tag:blogger.com,1999:blog-66687329431075526092024-03-08T11:34:12.051+00:00Learning & Teaching...and other wordsDanielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.comBlogger39125tag:blogger.com,1999:blog-6668732943107552609.post-1717261381984288032021-06-29T16:51:00.001+01:002021-12-08T08:45:48.672+00:00...Newly Qualified Teachers - Tips for NQTs<p></p><div style="text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGFnfAkJozHh1lcV1FmZUxsf8sMafapUxjFD9FV_q9n89KkZwy1pUR_axujLK8FoYXCElDc0lunzgLowCDzS6NyC9zSf0D-PkYlQRadxG4C39dliqE4X6lP97jkF-78K6qY3OQTFcIktg/s612/Top+Tips.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="459" data-original-width="612" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGFnfAkJozHh1lcV1FmZUxsf8sMafapUxjFD9FV_q9n89KkZwy1pUR_axujLK8FoYXCElDc0lunzgLowCDzS6NyC9zSf0D-PkYlQRadxG4C39dliqE4X6lP97jkF-78K6qY3OQTFcIktg/w200-h150/Top+Tips.jpg" width="200" /></a></div>So, you've qualified as a teacher and are about to commence your first post as an NQT? Then this post will help!<p></p><p>I invited some ex-students - recently qualified teachers - to take part in a panel discussion for undergraduate students planning to commence their teacher training. They shared their experiences and their 'top tips' for success as newly qualified teachers.</p><p>This post sets out a summary of their advice for successful completion of the induction phase of your journey to full QTS.<span></span></p><a name='more'></a><p></p><p><u><b>Tip 1</b> by Alex: <b>Manage your time</b></u></p><p class="MsoNormal" style="text-align: justify;"><i>I arrive at my school at 7 o'clock in the morning, when it opens... The children turn up at 8:45. In that time I am flat out usually getting stuff prepared for the day or organizing myself for the week or further ahead... And after school there's marking. I really didn't think about the amount of marking there would be, if you have to leave a personal comment in every book. It's just about managing your time...</i></p><p class="MsoNormal"><b>Alex</b> quickly realized how much time is directed through necessary jobs - planning, preparation, assessment and feedback... If these jobs aren't done in a timely manner, or you get behind with them, then pupils' learning can quickly suffer.</p><p class="MsoNormal"></p><ul style="text-align: left;"><li>To help you manage your time effectively and get everything done during the school week, access the <i>Weekly Work Planner</i> <a href="https://danieljayres.blogspot.com/2015/11/to-do-lists.html" target="_blank">here.</a></li></ul><p></p><p class="MsoNormal"><u><b>Tip 2</b> by Alan: <b>Have confidence</b></u></p><p class="MsoNormal" style="text-align: justify;"><i>You may work with colleagues, as a phase or year group, and get plans and ideas about how things
are going to go from them. But b</i><i>e confident in the decisions that you make for your class. No one is going to know your children better than you. And so, have the confidence to move away from plans and adapt them for the pupils in your class that need that extra support, or maybe a bit more challenge. Have the confidence to say '</i>This <i>is going to work best for my children...'</i></p><p class="MsoNormal"><b>Alan</b> felt the shift of responsibility, once the 'safety net' of mentors and tutors is removed following initial teacher training. There are still colleagues to bounce ideas off, and sources of support, including a dedicated induction tutor. But the point here is to begin trusting your training and your own professional judgement. </p><p class="MsoNormal"></p><ul style="text-align: left;"><li>Have a look at the 4 strategies described <a href="https://danieljayres.blogspot.com/2013/12/critical-incidents.html" target="_blank">here</a>, for help to develop your professional judgement through the <a href="https://danieljayres.blogspot.com/2013/12/critical-incidents.html" target="_blank">analysis of classroom incidents</a> and experiences.</li></ul><p></p><p class="MsoNormal"><u><b>Tip 3</b> by Maggie:<b> Have a Backup Plan</b></u></p><p class="MsoNormal" style="text-align: justify;"><i>Thinking about the children in my class - and previous classes - if I don't always have something prepared for them then the day can go downhill... So prepare, and make sure you have something - a task or activity - as a backup for
what you're doing. Always keep one step ahead of your pupils in case they run through a task
really quickly, they finish and you
still have 25 minutes left of your lesson. Always have
a backup plan.</i></p><p class="MsoNormal">When you don't manage time in the classroom well enough (see Tip 1) then you can be left with 'gaps' to fill. <b>Maggie</b> doesn't make that mistake. She plans additional work, challenges and extension tasks to ensure she is able to engage her pupils in meaningful activity at any time. </p><p class="MsoNormal"></p><ul style="text-align: left;"><li>Consider providing groups with open-ended challenge tasks, as part of your lessons. Or, set up a challenge tray which pupils know they can access when their set work is done. </li></ul><p></p><p class="MsoNormal"><u><b>Tip 4</b> by Meram:<b> Communicate</b></u></p><p class="MsoNormal" style="text-align: justify;"><i>It can be a challenge to communicate your plans to a teaching assistant. They have to
understand what's going on throughout the day or ... they might just stand there waiting for instructions. Some TAs will use their initiative; some need guidance. I make sure I
have a weekly planning overview visible somewhere, where additional adults can see and follow it at any time.</i></p><p class="MsoNormal"><b>Meram</b> actually saves herself time by doing a little extra work. By providing a planning overview she's enabling her teaching assistants (and any other adults who may arrive in her classroom to lend a hand). By checking the overview they what's going on, what learning objectives are being met, and how they might help pupils. This approach also communicates and develops trust between colleagues.</p><p class="MsoNormal"></p><ul style="text-align: left;"><li>Display an overview of lessons, including the aims and objectives. Consider including how resources are to be used and levels of support to be provided. You could develop a way of gathering feedback about pupils' achievements too, to assist you with assessment.</li></ul><p></p><p class="MsoNormal" style="text-align: center;">***</p><p class="MsoNormal" style="text-align: left;">Thank you to my students for providing us with valuable insights into their experiences in their classrooms. My take-away is that you should identify challenges, face up to them and find solutions. You may find yourself doing more work in the short term. But when systems are set up to support planning, teaching and assessment in your class you'll save yourself time and energy down the line.</p><p class="MsoNormal" style="text-align: left;">What would you add to this list of Top Tips for NQTs? Add your idea in the comments below.</p>Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com3London, UK51.5072178 -0.1275862-27.951814845644357 -140.7525862 90 140.4974138tag:blogger.com,1999:blog-6668732943107552609.post-58049525944302448102021-05-25T11:55:00.003+01:002021-05-25T12:05:34.925+01:00...Reflection through Poetry<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK46BWFwmQmicAZfhNv21y9soaFMZvMdZYJZ8f0-G9wM4_e5uVZCerWdUrYpfmTZFzu28zIHKuSba6CbMlmGRmU5Joo_aq7eu_Co6DYAcOXbdm3Io5AYarggjh_zTslZ7vy6dhuY0Fb8k/s1061/mirrorpoem.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="835" data-original-width="1061" height="158" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK46BWFwmQmicAZfhNv21y9soaFMZvMdZYJZ8f0-G9wM4_e5uVZCerWdUrYpfmTZFzu28zIHKuSba6CbMlmGRmU5Joo_aq7eu_Co6DYAcOXbdm3Io5AYarggjh_zTslZ7vy6dhuY0Fb8k/w200-h158/mirrorpoem.jpg" width="200" /></a></div>Can writing a poem support personal or professional development?<p></p><p>The potential benefits of reflecting on experience, and specifically written reflection, are documented throughout this site and in a wealth of published literature. </p><p>Poetry has documented and influenced human civilization for centuries, encapsulating significant events and powerful emotions, often with economical brilliance.</p>This post reflects on the impact of poetry writing - from the perspective of a poetry retreat facilitator - and draws this together with ideas of reflective writing, to present a developmental writing exercise.<span><a name='more'></a></span><p>Jonny Walker is an East London teacher with a passion for poetry. During his initial years as a teacher he worked with different schools on English and literacy projects. His projects developed over time, one of them becoming a poetry retreat. </p><p>He invites students from across London to a 4-day residential poetry retreat in the New Forest or on the South Downs. He brings the teachers together, along with students from different schools. They collaborate, work and write. He says...</p><p></p><blockquote>Poetry lets you know about people and their lives. I have learned more about some of the students in a couple of days on the retreat than I have done in the rest of the year working with them in school. </blockquote><p></p><p>While original plans were to provide inspiration for students, from the unfamiliar, natural environment, they quickly discovered that what the students actually wanted to do was to use the time and space to reflect on their own lives. They were away from their everyday experiences, and were enabled to look at their lives and relationships differently. </p><p>Jonny generates a "creative space" and the security for participants to feel ready to share their thoughts, opinions and ideas. With a little trust and some modelling, students are willing to share feelings and vulnerabilities. They get to know one another very well. </p><p>The process of articulation - written or spoken - can develop your awareness and also teach you about yourself. He says...</p><blockquote>Sometimes it is only once you start writing that you realize what you've been thinking about. Especially for teachers, not only doing a very hard job, but doing that job in these hard times, you've got a lot in your head. Poetry can be a way for you to process these things by writing them down. </blockquote><p></p><p>Writing down even just a fraction of what's on your mind - a single thought - removes it from the general jumble of your thoughts, and generates some space and time to look at it and think about it in a new way. The process is not context dependent, nor tied to worries or pressures, and can therefore give you some objectivity - a new or alternative perspective on otherwise familiar thoughts.</p><p>And that's what we're looking for - awareness, possibly insight, better understanding, and possible positive action. But can poetry facilitate this? Can writing a poem support personal or professional development? Here's an exercise to try:</p><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr>
<td style="background: rgb(247, 202, 172); border: 1pt solid windowtext; mso-background-themecolor: accent2; mso-background-themetint: 102; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 425pt;" valign="top" width="567">
<p class="MsoNormal" style="line-height: normal; margin-left: 36pt; mso-list: l2 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: arial;">1.<span style="font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Choose a person -
personal or professional - a relationship you'd like to reflect on. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 36pt; mso-list: l2 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: arial;">2.<span style="font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Ignoring
grammatical rules and poetic conventions - there's no need to rhyme unless
rhymes present themselves - just let the words out. Write:<o:p></o:p></span></p>
<ul type="disc">
<li class="MsoNormal" style="line-height: normal;"><span style="font-family: arial;">1 or 2 lines on what or who
the person is to you<o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: normal;"><span style="font-family: arial;">1 or 2 lines on how they
make you feel<o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: normal;"><span style="font-family: arial;">1 or 2 lines on how you
benefit, or could, from the relationship<o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: normal;"><span style="font-family: arial;">1 or 2 lines on what the
future might hold<o:p></o:p></span></li>
</ul>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: arial;">Next, just read through. What surprises you? What strikes a chord?<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: arial;">Then, allow yourself to edit word choices, punctuation... Until you
feel 'done'.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: arial;">Finally, note the changes you made: <o:p></o:p></span></p>
<ul type="disc">
<li class="MsoNormal" style="line-height: normal;"><span style="font-family: arial;">What effect/s did you
alter or create? <o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: normal;"><span style="font-family: arial;">What meanings did you
clarify or refine? <o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: normal;"><span style="font-family: arial;">What ideas did you
emphasize? <o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: normal;"><span style="font-family: arial;">What might come next?</span><span style="font-family: "Times New Roman", serif; font-size: 13.5pt;"><o:p></o:p></span></li>
</ul>
</td>
</tr>
</tbody></table><div>Please take a moment to share your experience of the exercise - or any constructive feedback - in the comments below.</div><p></p><p>Thanks to Jonny Walker for contributing. He can be found here: <a href="https://jonnywalker.carrd.co/" target="_blank">https://jonnywalker.carrd.co/</a></p><p><b><u>Resources - Reflection</u></b></p><p>Reflective Practice: <a href="http://danieljayres.blogspot.com/2013/05/reflective-practice.html" target="_blank">http://danieljayres.blogspot.com/2013/05/reflective-practice.html</a></p><p>Reflective Writing Exercises: <a href="http://danieljayres.blogspot.com/p/reflective-writing-exercises.html" target="_blank">http://danieljayres.blogspot.com/p/reflective-writing-exercises.html</a></p><p>Evaluating Reflection: <a href="https://twitter.com/jonnywalker_edu" target="_blank">http://danieljayres.blogspot.com/2021/02/evaluating-reflective-practice.html</a></p><p><b><u>Resources - Poetry</u></b></p><p>Jonny's Twitter: <a href="https://twitter.com/jonnywalker_edu" target="_blank">https://twitter.com/jonnywalker_edu</a></p><p>Otherwise: <a href="https://twitter.com/OtherWiseEdu" target="_blank">https://twitter.com/OtherWiseEdu</a></p><p>Michael Rosen's youtube: <a href="https://www.youtube.com/MichaelRosenOfficial" target="_blank">https://www.youtube.com/MichaelRosenOfficial</a></p><p>Centre for Literacy in Primary Education - Poetryline (CLPE): <a href="https://clpe.org.uk/poetryline" target="_blank">https://clpe.org.uk/poetryline</a></p><p>CLIPPA (Centre for Literacy in Primary Poetry Award): <a href="https://clpe.org.uk/poetryline/clippa" target="_blank">https://clpe.org.uk/poetryline/clippa</a></p><p>Other resources available here: <a href="http://danieljayres.blogspot.com/p/literacy-and-primary-english.html" target="_blank">http://danieljayres.blogspot.com/p/literacy-and-primary-english.html</a> </p>Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com0tag:blogger.com,1999:blog-6668732943107552609.post-11682838434814289922021-04-08T18:14:00.002+01:002021-04-08T18:14:35.937+01:00...The Pyramid Approach to Writing<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7YEeRlORE_DPYKLICkSF2BbXY3yU8uykxNrRWDRjtlYNVlD4PgSNz4bGRPQvtSnzBYS6JGNsDx8xx_F9c2M2tRgbXatZMR7ponvhJoR8i6T5Zu_EIBpf6NmDIEuyKk-OkT3TE92MWqS0/s311/pyramid.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="162" data-original-width="311" height="104" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7YEeRlORE_DPYKLICkSF2BbXY3yU8uykxNrRWDRjtlYNVlD4PgSNz4bGRPQvtSnzBYS6JGNsDx8xx_F9c2M2tRgbXatZMR7ponvhJoR8i6T5Zu_EIBpf6NmDIEuyKk-OkT3TE92MWqS0/w200-h104/pyramid.jpg" width="200" /></a></div>This post sets out the <i>Inverted </i>or <i>Upside-down Pyramid Approach</i> to essay-writing, as described by one of my students. The tool can reduce the overall time spent writing by helping you to focus on the assignment brief and to maintain direction towards relevant conclusions.<div><br /><div>It is a useful tool for the planning phase:<div><p></p><p></p><ul style="text-align: left;"><li>to help you structure your work;</li><li>to maintain your focus on the purpose of the discussion;</li><li>to encourage concise, efficient communication of ideas.</li></ul><a name='more'></a><p></p><p>Written work is commonly used for assessment purposes in education. For some students this is a daunting prospect. There are many strategies available to help with writing essays, but the one we’re considering today supports the planning process.</p><p>Detailed planning is vital to success when writing, but it is often omitted, neglected, or seen as a waste of time. What for some may be a perceived increase in workload can actually help to reduce the time spent writing. </p><p>The idea is to work down, through the <i>inverted pyramid</i>, from its wide base to its point. You start broadly and as you begin to move through the essay you become more specific, looking at key features of the topic in increasingly finer detail. Eventually you reach the conclusions, represented by the point of the pyramid.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOXeDPoYuMcjRC00l2gE44_NSEqzGSHRX_s4d0Wo3NKBRvGEFOT4AgIPjB5wKspO216Mam-nhPjkQP5sjoAktV_NVo50N48b2zGynqCPq7VbRGvgEm-qnULOx8qlH5DMyVQoOHHPK92XM/s789/invpyr.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="575" data-original-width="789" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOXeDPoYuMcjRC00l2gE44_NSEqzGSHRX_s4d0Wo3NKBRvGEFOT4AgIPjB5wKspO216Mam-nhPjkQP5sjoAktV_NVo50N48b2zGynqCPq7VbRGvgEm-qnULOx8qlH5DMyVQoOHHPK92XM/s320/invpyr.JPG" width="320" /></a></div><p><b>Introduction - The Base</b></p><p>Setting out the context and key themes in your work. The beginning of the essay should communicate the broad topic of the paper and could include:</p><p></p><ul style="text-align: left;"><li>A background or the context to the topic;</li><li>Key ideas or features of the field;</li><li>Definitions of important terminology; </li><li>A thesis statement.</li></ul><div>First impressions last, which is why you want to have a positive impact from the start of your work. A marker will inevitably make initial judgments about your knowledge, from the quality of your opening paragraphs. So ensure your introduction is accurate, clear and articulate.</div><p></p><div><b>Main Body</b></div><p>The pyramid starts to thin, becoming narrower, therefore so does our discussion. You need to be specific now and write in greater depth about key aspects of your thesis. As the pyramid becomes narrower (the saying 'quality not quantity' applies here) focus on fewer ideas but in greater detail, rather than including lots of different points, briefly describing them. The depth of your knowledge of the ideas your write about is critical.</p><p>This is where your reading and research will help you to select the ideas you will include. Plan an outline of your paragraphs, with each paragraph focusing on and developing a specific idea. Use the idea of topic sentences to open each paragraph, and consider ending the last paragraph in a section by expressing the significance it has on the whole essay.</p><p>If you don’t have evidence for a point then don’t incorporate it! Examples of evidence which might support your ideas: </p><p></p><ul style="text-align: left;"><li>Data from articles or your own empirical research;</li><li>Commonly accepted facts, apparent in a range of sources;</li><li>Statistics from reputable institutions. </li></ul><p></p><p><b>Conclusion - The Apex</b></p><p>The final section of your essay may be just one paragraph, but in more complex essays can consist of several. Your conclusion may serve a range of purposes:</p><p></p><ul style="text-align: left;"><li>summarize a single, final judgement about the topic being discussed;</li><li>clarify the answer to the original question posed; </li><li>describe links to broader issues;</li><li>identify areas for further work or study.</li></ul><p></p><p>This is not the stage at which to introduce new material, ideas and sources. The conclusion should summarize arguments already presented, with reference to key evidence (again, already explored). It should give the reader a satisfying sense of arrival (Barker, 2013) as ideas within the preceding discussion are pulled together, tied up, and presented as your own 'new' thoughts on the topic in question. </p><p>Good luck!</p><p>(Many thanks to James, for providing the inspiration ... and a good number of the words for this post.)</p><p><b>Reference and Further Reading</b></p><p>Barker, A. (2018) <i>Essay Writing Explained: How to Write an Essay</i>. Bookboon. </p><p>Castle, K. (2010) <i>Study skills for your masters in teaching and learning. </i>Exeter: Learning Matters.</p><p>Cottrell, S. (2005) <i>Critical Thinking Skills: Developing Effective Analysis and Argument.</i> Basingstoke; New York: Palgrave Macmillan.</p><p>University of Manchester (no date) <i>Academic Phrasebank</i>. Available at: <a href="https://www.phrasebank.manchester.ac.uk/" target="_blank">https://www.phrasebank.manchester.ac.uk/</a> (Accessed April 21).</p><p>Wallace, M. and Wray, A. (2006) <i>Critical Reading and Writing for Postgraduates. </i>London: Sage.</p><p>Wyse, D (2007) <i>The Good Writing Guide for Education Students.</i> 2nd edn. London: Sage.</p></div></div></div>Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com0tag:blogger.com,1999:blog-6668732943107552609.post-58336920497626289672021-03-23T00:05:00.002+00:002021-03-23T00:05:38.296+00:00...Teacher Training - Top Tips<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwlLWZEoDLb-kMrn8k7pcsD4xpQ3BcSPJ4uchsujnszgLHiwp1T398slI9LFy4k3suNn601isgdO0bxYiHo3YUWZKKiXwLkZnez68QL1-TnE3StjP21Zp5ge4JLVwkfgczH8k7urH16N0/s612/Top+Tips.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="459" data-original-width="612" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwlLWZEoDLb-kMrn8k7pcsD4xpQ3BcSPJ4uchsujnszgLHiwp1T398slI9LFy4k3suNn601isgdO0bxYiHo3YUWZKKiXwLkZnez68QL1-TnE3StjP21Zp5ge4JLVwkfgczH8k7urH16N0/w200-h150/Top+Tips.jpg" width="200" /></a></div>If you are planning on training to become a teacher, then this post will help!<p></p><p>I invited some ex-students - recently qualified teachers - to take part in a panel discussion for undergraduate students planning to commence their teacher training in the Autumn term. They talked about their experiences and their successes as qualified teachers. Crucially, they shared their advice for students embarking on teacher training.</p><p>This post sets out a summary of their 'top 'tips' for successful completion of initial teacher training. They might surprise you!<span></span></p><a name='more'></a><p></p><p><u style="font-weight: bold;">Tip 1</u> by Allan <b><u>Get Organized</u></b></p><p>"Organization is absolutely massive, and it's still something I'm getting better at. Organizing your time is a skill you tend to develop the more you work at it. Time can really slip through your fingers on the PGCE. The year goes so quickly. So you need to make sure you have that plan for each day and for each week, to make sure that what needs to be done actually gets done..."</p><p><b style="text-decoration-line: underline;">Tip 2</b> by Alex <b><u>Get Organized</u></b></p><p>"My top tip is about organization. I arrive at school to start work at 7:00 o'clock, and I don't leave 'til 6, when the caretaker usually chucks me out. It's a really really long day. Between 7am and 8:45, when the children arrive, I am usually working flat out getting prepared for the day. After school I have to ensure all marking is done... If I'm not organized it makes life very difficult."</p><p><u style="font-weight: bold;">Tip 3</u> by Maggie <b><u>Get Organized</u></b></p><p>"Get organized, especially when you have teaching practice. If you're not well-prepared then the day can fall apart very quickly. I didn't realize quite what sort of lifestyle change it was going to be; it's a way of life that you have to adopt."</p><p><b><u>Tip 4</u></b> by Ben <b><u>Get Organized</u></b></p><p>"If you're not organized it's easy to get overwhelmed, just looking at all the work and assignments you have to complete. I had not done any academic writing for a while and lacked confidence. It was very challenging for me... I had to get organized by starting assignments straight away."</p><p style="text-align: center;">***</p><p><b>Alex</b> and <b>Allan</b> said they underestimated the amount of work that had to be completed, and overestimated the amount of time they had to complete it in. It's true. During the teacher training year (and a typical school week) there's precious little spare time. Which is why every moment of every day needs to be organized to ensure everything gets done, and nothing gets missed. </p><p>See <a href="http://danieljayres.blogspot.com/2015/11/to-do-lists.html" target="_blank">...To Do Lists</a> for a downloadable Weekly Work Planner, to help you organize your time.</p><p><b>Maggie</b> considered how crucial maintaining organization was, particularly when it comes to planning lessons and teaching. You may have the experience and the confidence to stand up in front of a class of pupils, but if what you do once you're there isn't well-enough prepared then your lesson can fall apart. </p><p>Have a look at <a href="http://danieljayres.blogspot.com/2013/12/demo-lessons.html" target="_blank">...Demo Lessons</a> for an idea of all the factors that have to be considered when planning lessons.</p><p><b>Ben</b> focused on the academic demands of training to teach - the postgraduate assignments. They're a feature of all postgraduate teacher training, as they put the 'PG' in the PGCE. The best advice is to get started on them straight away. As soon as you know when a deadline is, plan backwards from it to ensure you have more than enough time to complete the work.</p><p>The post <a href="http://danieljayres.blogspot.com/2013/12/managing-pressure.html" target="_blank">...Managing Pressure</a> includes a section on prioritizing tasks, by their importance and urgency. The key is to address important tasks (e.g. your assignment) before they become urgent (i.e. the day before the deadline).</p><p><br /></p><p><u><b>Further Reading - More Tips & Advice!</b></u></p><p>For more advice from students who know, search <a href="https://www.thestudentroom.co.uk/" target="_blank">The Student Room</a> and similar sites and communities. Here's a post specifically seeking <a href="https://www.thestudentroom.co.uk/showthread.php?t=4882788" target="_blank">PGCE Survival Advice</a>. </p><p><a href="https://www.ucas.com/teaching-in-the-uk" target="_blank">UCAS (University and College Admissions Service) </a>is the place to go to apply for your teacher training. It also hosts advice <a href="https://www.ucas.com/postgraduate/teacher-training/apply-through-ucas-teacher-training/preparing-teacher-training" target="_blank">Preparing for Teacher Training</a>.</p><p><a href="https://us.sagepub.com/" target="_blank">Sage Publishing</a> has a blog with advice for undertaking teacher training: <a href="https://uk.sagepub.com/en-gb/eur/advice-for-teacher-training-students" target="_blank">Tips for starting a PGCE course.</a></p><p>And, finally... the UK government's own teacher training website - <a href="https://getintoteaching.education.gov.uk/" target="_blank">Get Into Teaching</a> - provides a range of support, guides and events to help people onto a training course. </p><p><br /></p><p>I hope you found something useful here. Good luck!</p><p>DJA</p>Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com4tag:blogger.com,1999:blog-6668732943107552609.post-32439572072820704212021-02-28T16:33:00.002+00:002021-02-28T16:46:41.633+00:00...Evaluating Reflective Practice<p style="text-align: left;"></p><div class="separator" style="clear: both; text-align: left;"><ul><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcBEd5L_Do-JovfH-ihfdADCjeXHKMHeRGPzACVnC-SR_9hnL8xb-L2plHzYLMnfvaSRuUTqziijQ_v8W4cKDW3PPJPURgGG7G1S9c2i11HXz5Q52Dh3vrcl7g_c0aKY7oAK_ur5lHl_o/s575/reflection+sphere.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="437" data-original-width="575" height="152" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcBEd5L_Do-JovfH-ihfdADCjeXHKMHeRGPzACVnC-SR_9hnL8xb-L2plHzYLMnfvaSRuUTqziijQ_v8W4cKDW3PPJPURgGG7G1S9c2i11HXz5Q52Dh3vrcl7g_c0aKY7oAK_ur5lHl_o/w200-h152/reflection+sphere.jpg" width="200" /></a></ul></div>Assuming you understand that reflective practice can support professional development, how do you actually go about it? And how do you know that you are going about it correctly? <p></p><p>What is 'good' or 'effective' reflection?</p><p>This post presents a framework of prompts to assist the reflective practitioner in evaluating and developing the way he or she reflects. Using this matrix of questions may help you to develop appropriately critical reflection. This would facilitate broader perspective, deeper insight into situations, and more reliable implications for potential future action.</p><span><a name='more'></a></span><p></p><p>This framework for developing critical reflection is based on the work of Ghaye (1996), who outlines 5 characteristic 'types' of reflection-on-practice. </p><h4 style="text-align: center;"><span style="color: #990000;">Descriptive </span><span style="color: #38761d;">Perceptive</span> <span style="color: #741b47;">Receptive </span><span style="color: #ff00fe;">Critical</span> <span style="color: #741b47;"> </span><span style="color: #2b00fe;">Interactive</span> </h4><p>Each type is described below, with example questions that can serve as prompts for thinking and writing. Your reflection, in whatever form it takes, should engage with each of the five types of reflection, although not necessarily all of them all the time. It is up to you how you apply, structure and present this model. It may be that you begin with a description of some aspect of practice and go on to address each of the characteristics, in the order presented below.</p><p>The questions provided with each section are examples of prompts to help you engage at each of the different 'levels' of reflection. They do not all need to be answered directly. In fact, doing so would not be an appropriate approach to reflecting on thoughts or experiences. There are likely to be other questions you can ask yourself, and there are also certainly other approaches which would support valuable reflection.</p><h3 style="text-align: left;"><span style="color: #990000;">Descriptive Reflection</span></h3><p>This involves describing an event, incident, encounter or aspect of your practice. Start with a non-judgmental, factual account. By doing this, you place your experience in context–what, where, when and with whom. Descriptive reflection-on-practice may be written in different forms such as a simple sentence, a story or a diary of events. It may have a conversational tone but will, by its very nature, represent your view of what happened.</p><p>Reflecting descriptively can be facilitated by asking a series of questions about what you saw or experienced, such as:</p><p></p><ul style="text-align: left;"><li>What happened?</li><li>What did I do? </li><li>Where was I? </li><li>Who was I interacting with, and who else was in range of the interaction? </li></ul><p></p><h3 style="text-align: left;"><span style="color: #38761d;">Perceptive Reflection</span></h3><p>This involves linking the description of an experience to your thoughts and feelings about it. This type of reflection communicates a sense of what you felt and possible explanations for your feelings. There is a strong case for including references to your values, identity and beliefs at this point.</p><p>Reflecting perceptively can be facilitated by asking a series of questions about how you felt or feel about what you experienced, such as:</p><ul style="text-align: left;"><li>What was I thinking and feeling at the time?</li><li>What assumptions was I making? </li><li>What values and beliefs influenced my decision/s to act in the way I did? </li><li>How do I feel about the events now? </li></ul><p></p><h3 style="text-align: left;"><span style="color: #741b47;">Receptive Reflection</span></h3><p>This involves considering a range of ideas, readings, feedback or advice, and incorporating these perspectives into your thinking. Receptive reflection should offer the opportunity to link your thoughts, feelings and actions to those of others. In receptive reflection-on-practice you will be positioning your experience within the context of your workplace practices and policies, and possibly in relation to ideas and thinking about reading and research. </p><p>Reflecting receptively can be facilitated by asking a questions about other perspectives, and the broader context of your experience, such as:</p><p></p><ul style="text-align: left;"><li>How did other people involved perceive what happened?</li><li>How are my actions influenced by rules, or local/national policy?</li><li>What contextual factors may be limiting my view of what happened?</li><li>How can what happened be further understood or challenged through reading/theory?</li></ul><p></p><h3 style="text-align: left;"><span style="color: #ff00fe;">Critical Reflection</span></h3><p>This 'type' of reflection involves questioning practices and policies, exploring motivations, and exposing assumptions and contradictions. A willingness analyse experience in terms of power and politics is essential to support deeper, critical exploration of issues.</p><p>Reflecting critically can be facilitated by asking questions about your thinking and experience, such as:</p><p></p><ul style="text-align: left;"><li>Why did I act, think or feel the way I did?</li><li>In what ways is this experience or incident part of a pattern or routine? </li><li>How could the context of the event be challenged or changed, and what would result?</li><li>What are the flaws or omissions in my thinking/the conclusions I have drawn about the event? </li></ul><p></p><h3><span style="color: #2b00fe;">Interactive Reflection</span></h3><p>This involves linking the learning from reflection - the understanding gained from raising your awareness about experience - to possible future action/s. At this stage you might propose solutions or improvements to practice, giving a rationale for your ideas. </p><p>Reflecting interactively can be facilitated by asking questions about developing practices, such as:</p><p></p><ul><li>What have I learned about my actions/practice from my reflection?</li><li>How am I thinking differently about my behaviour?</li><li>What changes or improvements can be made, and what would the outcomes be?</li><li>How are proposed actions/changes/improvements supported by evidence, theory or research?</li></ul><div style="text-align: center;">---</div><div><br /></div><div>Accessing aspects of each of these 5 types of reflection-on-practice should support your thinking about experience in a way that results in learning and development - 'good' reflective practice. If aspects of this framework are missing from your reflections then these might be considered areas for development. </div><div><br /></div><div>To reiterate, they are not intended to be presented as a hierarchy, or as a fixed sequence. However, guidance on reflective practice often cites description as an important initial step. Also, as a primary aim of professional reflection is to raise awareness and to learn about practice, the identification of solutions or 'next steps' should perhaps be left until the final stage. </div><div><br /></div><div>There is also an argument for engaging 'critical' reflection throughout the process, rather than having it as a discrete 'type'. Food for thought.... Until my next post, in which I shall examine samples of reflective writing through the lens of these 5 characteristics.</div><div><br /></div><p><u>Reference</u></p><p>Ghaye, T. (1996) <i>An Introduction to Learning Through Critical Reflective Practice.</i> Newcastle: Pentaxion Ltd</p><p><br /></p><p><u>Further Reading</u></p><p>Ayres, D. (2014) <i>Reflective Journals.</i> Available at: <a href="https://danieljayres.blogspot.com/2014/11/reflective-journals.html" target="_blank">https://danieljayres.blogspot.com/2014/11/reflective-journals.html</a> (Accessed: Feb 21).</p><p>Cottrell, S. (2005) <i>Critical Thinking Skills.</i> Palgrave Macmillan.</p><p>Ghaye, T. (2010) <i>Teaching and learning through reflective practice: A practical guide for positive action</i> (2nd edn). Oxon: Routledge.</p><p>Moon, J. (1999) <i>Reflection in Learning and Professional Development.</i> Kogan Page, London.</p><p>University of Hull (no date) <i>Reflective Models. </i>Available at: <a href="http://mmiweb.org.uk/hull/1_hullpgce/assessment/ass_supp_secondary/reflection/reflectionmodels.html" target="_blank">http://mmiweb.org.uk/hull/1_hullpgce/assessment/ass_supp_secondary/reflection/reflectionmodels.html</a> (Accessed: Feb 21).</p><div><br /></div>Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com0tag:blogger.com,1999:blog-6668732943107552609.post-87781955565650396222021-01-05T12:33:00.001+00:002021-03-16T13:25:41.940+00:00...Health, Support & Wellbeing<span style="font-family: helvetica;"><div style="text-align: left;"></div></span>
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As I write this post the UK enters a third round of restrictions imposed to help control the spread of the Covid-19 virus across the country. Since most schools do not actually shut during lockdown (despite unhelpful reports to the contrary) teachers continue to provide teaching and learning opportunities, pastoral care, and even food to their pupils. Student teachers, too, are considered to be key workers in terms of Covid-19 restrictions. Teacher training therefore continues, to help ensure the teaching workforce is maintained...</div></span><div><span style="font-family: helvetica;"><br /></span><div><span style="font-family: helvetica;">This post draws together a range of online avenues of help and support, with school staff in mind. Please engage, share and support.</span></div><div><span style="font-family: helvetica;"><br /></span></div><div><span style="font-family: helvetica;"><span><a name='more'></a></span></span><div><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;">***</span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2tK7fTqYQNkYBU2J_KOJQNVcakkjRglmVmUOaca02CKAenLGq5HR4vOV2j5Qz9RAPTNcJuTF1vHtwv-Vu7wk1VNQya3_ILkEgAYgo-d4b_8SGZxHMvuWOlwmN1KRedBbT9pyWh-Oz5Us/" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><span style="clear: left; color: black; float: left; font-family: helvetica; margin-bottom: 1em; margin-right: 1em;"><img alt="" data-original-height="99" data-original-width="197" height="84" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2tK7fTqYQNkYBU2J_KOJQNVcakkjRglmVmUOaca02CKAenLGq5HR4vOV2j5Qz9RAPTNcJuTF1vHtwv-Vu7wk1VNQya3_ILkEgAYgo-d4b_8SGZxHMvuWOlwmN1KRedBbT9pyWh-Oz5Us/w167-h84/image.png" width="167" /></span></a></div><span style="font-family: helvetica;"><div style="text-align: center;">NHS – 111<span style="border: 0px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"> </span></div></span></div><div><div style="text-align: center;"><a data-auth="NotApplicable" href="https://www.nhs.uk/" rel="noopener noreferrer" style="border: 0px; font-family: helvetica; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;" target="_blank">https://www.nhs.uk/</a><span style="font-family: helvetica;"> </span></div><p></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;">A-Zs of health and medicines, and up-to-date advice on Coronavirus. Links on the website to support for specific conditions, healthy living, blood and organ donation and to other services.</span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><br /></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><span></span></p><!--more--><p></p><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4Pnp5GRwfyG7sCyipJjRFJ5NSztedFQnwXATzVOv-oTwkkfpuevR6_2JdjG1kyysiWZa6BBIkviZp2mFNCzA5L9XG5oUg1jzEV5nEjlRXnShw9E1Be9PPlxzD2PyU0O5krsQ30tToHm0/" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><span style="clear: left; color: black; float: left; font-family: helvetica; margin-bottom: 1em; margin-right: 1em;"><img alt="" data-original-height="122" data-original-width="171" height="102" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4Pnp5GRwfyG7sCyipJjRFJ5NSztedFQnwXATzVOv-oTwkkfpuevR6_2JdjG1kyysiWZa6BBIkviZp2mFNCzA5L9XG5oUg1jzEV5nEjlRXnShw9E1Be9PPlxzD2PyU0O5krsQ30tToHm0/w143-h102/image.png" width="143" /></span></a></div><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;">Shout – text 85258</span><span style="border: 0px; font-family: helvetica; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"> </span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;"><a data-auth="NotApplicable" href="https://giveusashout.org/" rel="noopener noreferrer" style="border: 0px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;" target="_blank">https://giveusashout.org/</a> </span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;">24/7 text support service. Link provides resources and tips including support for students and those facing more specific struggles.</span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><br /></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><span></span></p><!--more--><p></p><div class="separator" style="clear: both; text-align: left;"><span style="clear: left; color: black; float: left; font-family: helvetica; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="140" data-original-width="308" height="73" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilX1wZTIzp8kpEtP8NGtyxxvIbBMYLMxzep91VNEM1i7fqxxbpLHl2LM-AE7RTsDs0SrwxFB90x6nZVl-8k0beQ3ulpvALCGJq-5hFp8ArNtRwXiRkWbdEQnJd3lDuOdEpJvNyUzPKuis/w163-h73/image.png" width="163" /></span></div><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;">Mind – 0300 123 3393<span style="border: 0px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"> </span></span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;"><a data-auth="NotApplicable" href="https://www.mind.org.uk/" rel="noopener noreferrer" style="border: 0px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;" target="_blank">https://www.mind.org.uk/</a> </span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;">Information to help understand and manage situations, from emergency to legal advice, and tips to help manage times of pressure and stress.</span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"></p><p></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><span></span></p><!--more--><span style="font-family: helvetica;"><br /></span><p></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><span style="border: 0px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: helvetica;"></span></span></p><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixH4nLC-Gu7dHCTPxQxFYaSqJGB733QbH_Bn0P_w7x6OZu4azsZoHvfU5NnnwkDAp27rzgrg9xa-8m5oHvNJTrJsHX1WA9oDMkPzJ0aIvk0Oqm2Jet4K7V-9PXtDUaPTD9yyp5qlTz40U/" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="100" data-original-width="307" height="67" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixH4nLC-Gu7dHCTPxQxFYaSqJGB733QbH_Bn0P_w7x6OZu4azsZoHvfU5NnnwkDAp27rzgrg9xa-8m5oHvNJTrJsHX1WA9oDMkPzJ0aIvk0Oqm2Jet4K7V-9PXtDUaPTD9yyp5qlTz40U/w207-h67/image.png" width="207" /></a><span style="font-family: helvetica;"></span></div><span style="font-family: helvetica;"><div style="text-align: center;"><span style="border: 0px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">Samaritans – 116 123</span><span style="border: 0px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"> </span></div></span><p></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="border: 0px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: helvetica;"><a data-auth="NotApplicable" href="https://www.samaritans.org/" rel="noopener noreferrer" style="border: 0px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;" target="_blank">https://www.samaritans.org/</a><span style="border: 0px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"> </span></span></span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="border: 0px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="border: 0px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: helvetica;">24/7 phone and email service offering confidential, non-judgemental emotional support.</span></span></span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><br /></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><span style="border: 0px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="border: 0px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span></span></span></span></p><!--more--><div class="separator" style="clear: both; text-align: left;"><span style="clear: left; color: black; float: left; font-family: helvetica; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="154" data-original-width="148" height="121" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwMHx4KREhH66s3aw7JGB96dRcUYlnR73n5GYL3unTnlupY1n0dTqoZjT41OVCFV3yVUFg9qU3YJkV6OHg6H5dAi6QKDyvzKcmlIwmDkXQis5nSYdFSm8yeC9e2XfeID26nXgY2_CkeqE/w117-h121/image.png" width="117" /></span></div><span style="font-family: helvetica;"><br /></span><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;">Citizens Advice – 0344 411 1444<span style="border: 0px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"> </span></span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="border: 0px; color: black; font-family: helvetica; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><a href="https://www.citizensadvice.org.uk/" target="_blank">https://www.citizensadvice.org.uk/</a></span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;">Confidential advice offered online, over the phone, and in person on a wide range of issues.</span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;"><br /></span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><span></span></p><!--more--><span style="font-family: helvetica;"><br /></span><p></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><span style="font-family: helvetica;"></span></p><div class="separator" style="clear: both; text-align: left;"><span style="font-family: helvetica;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDv-6wtZzi0RRjHxnWhTlaXUnGe2c15vAue3SMKQTBGABBLOATPlh7hE5sz6d-jcRcY4_8l5cWGkYdwD3G6gnQFiyNJ8rAQXL1oVMvYsTLBf9T2zl1oYh1Ri-TX3FiQETs2EwtdtW8CQE/" style="float: left; margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="104" data-original-width="320" height="67" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDv-6wtZzi0RRjHxnWhTlaXUnGe2c15vAue3SMKQTBGABBLOATPlh7hE5sz6d-jcRcY4_8l5cWGkYdwD3G6gnQFiyNJ8rAQXL1oVMvYsTLBf9T2zl1oYh1Ri-TX3FiQETs2EwtdtW8CQE/w206-h67/image.png" width="206" /></a><span style="text-align: center;"><div style="text-align: center;"><span> Education Support – </span>08000 562 561</div></span></span></div><p></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="border: 0px; color: black; font-family: helvetica; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><a href="https://www.educationsupport.org.uk/" target="_blank">https://www.educationsupport.org.uk/</a></span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;">Providing mental health and wellbeing support for all education staff.</span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;"><br /></span></p><!--more--><div class="separator" style="clear: both;"><span style="font-family: helvetica;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxAmrbqFOZ6m9rwWSelZfWiv0ehPkLjfqPuxu0Uhy5x4KQQ5rcj3s9qJYIrlsd7Iojf87S199lnW7yj9DMq5yV6DOoH0CCcFXaXDw61peCrHci8a50GZSsxuj99R6eAYKKeDqYeSg3Xio/s275/Kooth.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="151" data-original-width="275" height="110" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxAmrbqFOZ6m9rwWSelZfWiv0ehPkLjfqPuxu0Uhy5x4KQQ5rcj3s9qJYIrlsd7Iojf87S199lnW7yj9DMq5yV6DOoH0CCcFXaXDw61peCrHci8a50GZSsxuj99R6eAYKKeDqYeSg3Xio/w200-h110/Kooth.JPG" width="200" /></a></div><span style="text-align: center;"><div><span>Kooth </span></div></span></span></div><p></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="border: 0px; color: black; font-family: helvetica; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><a href="https://www.educationsupport.org.uk/" target="_blank">https://www.educationsupport.org.uk/</a></span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;">Providing anonymous online support and counselling.</span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;"><br /></span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;"><br /></span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><span style="font-family: helvetica;"><br /></span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><span style="font-family: helvetica;">NB Depending on circumstances, charges may be incurred accessing these services.</span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><span style="font-family: helvetica;"><br /></span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><span style="font-family: helvetica;">As always, feedback (supportive or critical) gladly received.</span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><span style="font-family: helvetica;">Best wishes & take care,</span></p><p class="x_x_MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><span style="font-family: helvetica;">DJA</span></p></div></div></div>Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com3tag:blogger.com,1999:blog-6668732943107552609.post-28045507507622730992020-12-12T07:45:00.003+00:002020-12-12T07:45:50.719+00:00...Personal Statements<p> </p><p align="center" class="MsoNormal" style="text-align: center;"><span style="color: #2e74b5; font-size: 16pt; line-height: 115%;"><span style="mso-spacerun: yes;"></span></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0N_wKu8EN4WABIaOOH3pE8KWxW550gWNXmmesBs-wzNnxwfWuqAny8F4tHbbEQM0GM9MG-oMJoql1p0cpik9ZwdjaL5ULtf5uV8Hzz-tmFa2XDize8HTXb9het76Oy6D_7mTd5qQrqsQ/s1312/1_nsiVSJ_AOxhy_1AyDUKSOQ.jpeg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1091" data-original-width="1312" height="142" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0N_wKu8EN4WABIaOOH3pE8KWxW550gWNXmmesBs-wzNnxwfWuqAny8F4tHbbEQM0GM9MG-oMJoql1p0cpik9ZwdjaL5ULtf5uV8Hzz-tmFa2XDize8HTXb9het76Oy6D_7mTd5qQrqsQ/w172-h142/1_nsiVSJ_AOxhy_1AyDUKSOQ.jpeg" width="172" /></a></div><h2 style="text-align: center;">Applying for an NQT Post <br />Writing a Personal Statement</h2><div><p class="MsoNormal" style="line-height: normal;">A personal statement is usually requested
to support an application for a teaching position. The statement serves to help
potential employers shortlist candidates for interview.<span style="mso-spacerun: yes;"> </span>It should summarise key skills and interests,
set out strengths and experience, and demonstrate sound writing in standard
English. <o:p></o:p></p><p class="MsoNormal" style="line-height: normal;">This brief article sets out some tips and principles to guide you to write a good statement, which is accurate, clear and economical. It includes a suggested structure - in the form of a writing frame - to support you with the process.</p><a name='more'></a><p></p><p class="MsoNormal" style="line-height: normal;"></p>
To begin, here are some key principles worth adhering to, to help ensure that your personal statement does its job and supports (rather than scuppers) your application:</div><div><br /><ul style="margin-top: 0cm;" type="disc"><li class="MsoNormal" style="line-height: normal; margin-bottom: 3.3pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-autospace: none;"><span style="mso-bidi-font-family: Calibri; mso-fareast-language: EN-GB;">There is no need to write at length about wanting to be a teacher if you are already on a teacher training programme.</span></li><li class="MsoNormal" style="color: black; line-height: normal; margin-bottom: 3.3pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-autospace: none;"><span style="mso-bidi-font-family: Calibri; mso-fareast-language: EN-GB;">Write
economically; two A4 pages max, as a guide. But do note and include specific expectations
from the employer.<o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; line-height: normal; margin-bottom: 3.3pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-autospace: none;">Give
concrete examples of what you do in the classroom which has made a difference to pupils and their learning.</li>
<li class="MsoNormal" style="color: black; line-height: normal; margin-bottom: 3.3pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-autospace: none;"><span style="mso-bidi-font-family: Calibri; mso-fareast-language: EN-GB;">Avoid
cliché, quoting too much of the Teachers’ Standards or appearing arrogant
(by bragging, for instance).<o:p></o:p></span></li><li class="MsoNormal" style="line-height: normal; margin-bottom: 3.3pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-autospace: none;"><span style="mso-bidi-font-family: Calibri; mso-fareast-language: EN-GB;">Write in error-free English. Your application is likely to be rejected if there are any spelling or punctuation mistakes, or if your grammar is flawed.</span></li>
</ul><div>The next step - there's no avoiding it - is to get writing. <span style="color: black; mso-bidi-font-family: Calibri; mso-fareast-language: EN-GB;">Use the suggested sections below to guide
the structure of your personal statement. </span>(Do not include the subheadings in
your final personal statement.) Limit the time you spend writing your statement - it is just one of several important aspects of your application. Also limit what you try to include - an interviewer can ask you for more information... they don't need your life story!</div>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 0cm 36pt; mso-layout-grid-align: none; text-autospace: none;"><span style="color: black; mso-bidi-font-family: Calibri; mso-fareast-language: EN-GB;"><o:p> </o:p></span></p>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184; width: 100%px;">
<tbody><tr style="height: 65.55pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: 1pt solid windowtext; height: 65.55pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 462.1pt;" valign="top" width="616">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; tab-stops: 109.0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Introduction<span style="mso-tab-count: 1;"> </span></span></b></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; tab-stops: 109.0pt;"><span style="font-family: inherit;">Describe why you are you applying to the school and/or local authority or for
the post. What attracts you to the school or authority? Describe briefly what you
have read about the school, or seen during a visit, which confirms you would
like to work there.</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; tab-stops: 109.0pt;"><span style="font-family: inherit;"><br /></span></p>
</td>
</tr>
<tr style="height: 86.1pt; mso-yfti-irow: 1;">
<td style="border-top: none; border: 1pt solid windowtext; height: 86.1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 462.1pt;" valign="top" width="616">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Professional Values and Beliefs<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;">Outline what is important to you. If equality
of opportunity or inclusion are key values, give an example of
when and how you put them into practice on a school placement. What is your
personal philosophy regarding education?</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;"><br /></span></p>
</td>
</tr>
<tr style="height: 112.9pt; mso-yfti-irow: 2;">
<td style="border-top: none; border: 1pt solid windowtext; height: 112.9pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 462.1pt;" valign="top" width="616">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Professional Knowledge and
Understanding<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;">Select and
describe examples of what you have learned on your journey to become a
teacher. What understanding have you developed during your training year? What
notable certification or qualifications do you have? Include your understanding of the critical importance of safeguarding.</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;"><br /></span></p>
</td>
</tr>
<tr style="height: 120pt; mso-yfti-irow: 3;">
<td style="border-top: none; border: 1pt solid windowtext; height: 120pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 462.1pt;" valign="top" width="616">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Professional Skills<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;">Sell yourself and your
capacity to develop into a highly effective teacher. Give a few carefully
selected examples of the planning and teaching you have done and how it contributed to the learning and experience of pupils. What have you done that has made a difference? You might describe
a particularly creative or exciting lesson, or supporting the
progress of a pupil or group over a sequence of lessons.</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;"><br /></span></p>
</td>
</tr>
<tr style="height: 127.35pt; mso-yfti-irow: 4; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: 1pt solid windowtext; height: 127.35pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 462.1pt;" valign="top" width="616">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Interests and
Attributes<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;">Consider what stands you apart from other applicants. </span>What languages do you speak? <span style="font-family: inherit;">Outline relevant transferable skills from previous work, voluntary experience or interests (e.g. </span>project management; competence with information technology). <span style="font-family: inherit;">If you are particularly interested in film, music, sport or games then say so. Employers want to know that you can </span>maintain a good work-life balance, with interests beyond teaching... which might also <span style="font-family: inherit;">contribute to the school beyond your own classroom.</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;"><br /></span></p>
</td>
</tr>
</tbody></table>
<p class="MsoNormal"><o:p>Before sending off your statement make sure it's checked and edited carefully. If there are obvious errors or the opening is unnecessarily convoluted then your hard work may be wasted. Ask someone you trust to read through your statement for you, for their honest opinion on its clarity, economy and accuracy. </o:p></p><p class="MsoNormal"><o:p>Then, hit send. Good luck!</o:p></p><p class="MsoNormal"><o:p>DJA<br /><br /><br />For more support with the application and interview process, see the following posts:</o:p></p><p class="MsoNormal"><o:p><a href="http://danieljayres.blogspot.com/2013/12/demo-lessons.html" target="_blank">Demo Lessons... http://danieljayres.blogspot.com/2013/12/demo-lessons.html</a></o:p></p><p class="MsoNormal"><a href="http://danieljayres.blogspot.com/2014/02/interview-day.html#more" target="_blank">Interview Day... http://danieljayres.blogspot.com/2014/02/interview-day.html</a></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><o:p><br /></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p></div>Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com2tag:blogger.com,1999:blog-6668732943107552609.post-31578234238342293292018-10-30T13:32:00.000+00:002018-10-30T13:32:58.537+00:00...Semicolons<div class="separator" style="clear: both; text-align: center;">
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This very brief post (requested by students) aims to exemplify conventions for the use of semicolons in standard written English, in just three simple stages.<br />
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<a name='more'></a></h3>
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</span></h3>
<h3>
<span style="color: #660000;">1. How can a semicolon be used?</span></h3>
A semicolon has just two key functions:<br />
<ul>
<li>to separate items in a list (such as this one);</li>
<li>to separate clauses in a sentence which are very closely related.</li>
</ul>
<div>
<h3>
<span style="color: #660000;">2. Examples of semicolons separating lists of items or phrases.</span></h3>
</div>
<div>
<div>
In the following examples semicolons help to make sense of lists of items. The first two examples show the use of a colon to introduce lists. The second two examples do not use a colon, serving to demonstrate how semicolons can improve the clarity of a sentence.</div>
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<br /></div>
</div>
<div>
<b style="font-style: italic;">You will need the following: some scrap paper; a pen, preferably blue or black; some envelopes; and some good, white, unlined writing paper.</b></div>
<div>
<i><b><br />
</b></i></div>
<div>
<i><b>Dandelion seeds may reach the lawn in various ways: blown by the wind; carried by birds; brought in on muddy footwear, machinery, or tools; or concealed in unsterilised soil or badly made compost.</b></i></div>
<div>
<br /></div>
<i><b>I bought two wholemeal loaves; 200g of coarsely grated cheese; a tin of tuna in olive oil and a large bulb of organic garlic.</b></i><br />
<i><b><br />
</b></i> <i><b>In the meeting today we have Professor Wilson, University of Barnsley; Dr Watson, University of Barrow in Furness; Colonel Custard, Metropolitan Police and Dr Mable Syrup, University of Otago, New Zealand.</b></i><br />
<br />
<h3>
<span style="color: #660000;">3. Examples of semicolons separating clauses.</span></h3>
<div>
<span style="color: black;">The following examples show semicolons being used to separate independent clauses. Each clause might stand as a separate sentence. The semicolon is a better choice than a full stop in these examples; it clarifies the close relationship between the two clauses.</span></div>
<div>
<span style="color: #660000;"><br />
</span></div>
<h4>
<i>I liked that film; its portrayal of events was accurate.</i></h4>
<div>
<i><br />
</i></div>
<h4>
<i>Neither of us spoke; we merely waited in silence to see what would happen.</i></h4>
<div>
<i><br />
</i></div>
<h4>
<i>The essential oil found in jasmine is too delicate to be produced by distillation; the heat tends to destroy the odour.</i></h4>
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<i><br />
</i></div>
<div>
Now try the following exercises, to test your understanding:</div>
<div>
<a href="http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_44.htm#semicex" target="_blank">Using the semicolon (University of Bristol)</a></div>
<br />
<h3>
<b><u>Reference list</u></b></h3>
<br />
Randall, E. & Hardman, A. (2002) <i>A-Z of Key Concepts in Primary English. </i>Exeter: Learning Matters.<br />
<br />
Seely, J. (2009) <i>A-Z of Grammar & Punctuation. </i>2nd edn.<i> </i>Oxford University Press.<br />
<br />
Temple, M. (1997)<i> Grammar Book. </i>London: John Murray Ltd.<br />
<br />
University of Bristol (no date) <i>The Semicolon.</i> Available at: http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_05.htm (Accessed: 30 Oct 2018).<br />
<br />
<br />Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com0tag:blogger.com,1999:blog-6668732943107552609.post-2910829186639190902016-09-08T18:08:00.005+01:002017-03-23T16:19:27.116+00:00...Literacy Websites<div style="text-align: left;">
This is a collection of <a href="http://danieljayres.blogspot.co.uk/p/literacy-and-primary-english.html" target="_blank">English and literacy online resources</a>. It is compiled for teachers with a mild focus on the primary age phases and on early reading and language development. <br />
<br />
Click <a href="http://danieljayres.blogspot.co.uk/p/literacy-and-primary-english.html" target="_blank">HERE</a> to access the collections, and use Ctrl+F or the 'Search...' box in the sidebar to locate relevant resources.</div>
<h4 style="text-align: center;">
<span style="font-size: xx-small;">(To report outdated links and incorrect categories, or to suggest new content, please 'Contact me...')</span></h4>
Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com0tag:blogger.com,1999:blog-6668732943107552609.post-48541675761443965322016-04-01T14:57:00.000+01:002016-09-08T17:07:16.617+01:00...Your Education Research Project<br />
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<span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt;">This brief post is based on support provided for trainee teachers at UEL, to help them complete a research project assignment. It lists a range of <b>self-support</b> approaches <b>to help students write and edit education research reports</b>. Some of the following tips would apply whatever the discipline being studied.</span><br />
<a name='more'></a></div>
<br />
<div style="line-height: 15.0pt; margin-bottom: 7.5pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt; line-height: 15pt;">-</span><span class="apple-converted-space" style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt; line-height: 15pt;"> </span><strong style="color: #333333; font-family: Helvetica, sans-serif; font-size: 10.5pt; line-height: 15pt;">Literature on completing education
research projects.</strong><span class="apple-converted-space" style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt; line-height: 15pt;"> </span><span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt; line-height: 15pt;">There
are many books on the subject. For example,</span><span class="apple-converted-space" style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt; line-height: 15pt;"> </span><em style="color: #333333; font-family: Helvetica, sans-serif; font-size: 10.5pt; line-height: 15pt;">Research in the Early Years</em><span class="apple-converted-space" style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt; line-height: 15pt;"> </span><span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt; line-height: 15pt;">by Pam Jarvis et al.,</span><span class="apple-converted-space" style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt; line-height: 15pt;"> </span><em style="color: #333333; font-family: Helvetica, sans-serif; font-size: 10.5pt; line-height: 15pt;">Doing
Your Education Research Project</em><span class="apple-converted-space" style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt; line-height: 15pt;"> </span><span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt; line-height: 15pt;">by
Neil Burton et al. are useful texts.</span></div>
<div style="line-height: 15.0pt; margin-bottom: 7.5pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt;">-<span class="apple-converted-space"> </span><strong>Research methods texts.</strong><span class="apple-converted-space"> </span>Peter Newby's<span class="apple-converted-space"> </span><em>Research
Methods in Education</em><span class="apple-converted-space"> </span>is
an example of an accessible yet comprehensive guide to education research.<o:p></o:p></span></div>
<div style="line-height: 15.0pt; margin-bottom: 7.5pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt;">-<span class="apple-converted-space"> </span><strong>The Library.</strong><span class="apple-converted-space"> </span> If you're struggling to find
literature to support your writing, approach a librarian. They
are generally very knowledgeable about the resources available and how to
access them. (Don't leave this to the last minute.)<o:p></o:p></span></div>
<div style="line-height: 15.0pt; margin-bottom: 7.5pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt;">-<span class="apple-converted-space"> </span><strong>Sample assignments.</strong><span class="apple-converted-space"> </span>Seek good examples of previously written
assignments which should demonstrate
different approaches to completing project reports in different subjects.<o:p></o:p></span></div>
<div style="line-height: 15.0pt; margin-bottom: 7.5pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt;">-<span class="apple-converted-space"> </span><strong>Frequently Asked Questions.</strong><span class="apple-converted-space"> </span>Often 'FAQs' have been
compiled, which aim to address broad questions about your approach to your work.<o:p></o:p></span></div>
<div style="line-height: 15.0pt; margin-bottom: 7.5pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt;">-<span class="apple-converted-space"> </span><strong>Taught session slides and resources.</strong><span class="apple-converted-space"> </span>Return to the slides and
accompanying resources from classes, workshops and lectures. These will have been designed to provide you
with input in the aspects of ed research necessary to complete your assignment.<o:p></o:p></span></div>
<div style="line-height: 15.0pt; margin-bottom: 7.5pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt;">-<span class="apple-converted-space"> </span><strong>Assessment Rubric.</strong><span class="apple-converted-space"> </span> The mark scheme - in whatever form it takes - will be used by tutors when they marking your work, so keep it to hand and use it to inform
decisions you make when writing up your research project. <o:p></o:p></span></div>
<div style="line-height: 15.0pt; margin-bottom: 7.5pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt;">-<span class="apple-converted-space"> </span><strong>Assignment Brief.</strong><span class="apple-converted-space"> </span> The assignment question, title or brief is crucial and should inform decisions about content, structure, and breadth and depth of your research. <o:p></o:p></span></div>
<div style="line-height: 15.0pt; margin-bottom: 7.5pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt;">-<span class="apple-converted-space"> </span><strong>TurnItIn.</strong><span class="apple-converted-space"> </span>When you upload your work turn it in
will produce an originality report for you, and highlight quotes and
references. This allows you to check a. that you've quoted sources accurately,
b. that your reference list is complete and accurate and c. that your sources
are credited fully and accurately. <o:p></o:p></span></div>
<div style="line-height: 15.0pt; margin-bottom: 7.5pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt;">-<span class="apple-converted-space"> </span><strong>Cite Them Right.</strong><span class="apple-converted-space"> </span>This is a referencing support guide,
available in print and electronically via the internet
homepage: <a href="http://www.citethemrightonline.com/Home" target="_blank">http://www.citethemrightonline.com/Home</a><o:p></o:p></span></div>
<div style="line-height: 15.0pt; margin-bottom: 7.5pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt;">-<span class="apple-converted-space"> </span><strong>Previous feedback.</strong><span class="apple-converted-space"> </span>Take time to review previous feedback
you've received on your academic work, and use it to inform your writing for your current assignment. Act on markers' advice where possible.<o:p></o:p></span></div>
<div style="line-height: 15.0pt; margin-bottom: 7.5pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt;">-<span class="apple-converted-space"> </span><strong>Writing Support Resources.</strong><span class="apple-converted-space"> </span>The internet is full of academic
support materials on all aspects and areas of writing. For example,
here's an excellent 'academic phrasebank' form the University of
Manchester: <a href="http://www.phrasebank.manchester.ac.uk/" target="_blank">http://www.phrasebank.manchester.ac.uk/</a> Use it to enhance the
clarity of your ideas and arguments.</span></div>
<div style="line-height: 15.0pt; margin-bottom: 7.5pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt; line-height: 15pt;">-</span><span class="apple-converted-space" style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt; line-height: 15pt;"> </span><strong style="color: #333333; font-family: Helvetica, sans-serif; font-size: 10.5pt; line-height: 15pt;">One another.</strong><span class="apple-converted-space" style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt; line-height: 15pt;"> </span><span style="color: #333333; font-family: "helvetica" , sans-serif; font-size: 10.5pt; line-height: 15pt;"> Finally, remember that talking
through your ideas and articulating arguments with someone else can help to
clarify and develop your thinking. Use your networks.</span></div>
Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com0tag:blogger.com,1999:blog-6668732943107552609.post-60448954811533035342015-11-17T19:59:00.004+00:002021-03-23T10:21:51.608+00:00...'To Do' Lists<div style="clear: both; text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifzDXXyJzzHWNfvl9hbHaK1jR4fOYPc8dGl7D0PncmhdKfG4KOOjLplm-il9FMbnhlZtbw_NEN9ROAB3_-pzw6mXNdsxXkVxVhEL_yVjRhyk937dk2iKed4GKWWlXOuRgcOcqOw0v28ag/s1600/20245971750_43c238b9e3b.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifzDXXyJzzHWNfvl9hbHaK1jR4fOYPc8dGl7D0PncmhdKfG4KOOjLplm-il9FMbnhlZtbw_NEN9ROAB3_-pzw6mXNdsxXkVxVhEL_yVjRhyk937dk2iKed4GKWWlXOuRgcOcqOw0v28ag/s200/20245971750_43c238b9e3b.jpg" width="106" /></a><em>To do</em> lists don't work. I certainly don't recall ever getting everything on a <em>to do</em> list actually <em>done</em>. This is because they don't help us to be more productive, or more efficient in what we do and when we do it. Instead they serve to stoke anxiety levels by reminding us of how many things we <em>haven't done</em>. In fact, I'm going to refer to them as <em>haven't done</em> lists from now on.</div>
<br />
But they're not what this post it about. Several years ago I stopped using <em>to do</em> lists for good, in favour of a new way of organising my time, which was as quick, and more effective. And here it is...<br />
<a name='more'></a><br />
<h4 style="text-align: center;">
The Weekly Work Planner</h4>
This document is designed with teachers in mind. It serves to help you to plan - and to get done - your numerous daily and weekly tasks. It allows you to organise and manage your routines, and to integrate with them the often unexpected, miscellaneous tasks which happen to fall onto your desk.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_mHbes6t0cUu6ymFQke61fe9N31osGg8CRhyphenhyphenjAXRSBXGJU4dIkbxpGYL6y65ITevZcVVeh6jGqj_qG1cCd1yvhOvrbJstuh4KZvP0uUb_EVOEMRbf4KLIruym7LCkmQNBMFrXg3q4AhE/s1600/Work+Planner.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="202" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_mHbes6t0cUu6ymFQke61fe9N31osGg8CRhyphenhyphenjAXRSBXGJU4dIkbxpGYL6y65ITevZcVVeh6jGqj_qG1cCd1yvhOvrbJstuh4KZvP0uUb_EVOEMRbf4KLIruym7LCkmQNBMFrXg3q4AhE/s320/Work+Planner.png" width="320" /></a></div>
Here's how it works. Simply add your tasks into the appropriate boxes. If you're setting up a reading corner on Monday morning, write that into the Monday morning box. If you've got a team planning meeting after school on Wednesday, then add 'Team Planning Meeting' into Wednesday's after school box. If (by some miraculous serving of good fortune) you've found time to go out and socialise midweek, then note that in the appropriate evening box. <br />
<br />
Continue by adding the jobs you know you need to get done throughout the week. Also, it helps to indicate where you're either unable or unwilling to take on more jobs - during designated break or lunchtime duties, or Friday evening perhaps...<br />
<br />
Very quickly you'll be able to see where you will be busiest, and where you might have time to spare. But - and this is possibly the most valuable aspect of this work planner - when a box is full, it's full. It suggests that you can't do any more work at that time. If something urgent comes up, the work planner can help you to re-evaluate the importance of each task and, as appropriate, redistribute your jobs for that week.<br />
<br />
Finally, the planner can be especially helpful if you're approached to take on extra work or more responsibilities. (You know what they say, 'If you want something done, give it to a busy person!') If someone asks you to do something for them, your work planner will indicate whether and when you'll be able to do it. If you're unable to accept their kind offer it's then easy to say 'no, because I'm too busy' or 'yes but it'll have to wait 'til...' A great way of developing your assertiveness when your own time is concerned.<br />
<br />
<div class="MsoNormal">
<o:p><span face=""verdana" , sans-serif">The Weekly Work Planner can be downloaded in MS Word & .pdf versions here: <a href="https://www.dropbox.com/s/395gic1xmxh46yh/WorkPlanner_v1.2.pdf?dl=0" target="_blank">Weekly_Work_Planner.pdf</a></span></o:p><br />
<o:p><span face=""verdana" , sans-serif"><a href="https://www.dropbox.com/s/dq024zecewbm3do/WorkPlanner_v1.docx?dl=0" target="_blank">Weekly_Work_Planner.docx</a></span></o:p><br />
<span face=""verdana" , sans-serif">(Broken links? Report it using the 'Contact Me...' box in the sidebar.)</span></div><div class="MsoNormal"><span face=""verdana" , sans-serif"><br /></span></div>
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<o:p><span style="font-family: "verdana";"><u><strong>References & Recommended Reading</strong></u></span></o:p></div>
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<br />
Ayres, D. (2013) <em>Managing Pressure</em>. Available at: <a href="http://danieljayres.blogspot.co.uk/2013/12/managing-pressure.html">http://danieljayres.blogspot.co.uk/2013/12/managing-pressure.html</a><br />
<br />
Ayres, D. (2013) <em>Beating Stress</em>. Available at: <a href="http://danieljayres.blogspot.co.uk/2013/12/beating-stress.html">http://danieljayres.blogspot.co.uk/2013/12/beating-stress.html</a><br />
<br /></div>
</div>
<br />
<br />Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com2tag:blogger.com,1999:blog-6668732943107552609.post-22149342395141502822015-11-06T18:46:00.000+00:002018-03-26T17:19:42.793+01:00...Reflective Practice - So What?<span style="font-family: "verdana" , sans-serif;">This post briefly reviews what reflective practice is, before explaining a relatively simple model which can be used to engage in professional reflection - Borton's Developmental Framework. </span><br />
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<span style="font-family: "verdana" , sans-serif;">In a nutshell, reflection is a learning tool. It can help us to learn from our mistakes and to find solutions to problems. With a little more critical thinking thrown in, reflection can enable professionals to better understand their work, build on positives or identify areas for development and, therefore, improve their effectiveness.</span><br />
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<span style="font-family: "verdana" , sans-serif;">Unfortunately reflecting on professional experience takes time and effort, before significant benefits can be observed. Since many professionals are under pressure they feel they genuinely do not have time to spare. Some people struggle to commit energy to reviewing things they've already done, preferring instead to concentrate on the future. And dwelling on the past without truly knowing what you're searching for requires a leap of faith which some people are simply unwilling to take.</span><br />
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<span style="font-family: "verdana" , sans-serif;">But this approach might just help more people to get on board. It takes little time, links explicitly to future action, and systematically builds on an individual's personal or professional needs, so that benefits are more relevant and tangible. I've seen it work well with trainee teachers who've used it to improve their lessons and to become more effective. And it simply involves answering the following three questions:</span><br />
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<li><span style="font-family: "verdana";"><strong>What?</strong></span></li>
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<li><span style="font-family: "verdana";"><strong>So what?</strong></span></li>
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<li><span style="font-family: "verdana";"><strong>Now What?</strong></span></li>
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<span style="font-family: "verdana";"><strong>Step One: What?</strong></span><br />
<span style="font-family: "verdana";">This step requires you to simply identify and describe an experience. It can be real or imagined. It can involve a problem or an achievement. It can reflect a specific professional development target, or a more general aspect of your work you feel you could improve.</span><br />
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<span style="font-family: "verdana";"><strong>Step Two: So What?</strong></span><br />
<span style="font-family: "verdana";">This step calls for some thinking. Your task is to analyse the 'What?' to uncover assumptions, omissions and alternative perspectives which help to shed more light on the experience. Do not simply try to confirm what you already suspect to be true. Try asking questions (examples of which are given below) which will help to generate new ideas about the experience. </span><br />
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<span style="font-family: "verdana";"><strong>Step Three: Now What? Or, What Next?</strong></span><br />
<span style="font-family: "verdana";">This step focuses squarely on the future. By systematically reflecting on a specific experience (So What?) you are giving yourself time to identify implications and opportunities for yourself. These may be personal or professional and may prompt you to think or act differently in the future, as a result of this exercise.</span><br />
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<span style="font-family: "verdana";">I have seen this model of reflective practice in a number of different guises, with various guidance notes. And my students have felt confident adapting it for their differing needs, creating their own A4 proforma, or utilising variously coloured post-it notes... Some people stick to a simple, straightforward narrative approach. Here's an example layout. A more comprehensive example can be download from the bottom of the page.</span><br />
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Reflective Development Framework</h4>
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<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;"><td style="background-color: transparent; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 450.8pt;" valign="top" width="601"><b><span style="font-family: "arial" , sans-serif;"><span style="font-family: inherit;">What?</span></span></b><br />
<b><span style="font-family: "arial" , sans-serif;"></span></b><span style="font-family: "arial" , sans-serif;"><span style="font-family: inherit;">(Step One - Description.)</span></span><br />
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<tr style="mso-yfti-irow: 1;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 450.8pt;" valign="top" width="601"><b><span style="font-family: "arial" , sans-serif;"><span style="font-family: inherit;">So What?</span></span></b><br />
<b><span style="font-family: "arial" , sans-serif;"></span></b><span style="font-family: "arial" , sans-serif;"><span style="font-family: inherit;">(Step Two - Analysis.)</span></span><br />
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<tr style="mso-yfti-irow: 2; mso-yfti-lastrow: yes;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 450.8pt;" valign="top" width="601"><b><span style="font-family: "arial" , sans-serif;"><span style="font-family: inherit;">Now what?</span></span></b><br />
<b><span style="font-family: "arial" , sans-serif;"></span></b><span style="font-family: "arial" , sans-serif;"><span style="font-family: inherit;">(Step Three -
Implications.)</span></span><br />
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<span style="font-family: "verdana" , sans-serif;"> <span style="font-family: "verdana";"><strong>Some <em>'So What?'</em> Questions:</strong></span><br />
(These questions are meant as prompts, examples of triggers to get the analytical process underway.)<br />
So what...<br />
...might [another professional] have thought or done in the same situation?<br />
...were the positives and negatives that emerged?<br />
...caused the situation in the first place?<br />
...have I learnt about the situation?<br />
...effects did it have?<br />
...did I feel about it?<br />
...does it all matter?<br />
...have I missed?</span><br />
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<o:p><span style="font-family: "verdana" , sans-serif;">A .pdf version of this reflective model can be downloaded here: <a href="https://www.dropbox.com/s/pqi0jrk1y4ylryv/ReflectiveDevelopmentalFramework-SoWhatNov2015v1.3DJA.pdf?dl=0" rel="nofollow" target="_blank">ReflectiveDevelopmentalFramework-SoWhat.pdf</a></span></o:p><o:p></o:p></div>
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<o:p><span style="font-family: "verdana";"><u><strong>References & Recommended Reading</strong></u></span></o:p></div>
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Ayres, D. (2015) <em>Reflective Writing Exercises</em>. Available at: <a href="http://danieljayres.blogspot.co.uk/p/reflective-writing-exercises.html">http://danieljayres.blogspot.co.uk/p/reflective-writing-exercises.html</a><br />
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Bolton, G. (2010) <i>Reflective Practice: writing & professional development </i>(3rd ed.) London: Sage<br />
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Pollard A. (2008) <em>Reflective Teaching</em> (3rd ed.) London; New York: Continuum<br />
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Reed, M. & Canning, N. (eds.) (2010) <em>Reflective Practice in the Early Years.</em> London: Sage<br />
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<b><u>Citing this post?</u></b><br />
<b><u><br /></u></b> Ayres, D. (2015) <i>Reflective Practice - So What? </i>Available at: http://danieljayres.blogspot.co.uk/ (Accessed: [Date]).</div>
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<br />Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com2tag:blogger.com,1999:blog-6668732943107552609.post-42759973522319910832015-05-16T06:48:00.003+01:002015-05-16T06:48:44.698+01:00...Knowing About Teaching - Purpose<span style="font-family: Verdana, sans-serif;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">I'm writing this in my temporary office: room 555 of the Aston Business School, Birmingham. (I've been given a neat little room, with the expected luxuries - tea & coffee, a tiny kettle, tiny soap etc.) It's the venue for</span><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"> the Teacher Education Advancement Network (TEAN) Annual Conference. The event is mainly attended by professionals engaged in teacher training and/or development of some kind. </span><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">This post is simply the result of my brief reflections on a theme which emerged during the conference... The Purpose of Teaching.</span></span><br />
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<span style="-webkit-text-size-adjust: auto; font-family: Verdana, sans-serif;">How would you answer, if I asked you about the purpose of teaching?</span><br />
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<a name='more'></a><span style="font-family: Verdana, sans-serif;"><span style="-webkit-text-size-adjust: auto;">You'd probably say something about pupil learning. Clearly the need to achieve progress is paramount. Pupils making progress are learning new skills, developing deeper understanding or gaining new knowledge. If this doesn't happen </span><span style="-webkit-text-size-adjust: auto;">on a fairly frequent basis - if not every lesson - then questions surely need to be asked about the purpose of the teacher.</span></span><br />
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<span style="-webkit-text-size-adjust: auto; font-family: Verdana, sans-serif;">You might also believe that teaching is about presenting pupils with good role models. Teachers need to demonstrate courtesy, creativity and critical thinking. For some pupils (and it depresses me to think of how many) their teacher is the first and only adult, beyond their parents, from whom they might develop considered principles or observe positive values-in-action.</span><br />
<span style="-webkit-text-size-adjust: auto; font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"></span><span style="font-family: Verdana, sans-serif;"> </span><br />
<span style="-webkit-text-size-adjust: auto; font-family: Verdana, sans-serif;">But probably you'd say that there's even more to it than that; an answer's not so simply formulated. Your response to the question of teaching's purpose will of course be informed by your individual experiences of education including your past encounters with different teachers and your perceptions of their values, skills, strategies, strengths and weaknesses. For example, teachers in training possess various and varying conceptions about their purpose. Their understanding of a teacher's role shifts, is dynamic, and alters significantly from the start of training to the end of their first year in the classroom.</span><br />
<span style="-webkit-text-size-adjust: auto; font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"></span><span style="font-family: Verdana, sans-serif;"> </span><br />
<span style="-webkit-text-size-adjust: auto; font-family: Verdana, sans-serif;">Finally, the answer will also depend on whether it's given from the perspective of a teacher, a pupil, a parent or a school community. I recall being told by a teacher - very early on in my career - to remember that teaching's 'just a job'. I can only imagine what the reaction would have been if I were to have routinely pointed this out during parents' evenings.</span><br />
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<span style="-webkit-text-size-adjust: auto; font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"></span><span style="font-family: Verdana, sans-serif;"><span style="-webkit-text-size-adjust: auto; font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">But a key message for me, from the conference, was that it's important for teachers themselves to articulate the purpose of teaching. </span><span style="-webkit-text-size-adjust: auto; font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">If we don't then our work will continue to be defined by standards and policies created for <em>assumed </em>purposes. Pupil understanding will be 'flattened' into fact and figures expected to be remembered and recalled on cue. Learning will continue to be measured by statistics and percentages rather than recognising creativity of application or critical thinking. </span></span><br />
<span style="font-family: Verdana, sans-serif;"><span style="-webkit-text-size-adjust: auto; font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"></span></span><br />
<span style="font-family: Verdana, sans-serif;"><span style="-webkit-text-size-adjust: auto; font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">And the teacher's role will be further reduced to a rehearsed series of systematic actions, rather than the complex, demanding professional and moral undertaking that it is. </span></span><span style="-webkit-text-size-adjust: auto; font-family: Verdana, sans-serif;">If teaching continues to hang on statistics, percentages and performance management, how can teachers be expected to open children's eyes to their future, or simply develop them into responsible, creative adults.</span><br />
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: Verdana, sans-serif;">That's all.</span><br />
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: Verdana, sans-serif;">DJA</span><br />
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: Verdana, sans-serif;">#TEAN15</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><em>What do you think is The Purpose of Teaching?</em></span><br />
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</span>Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com2tag:blogger.com,1999:blog-6668732943107552609.post-73124529115766776882015-05-13T14:04:00.001+01:002015-05-15T19:09:41.977+01:00...Knowing About Teaching - Professional Update<span style="font-family: Verdana, sans-serif;"><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">I'm currently in Birmingham, sitting in a seminar room at Conference Aston, for</span><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"> the Teacher Education Advancement Network (TEAN) Annual Conference. </span><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">The conference offers </span><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">a menu of presentations, workshops, keynote addresses and 'read & review' sessions to delegates. It is a chance for education professionals to come together and to share and discuss their evidence-based work and research, focussing on teacher training and development. </span><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">This post is essentially initial reflection on my time at the TEAN conference...</span></span><br />
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<span style="font-family: Verdana, sans-serif;">On arrival I'm quickly reminded that, whatever people's views of the complex, fragmented nature of teacher training and education across the UK, the delegates at this conference share some common values: Everyone wants what's best for pupils and teachers; a core desire which underpins everything that's done and discussed here. <span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">And that may appear obvious but some current education policies and practices either limit - or completely fail - to support the educational develpment of children and young people in our schools today.</span></span><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br /><span style="font-family: Verdana, sans-serif;"></span></span><br />
<span style="font-family: Verdana, sans-serif;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Take teachers' CPD (continuing professional development),</span><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"> for example. It means the same thing to many people, but in practice it looks very different from school to school and from teacher to teacher. Recent reforms to England's intitial teacher education system have done little to address the need for teachers to go on learning throughout their careers. And what if teachers stop learning from and about effective practice? Then they are more likely to fall into unquestioned habits, lack thorough understanding of current theories, use weak strategies with limited impact on pupils, or make mistakes which jeopardise learning or even the safety of pupils in their care.</span></span><br />
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><span style="font-family: Verdana, sans-serif;"></span></span><br />
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: Verdana, sans-serif;">For some staff teams CPD amounts to meeting once a week, to discuss procedural issues or hear about training which one or other staff member recently attended. For others there are opportunities to genuinely work with and learn from one another. 'Lesson study' is an emerging example of a collaborative, systematic approach to learning about teaching strategies and the impact they have on pupil learning and progress. </span><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br /><span style="font-family: Verdana, sans-serif;"></span></span><br />
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: Verdana, sans-serif;">According to Kenneth Muir, Chief Exec of the General Teaching Council for Scotland, plans are afoot to formalise teacher development into a scheme of supported 'professional update' in which teachers would be required to engage in career-long professional learning as actively enquiring practitioners. I can see such a scheme operating with variable effectiveness. I'm sure in some schools (possibly the ones already promoting collaborative classroom inquiry or lesson study) school staff will rise to the challenge and relish opportunities to gain credit or reward for their work. In other schools I can see it being used divisively, to limit pay, or to place unhealthy levels of pressure on staff.</span><br />
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><span style="font-family: Verdana, sans-serif;"></span></span><br />
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: Verdana, sans-serif;">In England the government funded Masters in Teaching & Learning was set up to serve such a purpose. The removal of the scheme (in 2011, off the top of my head...) confliciting with assertions at the time that teaching should become a masters' level profession. Of course, you don't now need a professional qualification to become a teacher (in free schools or academies). And there's a strong, sensible argument that post-nominals do not a teacher make. However the point of Scotland's planned 'professional update' is not master's level accreditation, the point is promoting and sustaining a teaching workforce engaged in master's level career-long learning.</span><br />
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: Verdana, sans-serif;">That's all for now. I aim to post again soon...</span><br />
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: Verdana, sans-serif;">DJA</span><br />
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: Verdana, sans-serif;">#TEAN15</span><br />
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br /><span style="font-family: Verdana, sans-serif;"></span></span></div>
Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com0tag:blogger.com,1999:blog-6668732943107552609.post-34491639639484115662015-05-01T09:27:00.004+01:002015-10-20T12:00:42.587+01:00...Learning Outside the ClassroomThe countdown has begun. In three weeks' time I'll be packed up and heading off to the Brecon Beacons with a group of trainee teachers from the University of East London. We will be spending two nights among the mountains, waterfalls and caves. By day we will be finding out what educational experiences the great outdoors has to offer.<br />
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In preparation for my visit I thought I'd draw together my current knowledge and understanding of outdoor education. And where better to start than the Learning Outside the Classroom manifesto (LOtC) published by the Council for Learning Outside the Classroom (CLOtC, of course).<br />
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<a name='more'></a>The Council is essentially a charitable organisation promoting the value of learning experiences beyond the walls of the classroom. They draw together research and good practice, provide training and resources, and hand out the LOtC Mark to schools which demonstrate commitment to developing opportunities for their pupils to learn outside their classrooms.<br />
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The benefits of LOtC are perhaps obvious. Outdoor education can provide <b>powerful</b>, <b>memorable</b> learning experiences. The sense of <b>adventure</b>, the <b>unexpected</b> and/or the <b>unknown</b>, and even the nature of <b>the weather</b> all serve to enhance learning experiences. The manifesto (DfES, 2006) points to the positive impact this can have on pupils' <b>feelings</b>, <b>values</b> and <b>behaviours</b>, and the <b>deeper understanding</b> which can result. And if we combine conclusions about improving <b>pupil attainment</b> with the potential <b>health benefits</b>, we've a strong case for supporting the LOtC cause.<br />
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However there's a problem aligning my visit with the claims of the manifesto. My one-off trip to an outdoor education centre, for an intensive, isolated three-day experience doesn't reflect the holistic principle of LOtC...<br />
<blockquote class="tr_bq">
<span style="font-family: Verdana, sans-serif;">As an essential way of learning it should not be restricted to the summer or as an ‘add-on’ after examinations. Learning outside the classroom should be built into planning for all learners, every week and all year round.</span> (CLOtC, 2015) </blockquote>
The Learning Outside the Classroom Activities Target Diagram, also published on the council's website, provides a succinct overview of what this might entail - how teachers can plan meaningful, often referred to as 'authentic', experiences for their pupils. It hopefully speaks for itself to demonstrate how an annual trip away is but one of many potential learning opportunities which teachers can provide for the pupils in their care.<br />
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<a href="http://www.lotc.org.uk/wp-content/uploads/2011/03/GTarget-diagram_v4.pdf" target="_blank"><img border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivKV1p9QR1ZHTjsYj0emPcZ-Dh8-N7ynn6HN3GJk8KWu_hVEbMRBTOnjXk55SPo6Vu7DoJ0T9kthuZUK3mXQdTsiIEV4Plxnj1DMoOtJqwldOfS01Rq4maeRQTot3374ywim4CSXaJ6jY/s1600/LOtC+Activities+Target+Diagram.jpg" width="400" /></a></div>
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Next post soon...<br />
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<u>References & Further Reading</u><br />
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CLOtC (2015) <i>What is LOtC? </i>Available at: <a href="http://www.lotc.org.uk/what-is-lotc/" target="_blank">http://www.lotc.org.uk/what-is-lotc/</a> (Accessed: 1 May 2015)<br />
<br />
DfES (2006)<i> The Learning Outside the Classroom Manifesto.</i> Available at: <a href="http://www.lotc.org.uk/wp-content/uploads/2011/03/G1.-LOtC-Manifesto.pdf" target="_blank">http://www.lotc.org.uk/wp-content/uploads/2011/03/G1.-LOtC-Manifesto.pdf</a> (Accessed: 1 May 2015)Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com2tag:blogger.com,1999:blog-6668732943107552609.post-83328974062765157422015-03-24T15:54:00.001+00:002015-03-24T18:14:22.798+00:00...Research in Teacher Education [RiTE]<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<a href="http://www.uel.ac.uk/rite/" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFhZM2yv9nHYQSyfknvcI_2ufJLGIcHoLV1-fNGQgUPSNsZSJWP9U4VCJSpVV7W7UzJV_ZrBTKQvy2JIRV2qgzNWH9H9YWd6iquXlcJCVv_C4ACVdR7qe8hVaL132Vz0x5_bexI3viX2M/s1600/tn_RiTE3.GIF" /></a><span style="font-family: Calibri, sans-serif; font-size: 11pt;">Since 2011 the Sir John Cass School of Education and Communities at the University of East London has been producing the <a href="http://www.uel.ac.uk/rite/" target="_blank">RiTE journal - Research in Teacher Education</a>. This brief post aims to introduce RiTE, provide some background to the publication, and describe some of its successes. Please read, share... and consider contributing your work to the publication! </span><br />
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<span style="font-family: Calibri, sans-serif; font-size: 15px;">Research in Teacher Education, published in both hard copy and online, is a biannual journal focusing on issues of teaching and teacher training. It was first released in the spring of 2011, conceived as a vehicle for discussing secondary teacher education. By the second issue the scope of the journal had broadened to include early years, primary, secondary and post-compulsory age phases. </span><br />
<span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;">Articles have covered a diverse range of subjects, written by UEL staff and students, and a distinguished list of guest contributors. <span style="font-family: Calibri;">Authors have included teachers in UEL's partnership schools and leading international academics. However the publications continues to aim to act as a <span style="font-family: Calibri;">forum for informed debate and discussion on all aspects of teacher education, by all stakeholders. RiTE's <span style="color: black;">r<span style="font-family: "Calibri","sans-serif"; font-size: 11pt;">eadership consists of visitors from over 100 countries. Beyond the UK it is India, the USA and Germany accessing the journal most frequently.</span></span></span></span></span><br />
<span style="font-family: Calibri, sans-serif; font-size: 15px;"></span><br />
<span style="font-family: Calibri, sans-serif; font-size: 15px;">Since the release of the second issue - the autumn 2011 edition - web statistics have been collected. </span><span style="font-family: Calibri;"><span style="font-size: 15px;">To date o</span><span style="font-size: 11pt;">ver 5,000 visitors to the journal's website have generated around 18,000 page views. </span></span><span style="font-family: Calibri;"><span style="font-size: 11pt;">Over 4200 article downloads were recorded in the past year alone, including 3000 downloads through <a href="http://roar.uel.ac.uk/" target="_blank">ROAR</a> (</span><span style="font-size: 15px;">the institutional repository of open access publications at the University of East London</span><span style="font-size: 11pt;">).</span><span style="font-size: 11pt;"> </span></span><span style="font-family: Calibri, sans-serif; font-size: 11pt;">
The latest edition (Vol 4:2) went ‘live’ in December 2014 and at the time of writing has already resulted in around 1000 page views, visits from at least 20 countries, and article downloads in treble figures. Approaching 2000 downloads to date suggest </span><span style="font-family: Calibri, sans-serif; font-size: 11pt;"><span style="color: black;"><span style="font-family: "Calibri","sans-serif"; font-size: 11pt;">that RiTE is a valuable addition to education literature.</span></span></span><br />
<span style="font-family: Calibri;"></span><span style="font-family: Calibri, sans-serif; font-size: 11pt;"></span><br />
<span style="font-family: Calibri, sans-serif; font-size: 11pt;">Should you, or school-based colleagues embracing research, wish to write articles (or simply review books) for RiTE then please either contact Gerry Czerniawski (RiTE's editor), any member of the editorial team, or send your details to me via the contact box adjacent to this page.</span></div>
Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com0tag:blogger.com,1999:blog-6668732943107552609.post-43875924226874282112015-01-27T18:48:00.002+00:002021-03-18T12:40:31.260+00:00...Academic Citation & Referencing<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_RH_5yDwhPJf0JaVyX8gqXNVmRQD4fH8zmY_x7ZPmEn7ndEHe3-BSh8RUUW-VSxkrIw9SZ-_Gc993ECX-Q31RCkPOncPFOgVD6D2zTc9zT1VFO2CrAzAXEKGssPWl_jTnmQgQDh99PSc/s1600/books-25159_640.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_RH_5yDwhPJf0JaVyX8gqXNVmRQD4fH8zmY_x7ZPmEn7ndEHe3-BSh8RUUW-VSxkrIw9SZ-_Gc993ECX-Q31RCkPOncPFOgVD6D2zTc9zT1VFO2CrAzAXEKGssPWl_jTnmQgQDh99PSc/s1600/books-25159_640.png" width="273" /></a><span style="font-family: "times" , "times new roman" , serif;">We've adopted the Harvard referencing system at the University of East London (UEL). It's a system which emphasizes authors' names and publication dates. It compiles references alphabetically in a single reference list at the end of a piece of work, rather than utilizing footnotes throughout. An example of its use can be found below.</span><br />
<span style="font-family: "times" , "times new roman" , serif;"></span><br />
<span style="font-family: "times" , "times new roman" , serif;">As might be expected questions and queries come my way regularly, concerning punctuation, syntax and particular conventions. So I felt a page collating advice and examples might be just what was needed, to help support writers in using the Harvard system consistently. Examples are provided to demonstrate <a href="http://danieljayres.blogspot.co.uk/p/harvard-referencing-conventions.html" target="_blank">in-text conventions</a>, and how sources should be referred to in a <a href="http://danieljayres.blogspot.co.uk/p/reference-lists.html" target="_blank">reference list</a>.</span><br />
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<span style="color: #4c1130; font-family: "verdana" , sans-serif;">View my compiled examples of the Harvard referencing system used for <a href="http://danieljayres.blogspot.co.uk/p/harvard-referencing-conventions.html" target="_blank">in-text citations</a> and <a href="http://danieljayres.blogspot.co.uk/p/reference-lists.html" target="_blank">reference lists</a>.</span></div>
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<u style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif; text-align: left;">Sample Text</u></h3>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Particularly in the early stages of training, pre-service teachers rely heavily on practical input and feedback from their mentor. Trainees engage their ‘operative attention’ (Schön, 1987, p.165) to develop a practical, propositional knowledge form (Shulman, 1986). By r</span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; text-align: center;">eplicating their</span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; text-align: center;"> mentors' teaching strategies pre-service teachers master practical solutions to well-defined problems (Musset, 2010). This removes the need for cognitive investment in predictable events (Argyris and Schön, 1974), and allows pre-service teachers to employ tested strategies which, in the broadly unchanging local context of a classroom, will serve them well. </span><br />
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<u style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif; text-align: center;">Reference List</u></div>
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<span style="text-align: center;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Argyris, C. and Schön, D. (1974) <i>Theory in practice: increasing professional effectiveness.</i> London: Jossey-Bass.</span></span></div>
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<span style="text-align: center;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Musset, P. (2010) ‘Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review on Potential Effects’, <i>OECD Education Working Papers</i>, No. 48. OECD Publishing. doi:10.1787/5kmbphh7s47h-en</span></span></div>
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<span style="text-align: center;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Schön, D. A. (1987) <i>Educating the Reflective Practitioner.</i> California: Jossey-Bass.</span></span></div>
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<span style="text-align: center;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Shulman, L. S. (1986) ‘Those Who Understand: Knowledge Growth in Teaching’, in <i>Educational Researcher,</i> 15(2), pp. 4-14.</span></span></div>
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Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com0tag:blogger.com,1999:blog-6668732943107552609.post-35614037884165062702015-01-23T20:51:00.000+00:002015-05-01T10:18:49.501+01:00...Meeting A 'New' Class<a href="https://s-media-cache-ak0.pinimg.com/236x/56/7d/87/567d872ccb8f3b0bf8dbd845c008aeaf.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://s-media-cache-ak0.pinimg.com/236x/56/7d/87/567d872ccb8f3b0bf8dbd845c008aeaf.jpg" width="189" /></a>Looking back over the time I spent working in primary schools one of my strengths was my ability to establish most classes quickly and efficiently. When called upon to cover lessons or to step into a colleague's shoes I tended to manage it with minimum disruption. So this post is simply aimed at gaining an understanding of how I might have achieved it, to serve as guidance for teachers in a similar situation - teachers needing to rapidly form positive, productive relationships with a 'new' class of pupils.<br />
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First off, to clarify: I'm not referring to the <a href="http://danieljayres.blogspot.co.uk/2013/05/establishment.html" target="_blank">establishment phase</a> of the school year (see <a href="http://danieljayres.blogspot.co.uk/2013/05/establishment.html" target="_blank">...Don't Smile Till Christmas</a>), when teachers across the country form initial, lasting relationships with their classes... although similar principles do apply. Instead this is an exploration of the more transient, shorter-term bonds which might need to support a morning's teaching, an afternoon covering a class, or other temporary arrangement such as a teacher training placement.<br />
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If you're unknown to the pupils then a priority is likely to be making a good impression. So I'll begin by addressing four common worries I know from experience that trainee teachers carry with them into new classes. And then, I'll aim to replace the negative thoughts with some positive principles, to get you off to a good start.<br />
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<span style="font-family: Verdana, sans-serif;">Common worry #1: You want the pupils to like you.</span><br />
<span style="font-family: Verdana, sans-serif;">Well, yes. But why? Do you need to like something to learn from it? No... but it might help. </span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">Common worry #2: The pupils won't respect you.</span><br />
<span style="font-family: Verdana, sans-serif;">What do you mean by 'respect'? It's more likely that you are worried that you won't experience the politeness and obedience which comes once respect has been earned.</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">Common worry #3: Pupils won't see you as their teacher.</span><br />
<span style="font-family: Verdana, sans-serif;">It's true that they'll know another teacher better than you. But what does that mean? Simply that their expectations are (usually) established. Not that they're the only person that can teach the class.</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">Common worry #4: Pupils in the class might be naughty or difficult.</span><br />
<span style="font-family: Verdana, sans-serif;">Or, they might be the best you've taught... Avoid labels and labeling. Challenge your - and other people's - expectations. </span><br />
<br />
These worries are common, but you can work to overcome them. First off, be nice to your pupils. If you are fair and show respect for them you'll earn their respect. If you quickly get them busy, on meaningful, fun tasks you're less likely to experience problems with behaviour. But if you do, trust in school behaviour management policies... and remember that behaviour can change.<br />
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<div style="text-align: center;">
***</div>
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These are some of the principles - in no particularly heierarchical order - which would underpin my approach to entering a new class, being nice, respectful, and trying to teach less-familiar classes of pupils:<br />
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<span style="color: #741b47; font-family: Verdana, sans-serif;"><b>Behave Professionally</b></span><br />
<span style="color: #741b47; font-family: Verdana, sans-serif;"><b>Be friendly. Don't expect friendship. Be confident. Demonstrate fairness.</b></span><br />
<b><span style="color: #741b47;"><span style="font-family: Verdana, sans-serif;"><br />
</span> <span style="font-family: Verdana, sans-serif;">Share Expectations</span></span></b><br />
<span style="color: #741b47; font-family: Verdana, sans-serif;"><b>Model standards. Be clear about aims. Demonstrate good manners.</b></span><br />
<b><span style="color: #741b47;"><span style="font-family: Verdana, sans-serif;"><br />
</span> <span style="font-family: Verdana, sans-serif;">Value Pupils</span></span></b><br />
<span style="color: #741b47; font-family: Verdana, sans-serif;"><b>Ask for names. Remember them. Thank pupils. Show appreciation.</b></span><br />
<b><span style="color: #741b47;"><span style="font-family: Verdana, sans-serif;"><br />
</span> <span style="font-family: Verdana, sans-serif;">Start Work</span></span></b><br />
<span style="color: #741b47; font-family: Verdana, sans-serif;"><b>Get busy quickly. Be purposeful. Join in. ...And remember to have some fun!</b></span><br />
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<h3>
Critical questions</h3>
How could you prepare to manage this aspect of your teaching practice?<br />
What interpersonal skills will you need to develop?<br />
Where's the correct balance between gaining respect and forming good relationships with pupils?<br />
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(Based on Robinson <i>et al</i>., 2013, pp.35-36)</div>
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<u><b>References and Further Reading</b></u><br />
<br />
Ayres, D. (2013) <i>Positive Behaviour Management. </i>Available at: <a href="http://danieljayres.blogspot.co.uk/2013/05/positive-behaviour-management.html" target="_blank">http://danieljayres.blogspot.co.uk/2013/05/positive-behaviour-management.html</a><br />
<br />
Cowley, S (2010) <i>Getting the buggers to behave.</i> Continuum<br />
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Ewens, T. (2014) <i>Reflective Primary Teaching.</i> Northwich: Critical Publishing.<br />
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Lever, C (2011) <i>Understanding Challenging Behaviour in Inclusive Classrooms.</i> Longman<br />
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Robinson, C., Bingle, B. and Howard, C. (2013) <i>Primary School Placements: A critical guide to outstanding teaching.</i> Northwich: Critical Publishing<br />
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Rogers, B. (ed) (2009) <i>How to manage children's challenging behaviour.</i> (2nd edn.) London: Sage.<br />
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<b><u>Citing this post?</u></b><br />
<br />
Ayres, D. (2015) <i>Meeting A New Class. </i>Available at: http://danieljayres.blogspot.co.uk/ (Accessed: [Date])Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com0tag:blogger.com,1999:blog-6668732943107552609.post-88905062946199949192015-01-18T20:53:00.000+00:002015-01-25T10:26:05.314+00:00...Student Perspectives on Case StudyLast week my students developed their understanding of case study. I asked them to do some independent reading and in their taught sessions I provided them with a range of sources which attempted to define the research approach. They were to identify key themes and characteristics of case study... I then gave them just ten minutes to create one-minute presentations for their peers.<br />
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Here is a sample of the work they produced to support their presentations. (Click on an image to enlarge it.):<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgj9OEJFOAHz2EjEhJIiGi8QwsqTuwxC6k5GGl_-gXPAdey1R36xxu6o0cd8dH-zB38LGrSMLAmEPvFwf3wqQoExUlK0z2wanuGXwpqmvj0eUf5PW6xipSx4VONVw_20hO9jbjjH5RonqU/s1600/20150115_164712.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgj9OEJFOAHz2EjEhJIiGi8QwsqTuwxC6k5GGl_-gXPAdey1R36xxu6o0cd8dH-zB38LGrSMLAmEPvFwf3wqQoExUlK0z2wanuGXwpqmvj0eUf5PW6xipSx4VONVw_20hO9jbjjH5RonqU/s1600/20150115_164712.jpg" height="300" width="400" /></a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirPW2s-00UXzqMoSWrykEA4yinofo8usFebvsNjxqHlfuCvgkb2Nv_kvsVFWy3xePmege6hJTazGkNqplnUghq8dS396DJcU-D5v3OYKSjb_NWDqt2SpQjL1e2bgqYQqXOUt1_HE669wo/s1600/20150114_134837.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirPW2s-00UXzqMoSWrykEA4yinofo8usFebvsNjxqHlfuCvgkb2Nv_kvsVFWy3xePmege6hJTazGkNqplnUghq8dS396DJcU-D5v3OYKSjb_NWDqt2SpQjL1e2bgqYQqXOUt1_HE669wo/s1600/20150114_134837.jpg" height="300" width="400" /></a></div>
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<b><u>Further Reading</u></b><br />
Ayres, D. (2014) <i>Defining Case Study Research.</i> Available at: <a href="http://danieljayres.blogspot.co.uk/2014/11/defining-case-study-research.html" target="_blank">http://danieljayres.blogspot.co.uk/2014/11/defining-case-study-research.html</a><br />
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Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com0tag:blogger.com,1999:blog-6668732943107552609.post-1433396985652530512014-11-28T17:30:00.000+00:002014-11-28T17:34:45.930+00:00...Defining Case Study Research<div style="text-align: justify;">
<span style="font-family: "Trebuchet MS", sans-serif;">Definitions of case study research design are as numerous as the books written on the subject. This post aims to draw together some key definitions of case study research, in an attempt to clarify the aims and purposes of this approach to social inquiry. As usual, I also share a reference list including suggestions of recommended sources for further information.</span><br />
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<span style="font-family: "Trebuchet MS", sans-serif;">I wrote the following passage for a paper some time ago. It ended up in the 'cast-offs' folder on my hard drive. But here it is, resurrected, to introduce the subject of case study research:</span></div>
<blockquote class="tr_bq" style="text-align: justify;">
<span style="font-family: "Trebuchet MS", sans-serif;">Case study involves exploring a particular situation, describing and explaining findings (Newby, 2010), and presenting a reality which communicates the researcher's learning and a sense of understanding with their audience or readership (Cohen <em>et al.,</em> 2011). (Ayres, 2011)</span></blockquote>
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<span style="font-family: "Trebuchet MS", sans-serif;">Looking back, however confident I sounded, I'm not sure I understood the significance of the 'particular situation' or the 'sense of understanding'. I certainly wasn't aware of the historical and theoretical development of case study research... </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">For over 40 years authors have categorised and compartmentalised many different flavours of the case study approach. Hamilton & Corbett-Whittier (2013), in their description of the historical development of case studies, identify at least 15 different forms of the approach, including <em>exploratory, interpretative</em>, and <em>particularistic </em>designs.</span></div>
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There are two key reasons for the variations, I believe: Firstly, the positioning of case study among established qualitative and emergent mixed-method research paradigms has been a contentious issue. Commentators continue to debate whether case study is a research <em>approach</em>, a <em>method</em> or a <em>genre</em> (Hamilton & Corbett-Whittier, 2013). </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">Secondly, and significantly for the purposes of this post, what represents a particular 'case' for one researcher will differ for the next. The nature of the subject/s under scrutiny will vary between research projects. Also, the design of a case study, including the modes of analysis used, will be dictated by unique factors such as the lead researcher's values and beliefs, the project's core aims, objectives, and planned research questions. <br />
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So, let us continue our consideration of definitions of case study, by focusing on the nature of a specific case. </span></div>
<blockquote class="tr_bq" style="text-align: justify;">
<span style="font-family: "Trebuchet MS", sans-serif;">Case study is the study of the particularity and complexity of a single case, coming to understand its activity within important circumstances. (Stake, 1995 in Thomas, 2009, p.116)</span></blockquote>
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<span style="font-family: "Trebuchet MS", sans-serif;">The 'single case' can be a situation, an individual, a group, a culture, an event, an activity or a process that we do not sufficiently understand (Burns, 2000; Creswell, 2005). Examples might include a professional development programme (CPD, or InSET for example), policy documentation, a rural school's English curriculum, or even a community celebration (Corbin & Strauss, 2008). </span><br />
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<span style="font-family: Trebuchet MS;">The connection to 'community' is highly significant since many people see case study as a type of ethnography. Ethnographic research designs tend to focus on a cultural group, context or practice. They generally aim to examine core facets of human behaviour - the beliefs, values, actions and communication - within a culture-sharing group. In contrast, case study researchers focus on programmes or events involving individuals, rather than the behaviour of the group per se (Creswell, 2005).</span><br />
<blockquote class="tr_bq" style="text-align: justify;">
<span style="font-family: "Trebuchet MS", sans-serif;">Case study is a variation of an ethnography in that the researcher provides an in-depth exploration of a bounded system. (Creswell, 2005, p.589)</span></blockquote>
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<span style="font-family: "Trebuchet MS", sans-serif;">It is important to understand a case as 'a bounded system' -
an object, rather than a process, problem, relationship, or theme (Stake, 1995) - specific in terms of time, place or physical location (Creswell, 2005). Although the case may involve problems, relationships and themes, it will exist as an entity in itself with a unique life and importance, worthy of study.</span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">My next definition contains implications for the collection of data, moving us from the <em>what?</em> to the <em>how?</em></span></div>
<blockquote class="tr_bq" style="text-align: justify;">
<span style="font-family: "Trebuchet MS", sans-serif;">Case study research [involves] the in-depth study of instances of a phenomenon in real-life settings and from the perspective of the participants involved. (Gall <em>et al</em>., 2007)</span></blockquote>
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<span style="font-family: "Trebuchet MS", sans-serif;">Studying 'a unique example of a real situation' (Cohen <i>et al.,</i> 2011, p. 181) can develop our understanding of larger issues (Creswell, 2005). However, to access the social reality of the participants 'at the local, immediate level' (Gall <em>et al</em>., 2007), and to ensure 'in-depth' exploration, data collection must be carefully considered. </span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"></span> </div>
<div style="text-align: justify;">
<span style="font-family: "Trebuchet MS", sans-serif;">It is widely held that a range of data types, from different sources and perspectives, is necessary to inform a valid, comprehensive study. This stance locates case study design within a mixed-method research paradigm, which values triangulation of data to support understanding of complex phenomena. </span></div>
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</div>
<div style="text-align: justify;">
<span style="font-family: Trebuchet MS;">So, a case study must employ a range of data collection methods (e.g., interviews, observation, or questionnaires) and might seek to collect different forms of data (e.g., documents, pictures, or e-mails) to develop an in-depth understanding of the case. Such a comprehensive approach generates 'rich data' enabling thorough analysis and legitimate conclusions. In my experience this approach to educational research allows for creativity, and encourages participation and engagement. It also makes for a unique, enjoyable project... or master's level assignment, if that's on your mind at the moment ;).</span></div>
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<span style="font-family: Trebuchet MS;">***</span></div>
<h3 style="text-align: justify;">
Five Elements of Case Study Design</h3>
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<ul><span style="font-family: "Trebuchet MS", sans-serif;">
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Purpose - to gain in-depth understanding of complex phenomena;</li>
<li><div style="text-align: left;">
Methodology - a mixed-method, generally interpretivist research approach; a frame, a design, or genre;</div>
</li>
<li>Focus - a 'bounded unit'; an individual, an event, or a practice; an 'object';</li>
<li>Data - in different forms, collected through a range of methods; </li>
<li>Analysis - flexible; depends on research aims, & stance of the researcher.</li>
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<span style="font-family: "Trebuchet MS", sans-serif;"><u><strong>Citing this post?</strong></u><br />
</span><u><br /><span style="font-family: "Trebuchet MS", sans-serif;">
<strong> </strong></span></u><span style="font-family: "Trebuchet MS", sans-serif;"> Ayres, D. (2014) <em>Defining Case Study Research. </em>Available at: http://danieljayres.blogspot.co.uk/ (Accessed: [Date]). </span></div>
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<u><strong>References & further reading</strong></u></span></div>
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<span lang="EN-US" style="font-family: "Trebuchet MS", sans-serif; line-height: 115%;">Ayres, D. (2011) <em>Research Methods and Analysis - Draft.</em> Unpublished EdD paper. UEL.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin: 9pt 0cm 0pt; text-align: left;">
<span lang="EN-US" style="line-height: 115%;"><span style="font-family: "Trebuchet MS", sans-serif;">Ball, S. J. (2013) <em>The Education Debate</em> (2nd edn.) Bristol: Policy Press.</span></span></div>
<div class="MsoNormal" style="line-height: 150%; margin: 9pt 0cm 0pt; text-align: left;">
<span lang="EN-US" style="line-height: 115%;"><span style="font-family: "Trebuchet MS", sans-serif;"><span style="color: #231f20; line-height: 150%;">Burns, R.B. (2000) <em>Introduction to Research Methods.</em> (4th edn.) <span style="font-size: small;">London: Sage.</span></span> </span></span></div>
<div class="MsoNormal" style="line-height: 150%; margin: 9pt 0cm 0pt; text-align: left;">
<span lang="EN-US" style="line-height: 115%;"><span style="color: windowtext; font-family: "Trebuchet MS", sans-serif; line-height: 150%;"><span style="font-family: "Trebuchet MS", sans-serif;">Cohen, L., Manion, L. & Morrison, K. (2011) <em>Research Methods in Education</em>. New York: Routledge-Falmer.</span></span></span><br />
<div class="Default" style="line-height: 150%; margin: 6pt 0cm 0pt; text-align: left;">
<span lang="EN-US" style="font-family: "Trebuchet MS", sans-serif; line-height: 115%;">Corbin, J. & Strauss, A. (2008) <em>Basics of Qualitative Research</em>. London: Sage.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin: 9pt 0cm 0pt; text-align: left;">
<span lang="EN-US" style="font-family: "Trebuchet MS", sans-serif; line-height: 115%;">Creswell, J. (2005) <i>Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research</i>, New Jersey: Pearson Merrill Prentice Hall.</span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;">Gall, M. D., Gall, J. P. & Borg, W. R. (2007) <em>Educational Research: An introduction.</em> (8th </span><span style="font-family: "Trebuchet MS", sans-serif;">edn.) Pearson International.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin: 9pt 0cm 0pt; text-align: left;">
<span style="font-family: Trebuchet MS;">Hamilton, L. & Corbett-Whittier, C. (2013) <em>Using Case Study in Education Research.</em> London: Sage.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin: 9pt 0cm 0pt; text-align: left;">
<span style="color: black; font-family: "Arial","sans-serif"; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA; mso-fareast-font-family: Arial; mso-fareast-language: EN-GB;"><span style="font-family: "Trebuchet MS", sans-serif;">Newby,
P. (2010) <i style="mso-bidi-font-style: normal;">Research Methods for Education</i>.
<st1:place w:st="on">Essex</st1:place>: Pearson Education.</span></span></div>
<div class="MsoNormal" style="line-height: 150%; margin: 9pt 0cm 0pt; text-align: left;">
<span style="color: black; font-family: "Arial","sans-serif"; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA; mso-fareast-font-family: Arial; mso-fareast-language: EN-GB;"></span><span style="font-family: "Trebuchet MS", sans-serif;">Ragin, C. & Becker, H. (eds.) (1992) <em>What is a case? Exploring the foundations of social inquiry.</em> Cambridge: Cambridge University Press.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin: 6pt 0cm 0pt; text-align: left;">
<span style="font-family: "Trebuchet MS", sans-serif; line-height: 150%;">Stake, R. E. (1995) <em>The Art of Case Study Research.</em> Thousand Oaks: Sage.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin: 6pt 0cm 0pt; text-align: left;">
<span style="font-family: "Trebuchet MS", sans-serif;">Thomas, G. (2009) <em>Research Project</em>. London: Sage.</span></div>
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<span style="font-family: "Trebuchet MS", sans-serif;"> ***</span></div>
<div class="MsoNormal" style="line-height: 150%; margin: 6pt 0cm 0pt; text-align: left;">
<span style="line-height: 150%;"><span style="font-family: "Trebuchet MS", sans-serif;">Thanks to </span><a href="http://www.uel.ac.uk/cass/staff/davidmorris/" target="_blank"><span style="font-family: "Trebuchet MS", sans-serif;">David Morris</span></a><span style="font-family: "Trebuchet MS", sans-serif;"> for suggesting & contributing to this post.</span></span></div>
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Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com6tag:blogger.com,1999:blog-6668732943107552609.post-42424215708970445872014-11-20T16:35:00.002+00:002014-11-20T16:47:58.467+00:00...Reflective Journals<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlbxt-P8RSmBdpUxNs5QzN4oYJ3sIOzw3xqBAnBRujSUisQVH-cTPQyq70Um7on6FICiGUNTgqQ5CyAtfCXryuj-Q-2BZrJIl7O1hhkJf57aMuvkuJi35Pz5WjDcyTt9JC1DKZ_FYrVuk/s1600/450px-Paper_notebooks.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlbxt-P8RSmBdpUxNs5QzN4oYJ3sIOzw3xqBAnBRujSUisQVH-cTPQyq70Um7on6FICiGUNTgqQ5CyAtfCXryuj-Q-2BZrJIl7O1hhkJf57aMuvkuJi35Pz5WjDcyTt9JC1DKZ_FYrVuk/s1600/450px-Paper_notebooks.jpg" height="200" width="150" /></a><span style="font-family: Georgia, Times New Roman, serif;">I often recommend that teachers keep a reflective journal, to support their ongoing professional development. This brief post describes the <i>What?</i> <i>Why?</i> & the <i>How?</i> of reflective journal writing, and includes an explanation of the value of this particular approach to learning.</span><br />
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<h3>
<i style="font-family: Georgia, 'Times New Roman', serif;">What</i><span style="font-family: Georgia, 'Times New Roman', serif;"> is a reflective journal?</span></h3>
<span style="font-family: Georgia, Times New Roman, serif;">A reflective journal is a personal document, and can be kept in any format. I have seen a variety of different style of notebook, including diaries, being used for reflective writing. I have also seen teachers keeping their journals in electronic formats - as a Word document or an online blog, for example. I have also seen teachers taking a more spontaneous, occasionally haphazard approach to documenting their professional experiences. At the end of the day, the appearance matters far less than the process.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">That being said, the actual content can be recorded in a similarly individual way. You can include lists, bullet points, drawings (e.g. classroom plans), diagrams, photos, charts, mind-maps, references & citations, poems, newspaper cuttings (e.g. TES articles)... anything relevant to your practice or meaningful to your work. Of course, if you decide to keep your journal electronically then you also have the opportunity to include digital images, audio, video, and links to relevant online resources.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">A reflective journal might begin with a record of experiences, or of professional development activity. For example, a description of a training event, or a list of the ideas you took away from it, would certainly serve as a good starting point. As it develops, however, a journal should serve as more than a chronicle of your professional growth. It should facilitate personal critical thinking, and allow you to question:</span><br />
<br />
<ul>
<li><span style="font-family: Georgia, 'Times New Roman', serif;">your understanding about education policies and practices;</span></li>
<li><span style="font-family: Georgia, 'Times New Roman', serif;">assumptions about your own professional competence;</span></li>
<li><span style="font-family: Georgia, 'Times New Roman', serif;">the strength and relevance of your knowledge and understanding.</span></li>
</ul>
<br />
<h3>
<i style="font-family: Georgia, 'Times New Roman', serif;">Why</i><span style="font-family: Georgia, 'Times New Roman', serif;"> keep a reflective journal?</span></h3>
<span style="font-family: Georgia, Times New Roman, serif;">It is essential that educators reflect on professional experiences, since we develop our expertise through deliberate, analytic reflection on practice (Eaude, 2012). It is a process which helps us to ensure that we stay on top of our game. But it demands more than just making mental notes about good or bad lessons, or having a chat with a colleague about pupils in your class. </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Reflection is a process of identification, questioning, analysis and planning which helps us to unpick the predicaments and complexities of teaching (Sellars, 2014). Writing reflectively can help us to develop our understanding about the highly complex world of the classroom. It enables us to justify our professional decisions, and demonstrate that we take responsibility for our professional development and the improvement of our practice. (See <a href="http://danieljayres.blogspot.co.uk/2013/05/reflective-practice.html" target="_blank">...Reflective Practice</a> for more thoughts on professional reflection, and <a href="http://danieljayres.blogspot.co.uk/2013/11/writing-to-learn.html" target="_blank">...Writing to Learn</a> which considers the value of writing as a professional development tool.) </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Reflective journals have several functions, including:</span><br />
<ul>
<li><span style="font-family: Georgia, Times New Roman, serif;">to provide opportunities to make sense of situations, and turn experience into learning;</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">to enable the examination of taken-for-granted, habitual ways of thinking and acting;</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">to allow acknowledgement of strengths and successes, as well as weaknesses;</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">to initiate the search for alternative ways of working, in order to improve practices;</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">to provide a safe environment for the exploration of your own professional identity, including your characteristics, values & beliefs.</span></li>
</ul>
<div>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span></div>
<div>
<h3>
<i style="font-family: Georgia, 'Times New Roman', serif;">How</i><span style="font-family: Georgia, 'Times New Roman', serif;"> do I keep a reflective journal?</span></h3>
</div>
<span style="font-family: Georgia, Times New Roman, serif;">There are countless books on this subject, which describe similarly countless approaches to reflective writing... Simply, start. Describe a recent event, including your thoughts and feelings about the experience. Notice details that emerge of which you may have been unaware at the time, as you re-experience the event. </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span><span style="font-family: Georgia, Times New Roman, serif;">And, keep going. Return to your reflective journal regularly. Consider writing for 10 minutes a day, or try to add to your journal for half an hour twice a week. Avoid leaving too much time before reflecting on an event, since trying to recall incidents and responses makes for</span><span style="font-family: Georgia, 'Times New Roman', serif;"> significantly less effective reflection.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">As your journal develops you should be prepared to move beyond description, and ask questions about your practice. </span><span style="font-family: Georgia, 'Times New Roman', serif;">For simple, practical approaches to developing your reflective journal entries, see </span><a href="http://danieljayres.blogspot.co.uk/p/reflective-writing-exercises.html" style="font-family: Georgia, 'Times New Roman', serif;" target="_blank">Reflective Writing Exercises</a><span style="font-family: Georgia, 'Times New Roman', serif;"> also on this site.</span><br />
<div>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span></div>
<div>
<h3>
<b><span style="font-family: Georgia, Times New Roman, serif; font-size: small;">Ethical Issues</span></b></h3>
<span style="font-family: Georgia, Times New Roman, serif;">A final, important note: When reflecting on your professional life you are engaging in practitioner research. As a consequence it is wise to be familiar with, and adhere to ethical procedures. For example, you must remember to remain professional when adding to your journal, especially when analysing the actions of other people. Avoid disclosing the names of pupils, members of staff, street names and addresses, or the names of schools, even if your journal is kept privately. Instead, use letters or initials to signify people and places. </span><br />
<span style="font-family: Georgia, 'Times New Roman', serif;"><br /></span>
<span style="font-family: Georgia, 'Times New Roman', serif;">For comprehensive information on research ethics see, for example, the British Educational Research Association (BERA) guidelines, available at: </span><a href="http://www.bera.ac.uk/" style="font-family: Georgia, 'Times New Roman', serif;">www.bera.ac.uk</a><span style="font-family: Georgia, 'Times New Roman', serif;">.</span><br />
<span style="font-family: Georgia, 'Times New Roman', serif;"><br /></span>
<span style="font-family: Georgia, 'Times New Roman', serif;"><br /></span>
<br />
<h3 style="text-align: center;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">***</span></h3>
</div>
<div>
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;"><br /></span></div>
<u><b>References & Further Reading</b></u><br />
<br />
BERA (2011) Ethical Guidelines for Educational Research. London. Available at: <a href="https://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-Ethical-Guidelines-2011.pdf">https://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-Ethical-Guidelines-2011.pdf</a> (Accessed: 18 Nov 2014).<br />
<br />
Bolton, G. (2010) <i>Reflective Practice: Writing & professional development</i> (3rd ed.) London: Sage.<br />
<br />
Eaude, T. (2012) <i>How do expert primary classteachers really work?</i> Critical Publishing.<br />
<br />
Ewens, T. (2014) <i>Reflective Primary Teaching.</i> Northwich: Critical Publishing.<br />
<br />
Sellars, M. (2014) <i>Reflective Practice for Teachers</i>. London: Sage.<br />
<br />
<br />
<b><u>Citing this post?</u></b><br />
<b><u><br /></u></b>
Ayres, D. (2014) <i>Reflective Journals. </i>Available at: http://danieljayres.blogspot.co.uk/ (Accessed: [Date]).<br />
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Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com2London, UK51.511213899999987 -0.1198243999999704151.195090399999984 -0.7652713999999704 51.82733739999999 0.52562260000002958tag:blogger.com,1999:blog-6668732943107552609.post-16298310208316403052014-10-06T12:35:00.001+01:002015-01-14T20:04:04.290+00:00...Possessive Apostrophes<span style="font-family: Arial, Helvetica, sans-serif;">Accurate placement of possessive apostrophes in formal written English continually baffles and befuddles some people. W</span><span style="font-family: Arial, Helvetica, sans-serif;">hat is the problem about signifying what belongs to whom, and whether there is just one 'whom' or several of them? </span><span style="font-family: Arial, Helvetica, sans-serif;">Perhaps the ability to understand and apply these particular principles of punctuation accurately goes deeper than classroom learning... </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC9FZ_lsDRz1y10qTbV2tZYbO1LlYppg9LdOtEtxeDLIiLMYn3lu08LlDwsT0vdn26KQgzUj3EgXMbYaIKWOm5p3YRPyHPIQBCVHZfNiw8D_BGEQYE89Tmwhk3kYhghyphenhyphenTgunb7fRIvFvM/s1600/2187834_1fbd2e74+b.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC9FZ_lsDRz1y10qTbV2tZYbO1LlYppg9LdOtEtxeDLIiLMYn3lu08LlDwsT0vdn26KQgzUj3EgXMbYaIKWOm5p3YRPyHPIQBCVHZfNiw8D_BGEQYE89Tmwhk3kYhghyphenhyphenTgunb7fRIvFvM/s1600/2187834_1fbd2e74+b.jpg" height="130" width="200" /></a></div>
<a name='more'></a><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Perhaps it's in our genes! Perhaps we are genetically pre-programmed to use apostrophes correctly, or not. Like the ability to </span><span style="font-family: Arial, Helvetica, sans-serif;">roll your tongue. Apparently our genes dictate whether we can fold our tongues along their length. I'm a non tongue-roller myself, but adept at apostrophe placement. I would suggest the latter is a rather more valuable skill.</span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">Whatever the reason for the difficulty, here is a small collection of rules and examples. I hope these assist you in deciding where your apostrophe needs to go!</span><br />
<br />
<span style="background-color: #cccccc; font-family: Arial, Helvetica, sans-serif;">When the possessor (i.e. the name or noun) is singular, the apostrophe precedes an s.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span> <span style="font-family: Arial, Helvetica, sans-serif;"><i>The child’s work… </i></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><i><br />
</i></span> <span style="font-family: Arial, Helvetica, sans-serif;"><i>The school’s policy…</i></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span> <span style="background-color: #cccccc; font-family: Arial, Helvetica, sans-serif;">When the possessor is plural (i.e. there is more than one possessor), the apostrophe follows s.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span> <span style="font-family: Arial, Helvetica, sans-serif;"><i>Pupils’ attainment in Year 6… </i></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><i><br />
</i></span> <span style="font-family: Arial, Helvetica, sans-serif;"><i>Teachers’ views on the curriculum…</i></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span> <span style="background-color: #cccccc; font-family: Arial, Helvetica, sans-serif;">With irregular plurals (i.e. plural nouns which do not end in s), follow the same rule as singular nouns; add an apostrophe followed by an s.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span> <span style="font-family: Arial, Helvetica, sans-serif;"><i>Malorie Blackman is the Children’s Laureate… </i></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><i><br />
</i></span> <span style="font-family: Arial, Helvetica, sans-serif;"><i>The People’s Republic of China…</i></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span> <span style="background-color: #cccccc; font-family: Arial, Helvetica, sans-serif;">The possessor will generally be followed by a noun. In the following cases a plural noun is followed by a verb; an apostrophe is not necessary.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span> <span style="font-family: Arial, Helvetica, sans-serif;"><i>Pupils played for twenty minutes… </i></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><i><br />
</i></span> <span style="font-family: Arial, Helvetica, sans-serif;"><i>Teachers anticipate change…</i></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span> <span style="background-color: #cccccc; font-family: Arial, Helvetica, sans-serif;">When the possessor is “it”, no apostrophe is required.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span> <span style="font-family: Arial, Helvetica, sans-serif;"><i>The elephant is a large animal. </i></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><i><br />
</i></span> <span style="font-family: Arial, Helvetica, sans-serif;"><i>Its tusks will continue to grow throughout its life.</i></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span><span style="font-family: Arial, Helvetica, sans-serif;">...Just as you wouldn't pop an apostrophe in yours theirs his hers or ours.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span> <span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span> <span style="font-family: Arial, Helvetica, sans-serif;"><u>Further reading</u></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><u><br />
</u></span> <span style="font-family: Arial, Helvetica, sans-serif;">'Apostrophe' <a href="http://en.wikipedia.org/wiki/Apostrophe">http://en.wikipedia.org/wiki/Apostrophe</a></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">'Apostrophe Abuse' <a href="http://www.apostropheabuse.com/">http://www.apostropheabuse.com/</a> </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Seely, J. (2009) <i>Oxford A-Z of Grammar & Punctuation </i>(2nd edn.) Oxford University Press.</span><br />
<br />
<br />
<br />
Thanks to Andrew Read for contributing. See: <a href="http://articulateyourphilosophy.blogspot.co.uk/">http://articulateyourphilosophy.blogspot.co.uk/</a>Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com2tag:blogger.com,1999:blog-6668732943107552609.post-80945884841616366042014-02-06T08:33:00.004+00:002020-12-12T06:41:27.109+00:00...Interview Day<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3hYML5LRBY0AOlDAgKVgzwOTGVEtPmyfOBHwrUvWcvTkv9OKot2XEOQ-sZVvqAjeSUeuUxI3DuFm6e5jac5TOWXG1EczrAkEzepHiUkKSoSWophdF_dfEKm6fHE3u7BGT_2WcMv1LomM/s1600/interview1.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="194" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3hYML5LRBY0AOlDAgKVgzwOTGVEtPmyfOBHwrUvWcvTkv9OKot2XEOQ-sZVvqAjeSUeuUxI3DuFm6e5jac5TOWXG1EczrAkEzepHiUkKSoSWophdF_dfEKm6fHE3u7BGT_2WcMv1LomM/s1600/interview1.jpg" width="200" /></a>I have recently received a flurry of emails asking me for advice about impending job interviews. Of course, since these emails have been from teachers in training they are having to consider not only the traditional face-to-face discussion of knowledge, understanding and skills, but also the prospect of teaching an <a href="http://danieljayres.blogspot.co.uk/2013/12/demo-lessons.html" target="_blank">observed 'demo' lesson</a>. So here are some brief thoughts for teachers approaching the inevitable interview day.<br />
<br />
<a name='more'></a>First off, let's get some perspective. We train the best part of 40000 teachers - that's forty THOUSAND new teachers - in England each year. The vast majority will be wanting to secure their first job by the end of their initial training. Now that amounts to a lot of competition. But the reason for the scale of the operation is not to allow schools to skim the cream from the crop. Rather, this country needs to maintain a strong teacher workforce. Teachers retiring from the profession and those promoted to leadership positions need to be replaced. And who better than an eager, prepared, energetic (and not to mention a cheaper) supply of new recruits...? That's you!<br />
<br />
So we must agree that we have no control over the numbers, or the relative strengths and experience that other candidates will inevitably bring to their interview. And we should assume that your potential employer has not secretly decided on a specific individual for the role they advertised. We then need to identify some of the variables that we do have control over, and make sure we feel as in control of them as we can be.<br />
<div>
<div>
<br />
<span style="background-color: rgba(255, 255, 255, 0);">The priority for the school is securing the best candidate, whoever they feel that is, for the advertised role. To help them to do this they are likely to try to get to see as many candidates as possible in the time that they have. </span><span style="background-color: rgba(255, 255, 255, 0);">So, you need to be thinking about what you can offer that others may not be able to. Skills? Experience? Things you've done during your training that have really made a difference in terms of pupil progress. </span>You're less likely to be asked much about any previous career, unless it's particularly relevant or intriguing. The focus is likely to be on finding out what you're doing this year to ensure pupil progress. And that should be your focus.<br />
<br />
How prepared are you? Here are some of my thoughts about interview day preparation:<br />
<div>
<br />
<ul>
<li><span style="background-color: rgba(255, 255, 255, 0);">Recall and rehearse examples from your practice which have been particularly successful, regarding behaviour management, maths & English, differentiation etc;</span></li>
<li><span style="background-color: rgba(255, 255, 255, 0);">Swot up on the school's (and perhaps the borough's) data - you may be able to quote a statistic or two during the interview;</span></li>
<li><span style="background-color: rgba(255, 255, 255, 0);">Make sure you're relaxed as possible - decide on clothing the day before, arrive early, get familiar with the layout and 'feel' of the school, take your time;</span></li>
<li><span style="background-color: rgba(255, 255, 255, 0);">Prepare an answer for questions like 'Why should I employ you?', 'What makes you better than the next candidate?', or 'Why do you want to be a teacher?'... in case;</span></li>
<li><span style="background-color: rgba(255, 255, 255, 0);">Think about what you need to know, in order to help you decide whether you'd accept a job at the school. You'll have the chance to ask these questions.</span></li>
</ul>
</div>
<div>
<span style="background-color: rgba(255, 255, 255, 0);">But finally, to the demo lesson. It's no surprise that many head teachers will expect to observe you teach a good lesson. (It's perhaps more surprising if they don't.) By 'a good lesson' I mean one which reassures them that you know how to teach. They will look for the clarity, pace and confidence that make them feel that you are a safe bet in terms of their investment. Although a risky, resource-intensive approach may impress, demonstrating that you have a good range of effective strategies that motivate and progress pupils is key. </span></div>
</div>
<div>
<span style="background-color: rgba(255, 255, 255, 0);"><br /></span>
<span style="background-color: rgba(255, 255, 255, 0);">My advice is, when considering what to teach, draw on a particularly successful lesson you've already taught. Adapt it for the needs of the pupils you will be teaching on the day. A</span><span style="background-color: rgba(255, 255, 255, 0);">void worksheets, and enable paired and/or group activities. To provide varying levels of challenge during the lesson, consider table task cards - a simple set of instructions provided to each group. This would allow you to alter the task for the pupils in each group by simply switching cards as necessary. </span>First step, though, is to decide on your learning intention. All else should follow.<br />
<span style="background-color: rgba(255, 255, 255, 0);"><br /></span>
<span style="background-color: rgba(255, 255, 255, 0);">However you feel your lesson went, be prepared to discuss it during your face-to-face interview. Show that you are reflective, evaluative and resilient. And whether the outcome is the one you hope for, it is excellent preparation for your next opportunity. But perhaps have a look at my <a href="http://danieljayres.blogspot.co.uk/2013/12/interview-strategy.html" target="_blank">Interview Strategy</a> first, to give you an even better chance.</span><br />
<br />
Good luck!<br />
<br />
<u>References and further reading</u><br />
<br />
McGrath, J. and Coles, A. (2011) <i>Your Teacher Training Handbook</i>. Essex: Longman.<br />
<br />
<a href="http://danieljayres.blogspot.co.uk/2013/12/demo-lessons.html" target="_blank">...Demo Lessons</a><br />
<br />
<a href="http://danieljayres.blogspot.co.uk/2013/12/interview-strategy.html" target="_blank">...Interview Strategy</a></div>
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Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com0tag:blogger.com,1999:blog-6668732943107552609.post-72857020290318837442014-01-14T17:53:00.000+00:002014-01-21T09:13:59.694+00:00...The Havering-UEL ICT Partnership<span id="goog_67578829"></span><span id="goog_67578830"></span><span style="font-family: Verdana, sans-serif; font-size: x-small;">I'm currently sitting in the ICT suite of Mawney Foundation Primary School during a school-based training day for trainee teachers. I'm surrounded by trainees from the University of East London (UEL) busily planning the lessons they're due to teach after lunch. There's a great sense of enthusiasm and some fabulous ideas are being developed. It's an example of the good that can come from schools and universities working in partnership in the development of new teachers. </span><span style="font-family: Verdana, sans-serif; font-size: x-small;">This post describes some features and benefits of this teacher training model, developed between UEL and four schools in the east London borough of Havering. </span><br />
<a name='more'></a><br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfG-4P3eA3IqvqBl42cxFF-g_k7pPL0Br5cZyutJFJaXaqgXR_7puKBGjvAaLZsegwVwnE9h2yA2dmrDWVpq0y7aW2PLOQMM4rS8Q_EOW__QFvsnwQRdmEpkR84Rl07G3_2P0cv3LoECM/s1600/20140113_115113.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="Chris Knight, Mawney" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfG-4P3eA3IqvqBl42cxFF-g_k7pPL0Br5cZyutJFJaXaqgXR_7puKBGjvAaLZsegwVwnE9h2yA2dmrDWVpq0y7aW2PLOQMM4rS8Q_EOW__QFvsnwQRdmEpkR84Rl07G3_2P0cv3LoECM/s200/20140113_115113.JPG" height="150" title="Chris Knight, Mawney" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Chris Knight guiding trainees' lesson planning.</td></tr>
</tbody></table>
<span style="font-family: Verdana, sans-serif; font-size: x-small;">The work developed from a UEL impact study on the development of trainee teachers' ICT skills on their school placements. It provides trainees with opportunities to learn about different schools' approaches to incorporating ICT into their curriculum. It also ensures that trainees observe the outstanding use of technology, regardless of the provision afforded to ICT during their block placements. However, trainees are also given the opportunity to apply their practical skills by planning and teaching a lesson, and reflecting on the experience at the end of the day. A sometimes tense but always valuable practical experience between block teaching placements.</span><br />
<span style="font-family: Verdana, sans-serif; font-size: x-small;"> </span><br />
<span style="font-family: Verdana, sans-serif; font-size: x-small;">At Mawney, the school's digital leaders show trainees around, confidently demonstrating the technology and resources at their disposal. (While the school's pupil-run radio station broadcasts the latest music around the building.) The school demonstrates the impact that having a strong vision for ICT can have, when supported and implemented by skilled, motivated, committed staff. Today, a group observed a year 5 lesson in which pupils were required to review a book, and were given the opportunity to choose whether to write, type or record their reviews on flipcams. They then set about planning their session, confidently utilising the approach of the class teacher. Such experiences, observing and learning from outstanding practice, are invaluable during the initial teacher training year.</span><br />
<br />
<span style="font-family: Verdana, sans-serif; font-size: x-small;">At Scotts Primary School, trainees also have the chance to obtain crucial hands-on practice in using classroom technologies, such as visualisers, pocket computers, wireless slates and interactive whiteboards. Having observed class teachers using technology to enhance teaching and learning in mathematics and English, trainees then talk to the class teachers about the rationale behind resource choices. They then go on to </span><span style="font-family: Verdana, sans-serif; font-size: x-small;">plan and teach follow-on lessons. Trainees particularly welcome the opportunity to talk to digital leaders about their experiences and preferences of curriculum based technologies, as this develops their understanding of pupils' interests and needs.</span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghHAYAYqFPRnNwjjy3PV-yotHLmqCoxVKi89Jelmh8Vs8YGOPruUwzNurCSmSIQD0zyPGDJxGflwZ1etEWVpwXnDE4RShmXxofHzHDJ-zqKrVPw3VAR4-HAqusS67Phan7BwIF-z1IEFA/s1600/20140113_103055.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="Caroline Jacyna, Mawney" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghHAYAYqFPRnNwjjy3PV-yotHLmqCoxVKi89Jelmh8Vs8YGOPruUwzNurCSmSIQD0zyPGDJxGflwZ1etEWVpwXnDE4RShmXxofHzHDJ-zqKrVPw3VAR4-HAqusS67Phan7BwIF-z1IEFA/s200/20140113_103055.JPG" height="150" title="Caroline Jacyna, Mawney" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Caroline Jacyna showing trainees an online reading resource.</td></tr>
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<span style="font-family: Verdana, sans-serif; font-size: x-small;"> </span><span style="font-family: Verdana, sans-serif; font-size: x-small;">A couple of miles down the road, trainees visiting Scargill Junior School are able to observe how tablet devices are being used across the curriculum, and how applications like Morfo, Aurasma, and </span><span style="font-family: Verdana, sans-serif; font-size: x-small;">QR code readers</span><span style="font-family: Verdana, sans-serif; font-size: x-small;"> </span><span style="font-family: Verdana, sans-serif; font-size: x-small;">can bring displays to life. Trainees are particularly impressed with how the use of handheld games consoles and Mathletics </span><span style="font-family: Verdana, sans-serif; font-size: x-small;">(an online learning platform) </span><span style="font-family: Verdana, sans-serif; font-size: x-small;">are used at Scargill, to engage and enthuse children in thier mathematics lesson. The digital leaders in the school, keen to share their expertise, run mini workshops for groups of trainees in the use of some of their favourite tools. This activity gives trainees a genuine insight into pupils' competence and confidence using technology.</span><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-GB</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:DoNotOptimizeForBrowser/> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><br />
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<span style="font-size: x-small;"><span style="font-family: Verdana,sans-serif;">Trainees visiting Engayne Primary School are always impressed with levels of engagement with different technologies (and how well behaved the children are using them). </span></span><span style="font-size: x-small;"><span style="font-family: Verdana,sans-serif;">Interesting discussion takes place concerning the absence of interactive whiteboards, and why this may be a help rather than a hinderance to teachers. Trainees experience how the 2014 computing curriculum is being introduced in the school. They also experience using apps to make animated movies, as well as more traditional tools such as spreadsheets to assist with learning in mathematics. </span></span><br />
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<span style="font-family: Verdana, sans-serif; font-size: x-small;"> </span><span style="font-family: Verdana, sans-serif; font-size: x-small;">The partnership developed between UEL and Havering allows trainee teachers to experience and reflect on teaching and learning in school settings where there is an established belief in the potential of technology. The schools involved are particularly committed to embedding technology across many aspects of school life. The experiences provide trainees with a deeper understanding of the creative potential of technology, and the confidence to utilise it in their teaching on their school-based block placements and beyond their training.</span><br />
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</span><span style="font-family: Verdana, sans-serif; font-size: x-small;">DJA</span><br />
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<span style="font-family: Verdana, sans-serif; font-size: x-small;">Thanks to the following people that have helped organize and run each day: Engayne - Sara Sankey; </span><span style="font-family: Verdana, sans-serif; font-size: x-small;">Mawney - Chris Knight; </span><span style="font-family: Verdana, sans-serif; font-size: x-small;">Scargill Junior - Karen Webley; </span><span style="font-family: Verdana, sans-serif; font-size: x-small;">Scotts - Jan Taylor; </span><span style="font-family: Verdana, sans-serif; font-size: x-small;">HSIS - Dave Smith</span><br />
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<span style="font-family: Verdana, sans-serif; font-size: x-small;">Thanks also to Gurmit Uppal and David Morris for contributing to this post.</span><br />
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<span style="font-family: Verdana, sans-serif; font-size: x-small;">Look out for the BETT Blog...</span>Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com0tag:blogger.com,1999:blog-6668732943107552609.post-70381922706450653782013-12-21T14:12:00.001+00:002013-12-21T14:12:55.259+00:00...Managing Pressure<div style="text-align: right;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisjzTb-in-z84IEwwxZszqucqj7WVnW4gAE76fNmuHlf_-iFZi1vVtEpMfoHJd8OhB15M5XIh63iroqe8P8XdsO57loMCwGUVIvWtQfZ5Yb7REjUTdiqT1mm6Jgq2Xt33gIIgqJAFzugc/s1600/Psidial.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisjzTb-in-z84IEwwxZszqucqj7WVnW4gAE76fNmuHlf_-iFZi1vVtEpMfoHJd8OhB15M5XIh63iroqe8P8XdsO57loMCwGUVIvWtQfZ5Yb7REjUTdiqT1mm6Jgq2Xt33gIIgqJAFzugc/s200/Psidial.jpg" width="200" /></a>Every year, since I began teaching, I've found the approaching winter break brings as much pressure as it does festivity. In fact, I've not once
experienced a 'winding down' toward the end of a term. Instead, I tend to feel
particularly wound up. Well, this post is concerned with professional pressure, whenever it occurs - and how to manage it.<br />
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<a name='more'></a>Perhaps it's the number of loose ends that need tying up as the end of term approaches: Assessments to be finalised, reports written, and exercise books marked? Or is it more to do with the temporal aspect of immovable deadlines - including the fact that the school building will be locked up, so we're to be out by X hours..? <br />
<br />
If the pressure we are feeling continues to build, or is endured for too long, it can reveal
itself in physiological and emotional symptoms indicative of stress. Sometimes these signs are the first indications that something is wrong, even though a person may have been struggling to manage for extended periods. Even the sufferer themselves may be oblivious!<br />
<br />
Now,
I'm not well versed in medical knowledge, but I understand a little
about notions of cause and effect. In terms of stress, if you feel
threatened or upset the body produces more adrenaline and cortisol,
which heightens alertness, lowers response times, and helps us to maintain our
concentration. I suppose the acute symptoms of stress are due to prolonged dependence on this physical reaction to perceived difficulties.<br />
<br />
If you're feeling stressed, panicked, struggling to cope with your workload, or feel under pressure through demands being made of your time, then let me share some of the guidance that I've picked up over the years. But first, let's come to an agreement about the pressure you feel: The chances are it's not due to any shortcomings, personal failings, or from not
trying hard enough. In fact, it's probably an indication that you've been trying too
hard, for too long. It's simply a signal that your body and mind are overdue a rest.<br />
<br />
Managing pressure...<br />
<br />
1 - Identify the source <br />
Pressure and stress are abstract terms, but which represent very real feelings, emotions, and physical reactions. They can affect our behaviour, relationships, efficiency and effectiveness. But these outcomes can be a distraction from the actual source of the pressure. <br />
<br />
So, when you feel under pressure consider the following: Where is the pressure stemming from? It there something that can be done, to reduce the sense that I'm under pressure? Am I putting unnecessary pressure on myself? The key is to identify the cause, and either eliminate it or plan ways of doing so.<br />
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2 - Prioritise tasks<br />
<a href="data:image/png;base64,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" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" border="0" height="187" src="data:image/png;base64,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" width="320" /></a>Easier said than done, but essential. I'm an expert in prioritising easy jobs, that have little impact on my real workload. This is foolish.<br />
<br />
Consider this carroll diagram. In which boxes would you place tasks that you have to complete? Some tasks that are important only become urgent if left unaddressed. You should prioritise avoiding urgent tasks which aren't inherently important, but become important by reason of their urgency. Empty box 1 first. Work in box 3. Ignore box 4?<br />
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<br />
3 - Know your limit <br />
I suppose this is about knowing when and how to say 'no' to people who know you're likely to say 'yes'. If you're usually efficient and reliable you're someone that others will turn to when they're under pressure. So, if someone tries to dump something into your 'box 1' then let them know your conditions. If you tend to say 'of course, leave it with me!' Then try adding '...I'll be able to give it my full attention next week.'<br />
<br />
If despite this you remain overloaded, with continuous feelings of pressure, then it's time to act. Particularly, if the quality of your work, or your efficiency, are being jeopardised by the pressure you are under then it's time to act.<br />
<br />
<br />
4 - Communicate <br />
Sometimes it's just a matter of telling someone. The earlier you share the problems you're experiencing, the sooner they're likely to be resolved. Don't be afraid of sharing them with a line manager, for example - it's in everyone's best interests that you're happy, working efficiently, and that things are getting done - but do tell them what they need to know, and what can be expected of you. Have suggestions; a recovery plan.<br />
<br />
And don't forget that those close to you need to know too. Personal relations are unlikely to understand the expectations placed on you, unless you tell them. And although they may have noticed changes, they can't help if they don't know the reasons for them.<br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2tkPmEO3QuAZY8nex4JXyxuizZC1IzqUw1mI8tMPDTsiZHLKfaTCmm4eOtI-WFSgVHFHCI-QAWBEMaGEomaujoIbwBqGz3BmGatuVRA4eOJQzUUbZ1QDesUJvfwrE31yy8LVt5bf-aTk/s1600/dontworry.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="270" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2tkPmEO3QuAZY8nex4JXyxuizZC1IzqUw1mI8tMPDTsiZHLKfaTCmm4eOtI-WFSgVHFHCI-QAWBEMaGEomaujoIbwBqGz3BmGatuVRA4eOJQzUUbZ1QDesUJvfwrE31yy8LVt5bf-aTk/s320/dontworry.jpg" width="320" /></a></div>
5 - Perspective<br />
Finally, think positively, and act positively. But only aim to control what you can control. Avoid worrying about things beyond your control; they'll resolve themselves one way or another. And remember that, in time all our genuine problems - the things we do have some control over - eventually resolve one way or another too... so why worry about them?<br />
<br />
<u>References and further reading</u><br />
<br />
<div class="gb-volume-title" dir="ltr">
Bennett, H. (2006) <i>The Trainee Teacher's Survival Guide. </i>London: Continuum<i><br /></i></div>
<span class="addmd"></span><br />
<br />
<div class="gb-volume-title" dir="ltr">
Birrell, G., Taylor, H. and Ward, H. (2010) <i>Succeeding on your Primary PGCE.</i> London: Sage.</div>
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HelpGuide - <a href="http://www.helpguide.org/mental/stress_signs.htm">www.helpguide.org/mental/stress_signs.htm</a>Danielhttp://www.blogger.com/profile/16166563569908514458noreply@blogger.com0