July 25, 2007

Grand Union Canal – Apsley to Tring

Follow-up to Grand Union Canal – Denham to Apsley from Garden, House, Walking, Other...

A short one today – only 9.6 miles.
Weather – mostly fine with occasional showers in the afternoon
Path Quality good
GUC4
Had lunch in a pub in berkhamsted to escape one of the showers and saw this pretty building afterwards.
Berkhamstead


July 24, 2007

Grand Union Canal – Denham to Apsley

Follow-up to Grand Union Canal – Southall to Denham from Garden, House, Walking, Other...

24/7 – Denham Station to Apsley Station
13.8 miles, 19 locks worth of ascent plus bridges.
Weather – Very sunny and hot.
I’m exhausted, hence no photos!
GUC 3


July 23, 2007

Grand Union Canal – Southall to Denham

Follow-up to Grand Union Canal – Paddington to Southall from Garden, House, Walking, Other...

23/7 – Southall Station to Denham Station
11.8 miles, minimal ascent (4 locks plus bridges and a small hill at the end!)
Weather – Dry but cloudy throughout. Path quality good.
GUC2

Bulls Bridge – where my route joined the Grand Union Main Branch
Bulls Bridge

Harefield Marina
Marina


Grand Union Canal – Paddington to Southall

22/7 – London Paddington Station to Southall Station, following the Grand Union Canal
13 miles, negligible ascent
Weather – Fine to a little on the warm side. Path quality generally good – a little muddy in places, but surprisingly dry given the state of britain at the moment!
GUC1

Some sights:
Mural

Heron


May 30, 2007

Bank Holiday – Cov –> leam walk

On monday 28/5 I walked to Whitnash from Tile Hill
The walk was 13.25 miles and I haven’t worked out the ascent yet.
The rain held off but it was damp underfoot (and walking through teh Rape fields). Most footpaths were good but coming off the road at Burton Green the path was very overgrown.


September 16, 2005

The Applications Saga Continues

Well, I've started the application process. Only two major anoyances so far
1. They've made the Personal Statement longer after I got mine nicely cut down.
2. IE crashed and the site won't allow me back in for an hour.
I guess that means it's time for me to have breakfast and shower etc.

September 15, 2005

It's A–Day

Writing about web page http://www.gttr.ac.uk

Aggghhhh!
In approximately 40 mins the Applications process for 2006 entry to PGCE courses everywhere opens!
I'm trying to avoid panicking about what I'll do if they think my application is crap, or I get a bad reference or….
The next few years of my life (if not longer) will be defined by this application.
Bloody Hell.

EDIT 09:16 – The site is open but is so busy I can't register! My sanity is rapidly failing me! (yeah yeah, what sanity? I know

EDIT 09:19 – The site will be opening at 10 am now. Agggghhhhhhhh!

EDIT 10:02 – Now it's back to 11. I'm starting to feel ill. Gonna play computer gamage for a bit to try and preoccupy myself, but I bet it'll only be 10 mins before I'm back on the forums checking what's going on!

EDIT 10:08 – Great, I died. Back to the forums for me.

EDIT 10:40 – Now it says it will open at 12. I can't take this much longer.

EDIT 12:03 – 2 pm. I'm sick of this. Surely they should have tested the site worked before going live!

EDIT 12:32 – tomorrow. it opens tomorrow now. I am very pissed off. Especially considering it was supposed to be open last week originally.


September 13, 2005

Penultimate Draft

As applications should be opening in the not too distant future, this will be the last chance I get to get some feedback on my statement. I've also got to make the decision as to whether I want to put Birmingham as a second choice. It'd be a pain travelling there, and I really want to go to Warwick or back to London (which would mean taking a year out cos I can't sell the house up here for a couple of years).
Aggghhhhh!
Oh well, the statement is as follows, thanks to everyone who's got it looking this good already!

I am a motivated individual who wishes to share a love of science with others. Through teaching I can achieve this whilst enjoying a range of interactions with different people. I am the type of person who enjoys varied rather than repetitive tasks, and teaching consequently holds real appeal for me. Working with teenagers can be a very challenging experience, but these difficulties can make the job far more interesting; there are never two lessons the same. I have always enjoyed acting and telling stories, and believe that these are skills which can be used productively throughout the education system, not just at primary level or in the arts, to inspire students. In teaching you are giving a performance, with the aim of creating the best learning experience for the students, from interesting presentation of material to tackling behavioural issues.
There is a great need for young people to be inspired by physics and to show that the difficulties associated with the subject, are worth overcoming for the insights it can bring. One of the big hurdles to overcome here is linking what may seem to be an abstract subject with the real world. In order to improve my skills and knowledge for this task I have taken a number of modules in my degree which concentrate on the communication of scientific ideas. In order to broaden my insight into how science interacts with other disciplines I have taken a module on the History of Medicine, and I hope to be taking a Philosophy of Science module.
In my gap year before coming to university I took two fantastic opportunities to broaden my experiences of education. I taught English in Nepal for four months, during which time I developed my classroom management skills. My classes contained up to 55 students, showing the importance of behaviour management in facilitating learning. I was fortunate to have some great students, who, despite not always being on their best behaviour, were a joy to teach. I discovered the importance (and tedium) of marking, and the difficulties of catering for mixed ability students. The limited range of resources that was available meant that I had to use my creativity in producing teaching materials from sources that were readily available, such as tourist literature.
In my time as a science technician I experienced more of the non-classroom aspects of teaching, particularly the amount of paperwork and administration required. I developed an awareness of the value of working with support staff, now even more important due to the workload agreement, and the importance of a supportive staffroom environment. In addition to preparing experiments and carrying out administrative duties, I accompanied school trips giving me an opportunity to lead small groups of students. I also taught a GCSE physics revision session in partnership with a member of the teaching staff, giving me a chance to experiment with some of the ICT facilities in the school.


September 09, 2005

Attempt No. 3

Follow-up to Personal Statement – Second Draft from Garden, House, Walking, Other...

Again comments gratefully recieved, particularly if they help me reduce it a little bit as it's a couple of lines over what it needs to be. Thanks with all the help so far by the way – I'm very lucky to have your collective brain!

I am a motivated individual who wishes to share a love of science with others. Through teaching I can achieve this whilst enjoying a range of interactions with different people. I am not the type of person who would be happy in an office job, and the varied nature of teaching consequently holds real appeal to me. Working with teenagers can be a very challenging experience, but these difficulties can make the job far more interesting, there are never two lessons the same. I have always enjoyed acting and telling stories, and believe that these are skills which can be used productively throughout the education system, not just at primary level or in the arts, to inspire students. In teaching you are giving a performance, with the aim of achieving the best learning experience for the students, from interesting presentation of material to tackling behavioural issues.
There is a great need for young people to be inspired in physics and to show that the difficulties associated with the subject, are worth coming to grips with for the insights they can bring. One of the big hurdles to overcome here is linking what may seem to be an abstract subject with the real world. In order to improve my skills and knowledge for this task I have taken a number of modules in my degree which concentrate on the communication of scientific ideas. In order to broaden my insight into how science interacts with other disciplines I have taken a module on the History of Medicine, and I hope to be taking a Philosophy of Science module.
In my gap year before coming to university I took two fantastic opportunities to broaden my experiences of education. I taught English in Nepal for four months, during which time I developed my classroom management skills. My classes contained up to 55 students, showing the importance of behaviour management in facilitating learning. I was fortunate to have some great students, who, despite not always being on their best behaviour, were a joy to teach. I discovered the importance (and tedium) of marking, and the difficulties of catering to mixed ability classes. The limited range of resources that were available meant that I had to use my creativity in producing teaching materials from sources that were readily available, such as tourist literature.
In my time as a science technician I experienced more of the non-classroom aspects of teaching, particularly the amount of paperwork and administration required. I developed an awareness of the value of working with support staff, now even more important due to the workload agreement, and the importance of a supportive staffroom environment. In addition to preparing experiments and carrying out administrative duties, I accompanied school trips giving me an opportunity to lead small groups of students. I also taught a GCSE physics revision session in partnership with a member of the teaching staff, giving me a chance to experiment with some of the ICT facilities in the school.


September 08, 2005

Personal Statement – Second Draft

Follow-up to Personal Statement – First Draft from Garden, House, Walking, Other...

Once again, any comments gratefully recieved!

I am a motivated individual who wishes to share a love of science with others. Through teaching I can achieve this whilst enjoying a range of interactions with different people. I am not the type of person who would be happy in an office job, and the varied nature of teaching subsequently holds real appeal to me. Working with teenagers can be a very challenging experience, but these difficulties can make the job far more interesting, there are never two lessons the same. Another aspect of teaching that appeals greatly to me is the performance of giving a lesson to achieve the best learning experience for the students, from interesting presentation of material to tackling behavioural issues. I have always enjoyed performing and telling stories, and believe that these are skills which can be used productively throughout the education system, not just at Primary level or in the Arts, to inspire students.
There is a great need for young people to be inspired in Physics and to show that the perceived difficulties associated with the subject, such as the mathematical difficulty, are worth coming to grips with for the insights they can bring. One of the big hurdles to overcome here is linking what may seem to be an abstract subject with the real world. In order to improve my skills and knowledge for this task I have taken a number of modules in my degree which concentrate on the communication of scientific ideas. I have taken a module on the History of Medicine to examine one aspect of how science can affect society, and this year I hope to be taking a Philosophy of Science module and a module on Education and Learning.
In my gap year before coming to university I was given two fantastic experiences of education. From teaching English in Nepal, I was able to develop my classroom management skills, with classes containing up to 55 students the importance of behaviour management in facilitating learning was very evident. I discovered the importance (and tedium) of marking, and the difficulties of catering to mixed ability classes. Working in a situation without the range of resources that were available in my own education meant that I was able to express my creativity in producing teaching materials from sources that were readily available, such as tourist literature.
In my time as a science technician I was able to experience more of the non-classroom aspects of teaching, particularly the amount of paperwork and administration required. I was also made more aware of the value of working with support staff, even more the case with the implementation of the workload agreement, and the importance of a supportive staffroom environment. In addition to preparing experiments and carrying out administrative duties, I was able to accompany school trips giving me an opportunity to lead small groups of students. I also taught a GCSE physics revision session in partnership with a member of the teaching staff, giving me a chance to experiment with some of the ICT facilities in the school.


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