Can’t do maths? Try Fermi problems instead! – Jeremy

I talk to Jean - an intelligent, articulate Glaswegian who left school with no qualifications - over the internet. I told her about my essay on re-engaging students who are “switched off” to maths.

“I can’t do maths.”

“Perhaps you could if you were taught using Fermi problems.” Being keen to try this approach, advocated by some of the literature, I told her how Enrico Fermi solved problems such as “how many piano tuners are there in Chicago?” without any data, using his knowledge to supply defensible estimates.

“I don’t care about piano tuners in Chicago.”

“Fermi problems can be about anything,” I said. “The teacher should choose a problem which is meaningful to their students.”

“How?”

“You’re interested in cycling, so … how long would the averagely fit person take to cycle from Land’s End to John o’ Groats?”

“I don’t know. Two weeks? Three weeks?” Jean was engaging with the problem, but she was guessing. She needed some scaffolding.

“Don’t guess: use your knowledge. How many hours a day will they spend in the saddle?”

“Eight.” This sounded too high but I didn’t want to discourage her, so I said nothing.

“What will their average speed be?”

“40 mph.”

No way! That’s the speed of a world champion, not the averagely fit person. I challenged it, and after discussion Jean settled for 15mph.

“How many miles will they cover each day, riding at 15 mph for 8 hours?”

“120” was Jean’s instant response: she was “doing maths” without even realising it!

“What’s the distance from Land’s End to John o’ Groats?”

“I don’t know. About 1,000 miles?”

The actual answer is 874. I would have accepted 1,000 as an estimate, but she had guessed. You mustn’t guess when solving Fermi problems.

“Don’t guess. How can you estimate it?”

“I don’t know.” Jean was slipping into “maths lethargy”, but I was not going to let her give up.

“Suppose I tell you there’s a sign outside King’s Cross saying Edinburgh 401 miles? So London to Edinburgh is about 400 miles.”

“1,000 miles is two and a half times that.” Jean was re-engaging, and we were back in the hunt!

“Think about the map of Britain. Is Land’s End to John o’ Groats two and a half times London to Edinburgh?”

A pause, then: “Yes, it’s about that.”

“Good. So you can defend your figure. How many days will it take to cycle 1,000 miles at 120 miles a day?”

“Eight.”

“What’s 8 times 120?”

“960. Oh! So nine.”

“Is that your answer? Nine days?”

“Yes,” said Jean. Then, “No! Some days they might not do 120 because of punctures, or hills. So, ten.”

“Is that your final answer?”

“Yes.”

“Are all your numbers defensible?”

“Yes.”

“OK. Let’s check it.”

I consulted Wikipedia. Land’s End to John o’ Groats cyclists normally take 10 - 14 days. Jean’s sense of accomplishment when I shared the link was palpable: she had just solved a Fermi problem and absolutely nailed it! In doing so she had multiplied 8 by 15 and 120 by 8; divided 1,000 by 400; estimated comparative distances; and identified and applied an appropriate rule of rounding. She had “done maths”; and I intend to incorporate Fermi problems into my teaching practice.

Abigail Ball : 17 Jun 2019 09:29 |  Tags: Teaching |  Comments (0) |  Close comments |  Report a problem

Reflections on the Warwick Education Conference Antiracist Pedagogy Workshop – Abigail Ball

I recently attended a Warwick Education Conference workshop on antiracist pedagogy run by Mark Hinton from CLL and Lydia Plath from History. The session was also supported by Meleisa Ono-George, co-lead of the WIHEA Learning Circle called ‘Anti-Racist Pedagogy and Process in HE.’

Research undertaken by Universities UK and the National Union of Students (amongst others) has shown that students who identify as Black, Asian and Minority Ethnic (BAME) have substantially different attainment, progression and experience in HE compared with those students who identify as White. These differences have been attributed to practices and processes within HE that disadvantage particular groups of BAME students (Ono-George and Awesti, 2019).

The purpose of this workshop was to raise awareness of antiracist pedagogy and to provide a safe and supportive environment for participants to discuss the topic and associated issues. The session included a really useful introduction to race and racism which was very interesting and helpful in setting the context of the workshop.

For one of the activities we were divided into two separate groups - those participants who identified as White and those participants who identified as BAME. Blackwell (2010) describes this as a black feminist approach which uses racially separate groups to remove the burden of representation from BAME students. She adds that this process enables BAME students to discuss their own antiracist interests, issues and requirements without the need to represent BAME students as a whole. She further adds that this teaching approach supports the development of discussion that differs from the accepted hegemony (hooks, 1994).

This was a really strange experience and I personally have never been divided into groups in this way before, but it did definitely change the dynamic of the group and the discussions that took place. As someone who identifies as White I was grouped with other similar participants and we were asked to consider our identity and how we described ourselves, in smaller sub-groups. For me personally I found it quite hard to describe myself and I found I was thinking about class which is not something I usually consider. Although I know my ethnic background, I did not particularly want to discuss something that felt very personal with relative strangers and I wonder if this was how everyone felt?

We then switched into different sub groups and discussed the impact that antiracist pedagogy might have on our teaching practice. I found myself wondering if technology is as colour blind as I had assumed. Does someone who identifies as White have a different experience with technology compared with someone who identifies as BAME? I have no answers to these questions and came away from the session feeling unsettled and not sure how to embed antiracist pedagogy in my teaching – although I am definitely going to try.

At the start of the session, the facilitators commented that we would not find reassurance from the workshop and that we would not find easy or ready-made solutions and they were right. Whilst I gained a better understanding of some of the issues, I found that the workshop led me to question my teaching practice, the institutional norms that I work within and the society that I live in.

References

Blackwell, D.M. (2010) ‘Sidelines and separate spaces: making education anti‐racist for students of color.’ Race Ethnicity and Education, 13(4), pp. 473-494.

hooks, b. (1994) Teaching to Transgress: Education as the Practice of Freedom. Abingdon, UK: Routledge.

Ono-George, M. and Awesti, A. (2019) Anti-Racist Pedagogy and Process in HE. Available from: https://warwick.ac.uk/fac/cross_fac/academy/activities/learningcircles/anti-racistpedagogyandprocess (Accessed 22nd May 2019).

Abigail Ball : 03 Jun 2019 08:56 |  Tags: Antiracist Pedagogy Teaching |  Comments (0) |  Close comments |  Report a problem

Being a Trainee at Myton – Meg

I joined Myton this year with the same trepidation that I imagine many Year 7s did – an anxiety about what was to come, but with a great deal of excitement about it too. I joined the drama department at Myton for the first placement of my PGCE and, as with all new endeavours, there was a lot to learn, and a lot to learn quickly.

Myton was an easy school to settle in to – the staff are friendly and welcoming, and the students, for the most part, are well-behaved and engaged, and the drama department especially has wonderfully kind teachers and interested, curious children. Having settled in comfortably (and having only gotten lost twice), I found myself teaching full lessons within a few weeks, and this represented an issue that faces all new teachers: how do I make my lessons exciting, interesting, and engaging, while still teaching my students everything they need to learn?

Perhaps this is easier with drama than it is with other subjects (Bowell and Heap, 2013) – it is active by nature, and practical assessments often inspire less fear than written. The challenge with drama is in how to ensure that learning does take place, and that lessons have purpose, and are not just ‘fun’. I have been teaching for over a month now, and this is still something I am struggling with. Teachers go into teaching to try and make a difference to students’ lives (Schoenfeld, 2009), and I am no different. Because of this, we don’t just want our students to respect us – we want them to like us. As a teacher who is new to the school, who cannot name each pupil on sight, I feel this very keenly – I feel like, to prove myself, to become a part of the community, I must be liked.

It is easy to do this by playing games every lesson, but does that earn respect, and does that ensure teaching? I have seen many teachers at Myton tread this line with such precision; they are both liked and respected, and their lessons are both fun and educational, and to eventually reach this equilibrium is something that I look forward to greatly.

Embedded in all this is behaviour management, and while this is necessary for any and all teachers, it is very daunting for trainees. In discussions with PGCE students based at other schools, it seems that students at Myton, on the whole, are comparatively very well behaved, which I suspect is due in no small part to Myton’s clear and regularly implemented behavioural policies. There’s a lot of positive to take from Myton’s approach to misbehaviour – UPR, ‘Reprimand in Private, Praise in Public’, the subtle taking of a pocket diary as a warning that doesn’t generate a lot of attention – from an outside perspective, these seem to create a school that is respectful and considerate, and it credits a school when poor behaviour is seen as the anomaly. That said, seeing these practices take place in someone else’s classroom, and using them yourself, are two very different things, and while I am grateful not to have had to implement any of the more extreme sanctions so far, I am nervous that my inexperience with them will show, or that, in the moment, I will choose the wrong path. No one goes through life without making mistakes, of course, and if there is an opportunity to try things out, and to make mistakes, it is surely now, when there is considerable support there to help in these situations.

Our university has provided for us a ‘behaviour toolkit’, but without opportunity to put these tools into practice, how these will work with different situations, different students, and different schools, is something that can only be discovered through experience – the innate ability for the teachers that I have observed, to know which course of action is the most appropriate in any one situation, is enviable, and something I aspire to. It seems that this feeling of inability to know what to do when confronted with a situation that requires behaviour management is not uncommon, and is not new.

In 1993, Merrett and Wheldall suggested that behaviour management was not a priority for establishments that train teachers, and while much has changed in the last 25 years, it certainly feels like there’s an element of ‘behaviour management being the school’s domain’ currently. Learning techniques that are so specific to one school, however, makes it tricky to jump right into another school, running the risk of implementing the wrong technique at the wrong time in a new setting; if I have learnt anything so far at Myton, it is that consistency through BfL is key (Rowe, 2006).

I am grateful that I was placed at Myton, not only for the relatively short commute, but for the sense of community here, the constant support, and the feeling that my contributions to both teaching and the school as a whole have been valued and appreciated. I have already overcome many hurdles, lost some battles, and am ready and eager to face more.

References:

Pamela Bowell & Simon Heap (2013) Planning Process Drama (Oxon: Routledge)

Frank Merrett & Kevin Wheldall (1993) ‘How Do Teachers Learn to Manage Classroom Behaviour? A study of teachers’ opinions about their initial training with special reference to classroom behaviour management’, Educational Studies, 19:1, 91-106

Don Rowe (2006) ‘Taking responsibility: school behaviour policies in England, moral development and implications for citizenship education’, Journal of Moral Education, 35:4, 519-531

Alan H. Schoenfeld (2009) ‘Why Do We Teach?’, Kappa Delta Pi Record, 46:1, 26-29

Abigail Ball : 28 May 2019 08:25 |  Tags: Behaviour Teaching |  Comments (0) |  Close comments |  Report a problem

PGCE international April 2019 induction reflections – Nick McKie

After a year and a half of planning and preparation, it was wonderful to finally meet our April 2019 Postgraduate Certificate in Education international (PGCEi) cohort in Bangkok (see above photo). With the PGCEi programme now fully operational in Asia, I wanted to reflect on the first five day face-to-face induction in Bangkok, to help identify areas for potential development going forward. The reflections below draw on PGCEi team debriefs as well as trainee feedback from the induction review.

Ensuring we connect theory with practice

Throughout the planning, a key tenet of the PGCEi programme has been to keep material as lean, sharp and relevant as possible, tying themes to assessments throughout all modules and marrying theory with practice. Overall, this is something that as a PGCEi team we thought went well. As one trainee commented:

‘What I learnt in the course so far I have witnessed this being applied by my colleagues in the school I'm working at. Linking the theory to the application of teaching’.

One piece of trainee feedback from the induction review centred on having more ‘in class’ activities. Going forward we can perhaps look to create more opportunities for trainees to further engage with practice by teaching small activities in the induction, without relying on a show-and-tell approach. Show-and-tell teaching by teacher educators cannot help prospective teachers to think in more complex ways about their practice (Myers, 2002).

The induction programme

On reflection, the PGCEi team felt that the course overview and assessment session on day three could have been moved forward to day two in order to provide further clarity on the course as a whole. As one trainee commented:

‘Having programme information on the 'first day' of induction would make me feel more at ease with what lies ahead. The majority of us had many questions regarding the course but this was not addressed until day three’.

At the end of the induction programme we felt there was enough time built into the schedule for 1-to-1 questions and to revisit key themes on an individual basis. The feedback on the whole organisation and content of the induction programme was very positive. As one trainee stated:

‘The course was well laid out, well organized, and absolutely full of information. We've been given plenty of access to information about the course, the facilities and services available to us, as well as the tutors (teaching fellows). The sessions were all very relevant to teacher training, and they were engaging and informative’.

Accommodating a range of trainees with differing settings

We found that trainees were at very different stages of their teaching careers. Some were ‘in service’ teachers currently engaged in teaching full time, whilst some were ‘pre service’ teachers just coming into the profession. This variety of teaching experience necessitated flexibility of approach. Going forward we could look at providing options in regard to specific sessions. As one trainee reflected:

‘Provide choice for certain sessions, for example, primary having a phonics session while secondary going into behaviour in depth - have a choice for that for situations where a primary person may be well versed in phonics and may want to dwell deeper into behaviour’.

Perhaps as a PGCEi team, we need to further encourage ‘pre-service’ trainees coming into the programme to more fully reflect on their experiences from outside of the teaching profession in order to utilise skills sets and accelerate learning. ‘One frequently cited benefit of reflective teaching for example; is that students grow in their ability to think and talk critically about teaching and learning’ (Zeichner 1987:572).

Overall, as a PGCEi team, we feel privileged to have met such an engaging and supportive group of trainees and very much look forward to working with them throughout the course of the next year.

References

Zeichner, K.M., (1987) Preparing reflective teachers: An overview of instructional strategies which have been employed in preservice teacher education, University of Wisconsin-Madison, USA.

Myers, C.B., (2002) in Russel, T. and Loughran, J., (2007) Enacting a pedagogy of teacher education, Routledge, London.

Abigail Ball : 20 May 2019 09:41 |  Tags: Induction Pgcei Teaching |  Comments (0) |  Close comments |  Report a problem

The Rise of Third Space Professionals: Implications for Academic Practice – Abigail Ball

Back in March 2019 I attended a WIHEA seminar given by Dr Celia Whitchurch, Associate Professor in HE at University College London’s Institute of Education. Celia’s research focussed on academic and professional identities in higher education.

Celia considered the changing roles and identities of academic and professional staff in higher education. She shared results from two studies funded by the UK Leadership Foundation for Higher Education, which involved administering interviews in HE institutions in Great Britain, America and Australia to staff who worked in less-well-defined roles.

It was interesting to note the different terminologies that are used to describe these individuals, with ‘third space professionals’ being the commonly accepted term within the UK. I have since undertaken my own literature review to investigate what other terms are being used within the sector (and there are lots of them, including: hybrid, multi-dimensional, intersectional, blended, unbounded, fluid, fragmentary or peripheral, to name but a few). There is also a variety of terminology in use for the ‘space’ that these individuals work within (or around in some cases). This is frequently referred to as ‘the third space’ but other terms in use include: transformational space; complex and differentiated space, borderland zone, plural environment or academic periphery.

Celia defined third space professionals as those ‘with identities drawn from both professional and academic domains’ and observed that third space professionals are often appointed on the basis of experience in broad academic areas such as student experience, curriculum design, technology enhanced learning or pedagogic research rather than in specific subject or research areas. The emphasis being on cross boundary (and this is a contested term) or cross disciplinary working. She added that these individuals are likely to have master’s level (or above) qualifications and are often active researchers contributing to the scholarship of teaching and learning despite not necessarily having being employed on ‘traditional’ academic contracts.

She further added that these individuals also represent an increasingly diverse workforce characterised by career development within and outside of the HE sector. Partnership working and the crossing of boundaries between what are traditionally seen as academic and professional roles are common characteristics of third space professionals. Finally Celia considered the implications of all of these factors for both third space professionals and the HE institutions they work in.

At the event Gwen Van-der-Velden Deputy Pro-Vice-Chancellor (Student Learning Experience) and Academic Director of WIHEA announced that a new Third Space Learning Circle has been created. As I have been interested in this topic for many years I was really pleased to be awarded co-chair of this learning circle with Sue Parr, Business Development Director (PEP) in WMG.

Further information about WIHEA is available here: https://warwick.ac.uk/fac/cross_fac/academy

Here is a copy (she has delivered several of these sessions at different institutions) of Celia's presentation given at Sheffield University:

https://www.sheffield.ac.uk/polopoly_fs/1.97643!/file/rise_of_third_space.pdf

Abigail Ball : 13 May 2019 10:14 |  Tags: Administration Pedagogy Professionals Research Space Teaching Third |  Comments (0) |  Close comments |  Report a problem

How beneficial can educational literature really be in such a practical vocation? – Beth

As a literature student, reading and researching theories has become second nature to me. However, when I began my PGCE I was sceptical- how beneficial can educational literature really be to me in such a practical vocation?

But I was proved wrong, from the very outset of the course. The reading I have undertaken during this academic year has provided me with many different ways to approach core elements of teaching practice, from behaviour management, to differentiation, to subject-specific pedagogy. This year, reading research has been critical to my subject (English), as a result of the reformation of the GCSE and A-Level specifications. Research is constantly evolving about how to approach these changes, and ways in which teachers can deliver information on the new texts that have been included in the specifications. The articles and journals that I have read always contain practical advice, which make it easy to adopt these ideas into my own practice. I have discovered this year that, as a trainee, I have been exposed to more research material than my colleagues at school have been. This means that I have been able to offer new approaches to teaching to my department, and they have been grateful for the information that I have provided. This has caused me to realise that there is no better way to keep my course material fresh and exciting for students than by researching, and ensuring that my teaching reflects current understanding.

Whenever I have encountered a problem in my teaching practice, I have turned to research to help to resolve those issues. Although teaching can at times seem like a solitary career, there is a huge network of support to be found in educational research and theory: whatever setback you are currently facing, the likelihood is a preceeding practitioner has experienced it before, and has documented the remedy for it! The wealth of knowledge you can find is reassuring, and although there is no ‘one-size-fits-all’ technique to apply to the classroom, there will be several approaches you can take until you find one which works for you. During my first term, pace was an aspect of teaching which I struggled with, and my reading of educational theory provided me with techniques to try in order to improve this, such as the benefits of incorporating timers into lessons, and creating timed challenges for students, which simultaneously increases their engagement.

One key question that every practitioner needs to ask themselves during researching is: how will this theory benefit my teaching and, above all, the learning of my students? Placing research into action can be motivating for both teacher and learners who take enjoyment in adopting new strategies and refreshing the classroom environment. Reading research also encourages teachers to maintain self-reflectivity, as you must evaluate how well the theory worked in practice, how your students responded and above all, how it helped or hindered the progress that was made during your lesson. By immersing yourself in research throughout your teaching career, you remain a learner - and this allows teachers to relate to their students, maintaining understanding relationships. I hope that reading research will remain as beneficial to me throughout my teaching practice as it has been to me in this first year.

Abigail Ball : 09 May 2019 08:48 |  Tags: Pedagogy Teaching |  Comments (0) |  Close comments |  Report a problem

Surely there’s no place for research in PE? – Harriet

How did reading research affect my teaching practice?

Physical Education (PE) is just a time for pupils to run off some energy and have a play, surely there’s no place for research in the subject?

Over time, PE has evolved to become a holistic subject that engages both the mind and body and places emphasis on not only physical literacy but also the development of life skills leading pupils to adopt informed, healthy lifestyles. Though the public’s perception of the subject varies dependent on their own experiences - I can confirm that research has a very important place within PE. The development of pedagogy to name but one aspect of the profession. Throughout my teacher training year, research has been pivotal to my improvement as a teacher; shaping my practice and informing me of a variety of ways in which I can lead my pupils to make good progress whilst also achieving high levels of engagement.

Research is continually being developed about the pedagogy of PE, advancing the way in which we teach. From Mosston and Ashworth’s Spectrum of Productive and Reproductive teaching styles and the more traditional “Motor Learning Theory” type lesson (where drills are delivered before a game is played), to the more student-centred explorative game-based, competitive focused models such as Bunker and Thorpe’s “Teaching Games for Understanding” and Siedentop’s “Sport Education”. The reading that I have undertaken during this PGCE year has opened my eyes to the spectrum of PE pedagogy that exists and has given me a great insight into how these can be embedded within PE. Their detail and case studies have meant that I have easily been able to implement this within my own practice. Having a range of styles within, what I like to call, my “tool box of teaching” enables to me to select styles that are most appropriate to the pupils I am teaching but also to be experimental, take risks and try out new ideas.

As a result of my reading, I have seen my own “socialisation” be reformed during my journey to become a PE teacher. Socialisation is the process of how I, or any individual, is influenced to become a participating member within the teaching field (Lawson’s Occupational Socialization Theory is a very interesting read on this!) Throughout my schooling I was exposed to command style PE teaching, where all decisions are made by the teacher, and as a result of this saw this as the way to teach PE. Through exploring research and applying this to my practice I have shifted to predominantly adopting student centred teaching styles, where my responsibility lies in scaffolding, differentiating and facilitating, the pupils are empowered. This has had a great and positive impact on my teaching, especially with my higher ability groups where my mentor encouraged me when I adopted the use of the “Teaching Games for Understanding” model as an innovative, engaging style of teaching- which I then shared with the whole department.

Obviously, you cannot expect that research will work in your environment in the same way that is reported- but taking risks and experimenting can lead to a refreshing, stimulating learning environment. Reflection is a big part of being a teacher and by asking yourself about the success of approaches, comparing this to the literature, considering pupil response and progress you can come to your own conclusions on what works and what doesn’t. But I have learnt that one approach does not fit all and to therefore test methods with a variety of pupils- they’re all different! For me, I intend to continue to engage with research around the pedagogy of PE, to continually add to my tool box in order to positively benefit my teaching career beyond my training year.

Abigail Ball : 29 Apr 2019 09:00 |  Tags: Research Teaching |  Comments (0) |  Close comments |  Report a problem

I'd be lying if I told you that it came naturally

In the beginning: I’d be lying if I told you that the thought of reading around teaching pedagogy heightened my excitement to a state of euphoria. I’d also be lying if I told you that it came naturally, was easy and was something I looked forward to whilst also trying to balance writing assignments, lesson plans, reflections and oh yes, actually teaching in the classroom.

Initially this reading felt unfocused, for without much teaching experience my reading was undirected and without context. It felt like starting on a journey with no end or meaning; nothing made any sense nor did it have any relation to my practice, for I did not yet have a practice. Bombarded with reading lists, and suggested reading I was overwhelmed not only by the work but also by the enormity of such a mine field of knowledge.

Little by little: Like most things in life, it became apparent to me that in order to embark on what seemed like an impossible task, it would be easier to start at the beginning… with my subject’s pedagogy. Rather than looking at specific areas of teaching like behaviour, I started to read into the pedagogy of my subject. This was far more accessible for me, for whilst I could not yet connect to teaching pedagogy as a whole, I could connect to my subject thus a door into the pedagogy behind it.

Towards the end: I am now over half way through my PGCE year and my reading has become a lot more natural. I am now able to seek advice from pedagogy, and I am able to understand the theory behind it. As my teaching practice has evolved, my passion has been drawn towards behaviour management. With the experience I have gained from both the classroom and my PG assignments, I am able to read more efficiently and focused. Not only has the reading become easier, but guess what… I actually enjoy it!

My advice to you: Don’t be put off by the recommended reading lists: these are there to guide you through not only the entirety of your PGCE year but also your entire career as a teacher.

Start with your subject: by reading about your subject pedagogy you can ease your way into the minefield of teaching theory, using your existing subject knowledge as a foundation.

Don’t just read books: Look at blogs, articles and other media sources. The Guardian education section has some great reads which aren’t too lengthy and are very accessible.

Check out the references: When you get more confident, check out the references in existing reports, journals and books. These will guide you to the next level of reading.

Keep going: Teaching isn’t easy, and the hoops you have to jump through don’t make it any easier. However there is a wealth of support and knowledge out there. Even when you are struggling, google it! You will realise you’re not alone, and that this will get easier.

Talk: Ask your colleagues, chances are they may have read something which has helped them and could also help you.

Abigail Ball : 23 Apr 2019 08:33 |  Tags: Teaching |  Comments (0) |  Close comments |  Report a problem

Reading books on behaviour management

One of the biggest fears for someone just entering the teaching profession is often around behaviour management in the classroom. Some of the thoughts that may enter your mind are ‘Will the students listen to me? ‘How will I deal with bad behaviour?’ and ‘What should I do if I can’t control the class?’. As a trainee, it can be quite overwhelming when you realise that the profession you are about to enter requires you to stand in front of 25 young people for 6 hours a day and help them to learn. There are many horror stories floating around the internet and also through word of mouth which can very easily discourage even the strongest willed people from this career.

I was one of the people who thought I would struggle with behaviour management but by the time I started teaching, I had covered a wide range of topics related to classroom management at university and through independent learning. My first lesson was totally different to how I had envisaged it. Although students were participating in the activities there was a lot of low level disruption throughout the lesson, such as talking amongst friends and tapping the desk continuously. A lot of planning had gone into that lesson, ensuring that the work during the 1 hour period was accessible to all students and low level disruption can be very distracting, especially for a trainee teacher. It can also be very difficult to manage without the right knowledge. It can be frustrating when you have spent 3+ hours to plan a lesson and the students find more amusement in discussing what happened during the lunch break than what you have to teach them. In this instance, reading definitely helped with my classroom management.

One of the first books I read when I entered the profession was ‘Getting the buggers to behave’ by Sue Cowley. This is a simple and easy-to-read book that breaks down some of the most common behavioural issues that a classroom teacher may face. These issues range from students shouting out answers when not being questioned to students getting out of their seats and walking around the classroom. Sue Cowley outlines some effective techniques that can be used to create a positive learning environment within the classroom such as use of body language, tone of voice and language. After reading the book I began putting what I had read into my practice and I saw noticeable differences quite quickly. I started by using assertive body language which involved standing up with my shoulders pulled back and my hands open and visible, as well as utilising the classroom space to exercise my control of the lesson. Simple techniques such as greeting every child at the door upon entering and leaving worked a treat and are now part of my daily routines.

There is a countless amount of literature on behaviour management available to read for new teachers. My advice to new teachers would be to start with simple techniques that you can repeat and embed into a routine. When trying out a new technique it is important that time is allowed for the technique to settle in with the students before trying something else. Adults do not warm to change and students even less so. Be patient with students and get to know your class before trying to fix what may not be broken to begin with.

Abigail Ball : 15 Apr 2019 09:33 |  Tags: Practice Teaching |  Comments (0) |  Close comments |  Report a problem

The Ballads of Peterloo – Alison Morgan

2019 marks 200 years since the Peterloo Massacre. It began as a peaceful protest of around 60,000 men, women and children, held in St Peter’s Field in Manchester on 16 August 1819. Protesters were campaigning for reform and democracy, demanding regular elections, universal male suffrage and a secret ballot. Within a climate of governmental fear over Luddism and what they saw as dangerous radicalism, local magistrates authorised troops to make arrests. A panicked yeomanry cavalry charged into the crowd killing approximately 18 people, and injuring over 600 more.

If you would like to read more about Peterloo on the History Workshop website please see this link:

http://www.historyworkshop.org.uk/s2-e3-the-ballads-of-peterloo/

Abigail Ball : 08 Apr 2019 08:52 |  Tags: Peterloo Research |  Comments (0) |  Close comments |  Report a problem