the “Precision teaching Model” (See Image B) This model encourages us to follow the same procedure for all children ‘No exceptions!’ Beforehand I may not have agreed with these set boundaries, as not all children are the same. But with this precision teaching model in encourages all children to behave in an appropriate way. Boundaries are comforting and reassuring to students. Any exceptions can be dealt with after but the teaching model has to be implemented in the first instance.
We then looked at and discussed Kolb’s- Experimental Model (See Image C) the model is a visual way for us to see the ongoing effect we are having and we can constantly make improvements and changes. I looked at Kolb’s cycle in Module 1 and think it is a great way of making continuous improvements.

We then looked at Verbal language and the following was discussed to make us reflect on our own practise:
  • ·      If you shout then why shouldn’t they?
  • ·      Give examples of how they could behave.
  • ·      Compliment when you can.
  • ·      Relationship matters.
  • ·      Ease tension through humour (for naturally funny teachers only!)
  • ·      Appeal directly with a request.
  • ·      Encourage young people to use more words.
  • ·      Avoid questions they can’t answer.
  • ·      Say ‘thank you’ when you can.


After this we moved on to Physical Language and we discussed the following:
  • ·      Teenagers know what buttons to press
  • ·      Give a child eye contact or you will irritate them
  • ·      Stay and look calm with your poker face.
  • ·      If you cant just listen then make listening noises ‘Uh huh”
  • ·      Use a good even tone of voice.
  • ·      Talk in a quiet, calm voice.
  • ·      Use good open body posture.
  • ·      If a pupil can smell your breath or feel spit you are too close!
  • ·      Feedback what has been said.


Moving on from this where we discussed what might seem obvious but teachers often forget due to emotions, tiredness, frustration we discussed reasons behind children’s behaviour and that we shouldn’t take their behaviour personally.
  • ·      Keep it about the issue not about who’s in charge.
  • ·      If they sense ridicule it will cause conflict
  • ·      Undesirable behaviour can be a sign of a deeper issue.
  • ·      Children express sadness with anger
  • ·      Do they need to solve a problem or have a lecture?

·      “You may have no impact on the child who cannot sustain attention long enough to complete a cohesive thought. But if nothing else you can be at least one adult in their life who shows they can be charge of themselves”

Taking all of this into account we discussed our practice thinking about right time, right place and right tone.
  • ·      Was/Is that a good choice?
  • ·      What would your Nan say if she heard you say that?
  • ·      Are you in charge of yourself?
  • ·      How did that make the student feel?
  • ·      Who’s feeling good bout that right now?


I found the training session very helpful and have been reflecting on these strategies since.

I would agree that starting with a blanket rule is a good way to control, then taking into account personal circumstances make certain arrangements at your discretion.


Images: Career Professional Development.



Image A
Image B
Image C