Tuesday, 28 December 2010
Moving on...
I have decided to move The Reall Battle to reallbattle.wordpress.com. Sorry for any inconvenience,
Wednesday, 22 December 2010
Obstacles to learning
Today I've been wondering about what's happened to my teaching recently. I was really excited about having two days a week in one class, rather than bits and pieces across the school. And yes, I was nervous that I would be teaching Y3 rather than my comfort zone of Y5/6. However, I WAS excited; I was looking forward to being able to focus on being in a classroom with a set of children.
I am naturally a risk-taker in my approach to learning and teaching. I enjoy the focus on learning and what children need. But you wouldn't know that if you'd visited my classroom over the past few months.
I think one of the issues is that I'm aware of much of the learning I find most successful is 'messy'. And specifically it doesn't fit nicely into an exercise book. Also I have in the back of my mind that clearly structured tasks are easier for the four ASD children and one child with attachment disorder to cope with.
But I strongly feel that 'messy' learning is important. That I need to take risks and make learning more hands on and interesting. I also need to think about the needs of ALL the learners in the class, rather than focusing on those with more extreme needs.
Sounds like I'm just making excuses - poor ones at that! It's me putting obstacles in my own path.
So next term I'm going to get back to basics - the basics of what I believe are important for learning and learners.
I am naturally a risk-taker in my approach to learning and teaching. I enjoy the focus on learning and what children need. But you wouldn't know that if you'd visited my classroom over the past few months.
I think one of the issues is that I'm aware of much of the learning I find most successful is 'messy'. And specifically it doesn't fit nicely into an exercise book. Also I have in the back of my mind that clearly structured tasks are easier for the four ASD children and one child with attachment disorder to cope with.
But I strongly feel that 'messy' learning is important. That I need to take risks and make learning more hands on and interesting. I also need to think about the needs of ALL the learners in the class, rather than focusing on those with more extreme needs.
Sounds like I'm just making excuses - poor ones at that! It's me putting obstacles in my own path.
So next term I'm going to get back to basics - the basics of what I believe are important for learning and learners.
Friday, 19 November 2010
The Power of DIY (2DIY that is!)
I bought a 2 Do It Yourself site licence for our school a couple of BETTs ago now. It's been used with great success in ICT Club and with our pupil editors of our learning platform.
But today started the most exciting experience so far for me.
We have been looking at metres and centimetres in Y3 and today I really wanted to reinforce the 100cm in a metre concept and encourage the children to go into simple fractions of a metre too. It's Christmas Play rehearsal time for us at the moment so our lessons need to cater for the various stresses that brings. Yesterday using strides around the playground as approximate metres (in the rain) was a hit and seemed pretty tricky to follow.
I decided a comparably fun activity would be for the children to create a matching pairs game using metres and centimetres. To demonstrate the idea I created (in about five minutes) a simple game in 2DIY. We played it and then the children made their own paper games to practise.
But during the lesson I realised that the chance for the children to create them in 2DIY next week was the logical next step. When I asked the children for their opinion they were very excited. They had only just calmed down from realising I'd created the game just for them!
I very much look forward to seeing what they create next week - and, of course, sharing it on our learning platform.
Now if my home DIY skills were as good I might have quite a productive weekend...!
But today started the most exciting experience so far for me.
We have been looking at metres and centimetres in Y3 and today I really wanted to reinforce the 100cm in a metre concept and encourage the children to go into simple fractions of a metre too. It's Christmas Play rehearsal time for us at the moment so our lessons need to cater for the various stresses that brings. Yesterday using strides around the playground as approximate metres (in the rain) was a hit and seemed pretty tricky to follow.
I decided a comparably fun activity would be for the children to create a matching pairs game using metres and centimetres. To demonstrate the idea I created (in about five minutes) a simple game in 2DIY. We played it and then the children made their own paper games to practise.
But during the lesson I realised that the chance for the children to create them in 2DIY next week was the logical next step. When I asked the children for their opinion they were very excited. They had only just calmed down from realising I'd created the game just for them!
I very much look forward to seeing what they create next week - and, of course, sharing it on our learning platform.
Now if my home DIY skills were as good I might have quite a productive weekend...!
Saturday, 13 November 2010
Mood Music
At the end of October I put together an anti-SAD playlist on Spotify. At the same time I decided to subscribe to Spotify premium so that I could listen to said playlist on my iPod.
I wish I had done this years ago. I've long been away that my mood and energy levels are affected by the weather and that as the days grow shorter I really struggle. Having lots of songs that have a strong beat and/or positive associations for me has made all the difference and I don't think I've had a weather/light affected mood issue since I created the playlist.
I have even been known to just put my iPod in my pocket as I walk downstairs in the morning to keep the playlist going. And I'm now up to 52 tracks! I'll share the link here, but to be honest as a playlist it probably only works for me - but I'm sure there are many tracks on here that many others would enjoy.
I feel like I've created my own life sound track!
(The Reall Battle focus behind this post is that as educators we have to be in the right place to be able to do the best for our learners - but that's a whole other post for another day...)
I wish I had done this years ago. I've long been away that my mood and energy levels are affected by the weather and that as the days grow shorter I really struggle. Having lots of songs that have a strong beat and/or positive associations for me has made all the difference and I don't think I've had a weather/light affected mood issue since I created the playlist.
I have even been known to just put my iPod in my pocket as I walk downstairs in the morning to keep the playlist going. And I'm now up to 52 tracks! I'll share the link here, but to be honest as a playlist it probably only works for me - but I'm sure there are many tracks on here that many others would enjoy.
I feel like I've created my own life sound track!
(The Reall Battle focus behind this post is that as educators we have to be in the right place to be able to do the best for our learners - but that's a whole other post for another day...)
Wednesday, 10 November 2010
Google Preview
The arrival of the magnifying glasses next to Google search results could have been designed for children. Being able to see a screen shot of the page enables pupils to get a sense of whether the link will be interesting and at a level of text density that is suitable for their reading level.
It is also helpful to see where the search terms appear within that page to speed up the scanning process.
Now if it could just appear on all the computers in school at once rather than a select few, that would be even better!
It will be interesting to see how the LA filtering system copes with the possibility of displaying visually inappropriate pages, but this is part of the e-safety awareness that we need to be teaching our pupils. It will take time to see whether the advantages outweigh the safety concerns. Personally I fee that anything that encourages children not just to accept the first pages that Google lists.
It is also helpful to see where the search terms appear within that page to speed up the scanning process.
Now if it could just appear on all the computers in school at once rather than a select few, that would be even better!
It will be interesting to see how the LA filtering system copes with the possibility of displaying visually inappropriate pages, but this is part of the e-safety awareness that we need to be teaching our pupils. It will take time to see whether the advantages outweigh the safety concerns. Personally I fee that anything that encourages children not just to accept the first pages that Google lists.
Saturday, 6 November 2010
Adventures in Home Learning
The battle between home and school.
Now clearly homework shouldn't be a battle for anyone. OK, who am I kidding?!
Improving attitudes to homework throughout our school community has been on my remit for a couple of years now. In that time I've done a lot of reading of books and web articles, talking to children, looking at parent questionnaires and leading staff discussions.
I haven't found THE answer - and if I had then I'd be shocked - and maybe rich... But I think I have found out a lot of useful answers.
1. You will never please everyone
Some of our staff think children should be given lots of homework; some feel that children should be able to enjoy their free time and family lives. Always in questionnaires we have some parents complaining there is too much homework and others too little. Some children enjoy the opportunity to continue their learning and others are just not interested, or too busy, or disorganised.
2. Be clear about the purpose of the task.
I am working within Y3 at the moment. Children take home a task sheet in a folder each week. This term I have taken to explicitly writing the purpose of the task at the top of the sheet. Not only is this helpful for parents, it also ensure that the task I set HAS a valid purpose. If it doesn't, then it shouldn't be sent home.
3. Allow flexibility
Since the purpose is explicit, it now means that children can undertake a different task of their own devising that achieves the same purpose. Sometimes I will set one very structured task with an option of one or more open-ended tasks and let the children choose. It is always made clear whether or not an alternative task is acceptable - and so far this term it always has been.
4. Different children/families like different things
Just because I think an open-ended project is the most exciting form of home learning, doesn't mean it will fit in well with a busy family schedule. This is why I have taken to ALWAYS setting a straightforward structure task as an option each week.
5. Reward don't nag
In the past I have always spent ages chasing up missing homework or sitting in at lunchtime with children who haven't done theirs. This term I haven't really nagged at all. We use house points in my school so I've rewarded children with those as follows:
Bring it in the next day - 3HPS
Bring it in early - 2HPs
Bring it in on time - 1HP
I then award house points for different aspects of their task - ideas, effort, thoughtful presentation, extra tasks - and I'm always explicit as to what they have received each point for.
I have had almost 100% return rate this term. A couple of children who don't have the support have asked if they can do their tasks the lunchtime of the day that they're set with me - which is fine.
6. Give parents enough information to help them support their child
At the end of each task, in Y3 we now have a 'note to parents' paragraph. This gives any useful context to the task, reminds them about speaking with us if there's a problem and reemphasises how long the task should take and the fact that children can spend longer but shouldn't be made to; that the task can be completed in a different way and that use of a computer is always allowed! Interestingly, my colleagues and I have received far fewer queries about home learning this year.
7. Ensure parents are at least seeing their child's task
As a school we set up a home school record sheet that the parents sign each week so we know that at least the child has tried to share it with someone at home. It also includes space for a comment if parents wish to make one. I always initial this when I mark so the parents can see I'm acknowledging their commitment and aways respond to comments - even if it's only an exclamation mark or a 'thanks'.
8. Really focus on the fact it's learning rather than work
Over the past couple of years as a school we have gradually moved away from referring to homework and used home learning. I am much more comfortable with this, after all, continuing learning at home is what we're trying to encourage, and it's a natural thing to do.
I haven't mentioned the use of our Learning Platform, for the simple reason that although we encourage its use for home learning (and it is well used by most of our school community), it's not suitable for blanket policy as not all our families have Internet access and of the families that do, some of our children hardly ever get a look in after parental and older sibling use.
In an ideal world, there would be no 'home learning' or 'school learning', there would just be learning. In making the formalised tasks we set as purposeful and enjoyable as we can, I hope that we are beginning to remind our school community of that fact.
Now clearly homework shouldn't be a battle for anyone. OK, who am I kidding?!
Improving attitudes to homework throughout our school community has been on my remit for a couple of years now. In that time I've done a lot of reading of books and web articles, talking to children, looking at parent questionnaires and leading staff discussions.
I haven't found THE answer - and if I had then I'd be shocked - and maybe rich... But I think I have found out a lot of useful answers.
1. You will never please everyone
Some of our staff think children should be given lots of homework; some feel that children should be able to enjoy their free time and family lives. Always in questionnaires we have some parents complaining there is too much homework and others too little. Some children enjoy the opportunity to continue their learning and others are just not interested, or too busy, or disorganised.
2. Be clear about the purpose of the task.
I am working within Y3 at the moment. Children take home a task sheet in a folder each week. This term I have taken to explicitly writing the purpose of the task at the top of the sheet. Not only is this helpful for parents, it also ensure that the task I set HAS a valid purpose. If it doesn't, then it shouldn't be sent home.
3. Allow flexibility
Since the purpose is explicit, it now means that children can undertake a different task of their own devising that achieves the same purpose. Sometimes I will set one very structured task with an option of one or more open-ended tasks and let the children choose. It is always made clear whether or not an alternative task is acceptable - and so far this term it always has been.
4. Different children/families like different things
Just because I think an open-ended project is the most exciting form of home learning, doesn't mean it will fit in well with a busy family schedule. This is why I have taken to ALWAYS setting a straightforward structure task as an option each week.
5. Reward don't nag
In the past I have always spent ages chasing up missing homework or sitting in at lunchtime with children who haven't done theirs. This term I haven't really nagged at all. We use house points in my school so I've rewarded children with those as follows:
Bring it in the next day - 3HPS
Bring it in early - 2HPs
Bring it in on time - 1HP
I then award house points for different aspects of their task - ideas, effort, thoughtful presentation, extra tasks - and I'm always explicit as to what they have received each point for.
I have had almost 100% return rate this term. A couple of children who don't have the support have asked if they can do their tasks the lunchtime of the day that they're set with me - which is fine.
6. Give parents enough information to help them support their child
At the end of each task, in Y3 we now have a 'note to parents' paragraph. This gives any useful context to the task, reminds them about speaking with us if there's a problem and reemphasises how long the task should take and the fact that children can spend longer but shouldn't be made to; that the task can be completed in a different way and that use of a computer is always allowed! Interestingly, my colleagues and I have received far fewer queries about home learning this year.
7. Ensure parents are at least seeing their child's task
As a school we set up a home school record sheet that the parents sign each week so we know that at least the child has tried to share it with someone at home. It also includes space for a comment if parents wish to make one. I always initial this when I mark so the parents can see I'm acknowledging their commitment and aways respond to comments - even if it's only an exclamation mark or a 'thanks'.
8. Really focus on the fact it's learning rather than work
Over the past couple of years as a school we have gradually moved away from referring to homework and used home learning. I am much more comfortable with this, after all, continuing learning at home is what we're trying to encourage, and it's a natural thing to do.
I haven't mentioned the use of our Learning Platform, for the simple reason that although we encourage its use for home learning (and it is well used by most of our school community), it's not suitable for blanket policy as not all our families have Internet access and of the families that do, some of our children hardly ever get a look in after parental and older sibling use.
In an ideal world, there would be no 'home learning' or 'school learning', there would just be learning. In making the formalised tasks we set as purposeful and enjoyable as we can, I hope that we are beginning to remind our school community of that fact.
Saturday, 30 October 2010
Five ways to make the most of your half term
I really am the LAST person to create a tips list like this as I seem to either feel like I've worked all through a half term or that I've frittered the whole week away without noticing. However, there's the whole 'do as I say' thing to go on... Anyone else's tips gratefully received!
1. Plan to relax
Actually decide times when you are going to do nothing and then don't feel guilty about doing so.
2. Plan to work
Again, decide when you will work, then try to stick to it. If you can leave your work somewhere it won't be shaking its finger at you, trying to make you feel guilty about ignoring it when you're not working, so much the better. This of course could be a plan to do NO work at all!
3. Look at the weather forecast
Having an idea of what the weather will be doing can be the motivation to go out and make the most of the sunshine while it's there.
4. Try to achieve something every day
And by achieve, I just mean something you've felt was a good use of your time: met up with friends, spent some quality time with family, tried out a new recipe, investigated a new website, got the car MOTed! It doesn't necessary need to be that exciting.
5. Find a way of recording what you've done
Over the Summer I used Memiary to record things that I'd done. I also used it as a bit of a planning tool to decide in advance things I'd like to do. Again these ranged from the mundane to the frivolous - generally a mix on each day! (I really wish I'd done that this week...)
1. Plan to relax
Actually decide times when you are going to do nothing and then don't feel guilty about doing so.
2. Plan to work
Again, decide when you will work, then try to stick to it. If you can leave your work somewhere it won't be shaking its finger at you, trying to make you feel guilty about ignoring it when you're not working, so much the better. This of course could be a plan to do NO work at all!
3. Look at the weather forecast
Having an idea of what the weather will be doing can be the motivation to go out and make the most of the sunshine while it's there.
4. Try to achieve something every day
And by achieve, I just mean something you've felt was a good use of your time: met up with friends, spent some quality time with family, tried out a new recipe, investigated a new website, got the car MOTed! It doesn't necessary need to be that exciting.
5. Find a way of recording what you've done
Over the Summer I used Memiary to record things that I'd done. I also used it as a bit of a planning tool to decide in advance things I'd like to do. Again these ranged from the mundane to the frivolous - generally a mix on each day! (I really wish I'd done that this week...)
Half Term round up
The Battle between relaxation and guilt
Well I managed to go out on a drive through the beautiful Berkshire countryside on Monday to make the most of a lovely day - the leaves in Windsor great park were stunning.
But other than that - well I did try to switch off. Really I did. And I enjoyed reading Labyrinth as part of the relaxation (and also discovering in the process of finding that link that there is a book about the goblins from the film Labyrinth!) However, I also rediscovered that actually I find books about education much more relaxing than novels as I end up completely caught up in a novel as if I've gone through the whole experience myself!
So now it's Saturday and I'm working. And I will be working tomorrow. Might it have been better to work through last weekend so that I could just rest now? Possibly. However I really needed to stop last weekend. And the advantage of leaving the work until now is that I only have two days to do it. If I had started last Saturday then I could have continued working through the rest of the week.
But I managed to not feel guilty as I rested - so that was definitely one of the main aims of the week managed. And I do feel more motivated and ready to enjoy the half term leading up to Christmas.
After all, that's the main reason why I know that I need holidays - to recharge in order to start again with the energy levels that are essential to making a difference in school.
Well I managed to go out on a drive through the beautiful Berkshire countryside on Monday to make the most of a lovely day - the leaves in Windsor great park were stunning.
But other than that - well I did try to switch off. Really I did. And I enjoyed reading Labyrinth as part of the relaxation (and also discovering in the process of finding that link that there is a book about the goblins from the film Labyrinth!) However, I also rediscovered that actually I find books about education much more relaxing than novels as I end up completely caught up in a novel as if I've gone through the whole experience myself!
So now it's Saturday and I'm working. And I will be working tomorrow. Might it have been better to work through last weekend so that I could just rest now? Possibly. However I really needed to stop last weekend. And the advantage of leaving the work until now is that I only have two days to do it. If I had started last Saturday then I could have continued working through the rest of the week.
But I managed to not feel guilty as I rested - so that was definitely one of the main aims of the week managed. And I do feel more motivated and ready to enjoy the half term leading up to Christmas.
After all, that's the main reason why I know that I need holidays - to recharge in order to start again with the energy levels that are essential to making a difference in school.
Saturday, 23 October 2010
Time to stop
Welcome to Half Term!
Looking at the posts of other UK teachers on Twitter and Facebook, clearly this half term holiday is well overdue for many of us. And it's time to stop. Well earned time to stop.
So I'm stopping. Sort of. I've not brought any work home with me, so that it isn't sitting in my office making me feel guilty when I try to relax. But I have no wish to stop entirely; already I have been tinkering with new ideas on our learning platform and leaving messages for individual pupils to congratulate them on specific achievements over the past couple of months. I have also enjoyed the few hours I've already been able to catch up with my PLN on Twitter.
However, the ease of CPD in the Twittersphere is going to require some self discipline. I know that I do need some time to completely switch off from my role as I know that's essential for me to be at my best when I start again. So I'm going to try a couple of days: perhaps tomorrow and Tuesday. No Twitter, no Learning Platform, no opening any of the ridiculous number of books on teaching, learning, attachment disorders and other work related writings I've purchased from Amazon so far this term.
Worryingly I'm not sure what I'll do instead... But there's always the gym, or the past three months of ironing!
Wish me luck!
Looking at the posts of other UK teachers on Twitter and Facebook, clearly this half term holiday is well overdue for many of us. And it's time to stop. Well earned time to stop.
So I'm stopping. Sort of. I've not brought any work home with me, so that it isn't sitting in my office making me feel guilty when I try to relax. But I have no wish to stop entirely; already I have been tinkering with new ideas on our learning platform and leaving messages for individual pupils to congratulate them on specific achievements over the past couple of months. I have also enjoyed the few hours I've already been able to catch up with my PLN on Twitter.
However, the ease of CPD in the Twittersphere is going to require some self discipline. I know that I do need some time to completely switch off from my role as I know that's essential for me to be at my best when I start again. So I'm going to try a couple of days: perhaps tomorrow and Tuesday. No Twitter, no Learning Platform, no opening any of the ridiculous number of books on teaching, learning, attachment disorders and other work related writings I've purchased from Amazon so far this term.
Worryingly I'm not sure what I'll do instead... But there's always the gym, or the past three months of ironing!
Wish me luck!
Saturday, 11 September 2010
Who should we be educating anyway?
The battle between teaching and leadership
I started this post about two weeks ago, towards the end of the summer holidays. I started writing because all of the fantastic educational conversations and links to interesting articles had jump started my thinking about moving into headship. It was originally titled: 'Do you know where you're going to?' and was a much more straightforward discussion about my future.
But since then, two really important things have happened - one on each side of the battle.
Education is not just about the school you are working in; it is about everyone - and especially every child. I believe this totally. But does everyone? Will the governors of the school I am considering applying to become a head of see this.
If I am the right person for their school, will they share my attitude and see the importance of the school I am coming from having time to find and appoint a new deputy to support the fantastic work that is happening there? Will the education of children in a school a few miles away matter to them at all? Will the fact that there is certainly one child in my class who may struggle to deal with the idea of her teacher leaving in the middle of the year - it may add to her issues of abandonment - seem important?
And if the governors can't see these things, if I ask at final interview (assuming of course I am the right person) for them to consider leaving their fantastic Acting Head in post at least till Easter, will they hold this against me? And if they do, was it actually the right school for me anyway?
Will I be fighting a battle about who we are actually educating: 240 children or as many children as we can influence?
I started this post about two weeks ago, towards the end of the summer holidays. I started writing because all of the fantastic educational conversations and links to interesting articles had jump started my thinking about moving into headship. It was originally titled: 'Do you know where you're going to?' and was a much more straightforward discussion about my future.
But since then, two really important things have happened - one on each side of the battle.
- I started teaching Y3 - and I love it.
- I think I've found THE job; the school were I can see myself as head
Education is not just about the school you are working in; it is about everyone - and especially every child. I believe this totally. But does everyone? Will the governors of the school I am considering applying to become a head of see this.
If I am the right person for their school, will they share my attitude and see the importance of the school I am coming from having time to find and appoint a new deputy to support the fantastic work that is happening there? Will the education of children in a school a few miles away matter to them at all? Will the fact that there is certainly one child in my class who may struggle to deal with the idea of her teacher leaving in the middle of the year - it may add to her issues of abandonment - seem important?
And if the governors can't see these things, if I ask at final interview (assuming of course I am the right person) for them to consider leaving their fantastic Acting Head in post at least till Easter, will they hold this against me? And if they do, was it actually the right school for me anyway?
Will I be fighting a battle about who we are actually educating: 240 children or as many children as we can influence?
Wednesday, 1 September 2010
Flying through an open door
The battle at the edge of the comfort zone
Three years ago, our Headteacher started the new school year by sharing a story with the staff about a fly and a window. The premise of the story was a fly that kept crashing into a window many times when attempting to escape from a room. Never does the fly turn around and fly out of the open door.
I work in a fantastic school with the most committed colleagues, and we do well for our children, but if we want to do even better we need to find new ways of doing things, rather than just repeating the same ones and expecting different results. This was the message she wanted everyone to take away.
That story has always stayed with me. I like to do things differently, I have a low boredom threshold and crave new experiences to feel fulfilled; but I have several colleagues (and friends) that find change stressful - they don't get the same kick out of it as I do. And sometimes, I get too hooked up in the changes and don't have time to fully reflect on their impact on my children.
I've read many blog posts and tweets over the past few weeks along the lines of 'try something new each week' and also about looking for completely different ways of doing things (such as having less chairs than children - sorry, can't remember whose that was!). I like the fact that some of these new ideas people are hoping to try out don't have an ICT focus.
So I'm jumping on the bandwagon. This term I will be trying out one new idea that's out of my comfort zone. Something that I wouldn't naturally think of doing. I think next week that one thing may well be teaching Y3 for the first time - I'm feeling pretty out of my comfort zone already!
But as well as trying out an idea, I'm going to really think about WHY I'm trying the idea; how I hope it will improve children's learning - and maybe pin that up on the classroom wall for me and the children to see. I only have two days a week with the children, so maybe I'll decide to run things over a couple of weeks. Perhaps my job share will want to join me - I'll soon find out how she feels about change!
And then of course I'll make sure I reflect on it - so I'm hoping many of my posts over the next months will show how I'm progressing.
Thanks to everyone who's inspired me - long may it continue!
Three years ago, our Headteacher started the new school year by sharing a story with the staff about a fly and a window. The premise of the story was a fly that kept crashing into a window many times when attempting to escape from a room. Never does the fly turn around and fly out of the open door.
I work in a fantastic school with the most committed colleagues, and we do well for our children, but if we want to do even better we need to find new ways of doing things, rather than just repeating the same ones and expecting different results. This was the message she wanted everyone to take away.
That story has always stayed with me. I like to do things differently, I have a low boredom threshold and crave new experiences to feel fulfilled; but I have several colleagues (and friends) that find change stressful - they don't get the same kick out of it as I do. And sometimes, I get too hooked up in the changes and don't have time to fully reflect on their impact on my children.
I've read many blog posts and tweets over the past few weeks along the lines of 'try something new each week' and also about looking for completely different ways of doing things (such as having less chairs than children - sorry, can't remember whose that was!). I like the fact that some of these new ideas people are hoping to try out don't have an ICT focus.
So I'm jumping on the bandwagon. This term I will be trying out one new idea that's out of my comfort zone. Something that I wouldn't naturally think of doing. I think next week that one thing may well be teaching Y3 for the first time - I'm feeling pretty out of my comfort zone already!
But as well as trying out an idea, I'm going to really think about WHY I'm trying the idea; how I hope it will improve children's learning - and maybe pin that up on the classroom wall for me and the children to see. I only have two days a week with the children, so maybe I'll decide to run things over a couple of weeks. Perhaps my job share will want to join me - I'll soon find out how she feels about change!
And then of course I'll make sure I reflect on it - so I'm hoping many of my posts over the next months will show how I'm progressing.
Thanks to everyone who's inspired me - long may it continue!
Thursday, 26 August 2010
Teaching typing
Not actually a battle between handwriting and typing
This post was inspired by a Twitter discussion this week between, amongst others, @oliverquinlan, @APrimaryNQT, @tomhenzley and @KnikiDavies on the merits of handwriting and word processing.
Despite the humble word processor being one of the ICT tools that has been in use in schools the longest, it can often be one of the most poorly used opportunities; and at the heart of this lies pupils’ lack of speed when typing.
Over the course of last year, I made a concerted effort to rectify this with the Y5s I had the pleasure of teaching every Thursday. I introduced them to a few websites that would enable them to improve their keyboard skills, then at the start of our weekly ICT lesson in the suite they would practise. This had the added advantage of enabling me to solve the inevitable technical glitches that we would encounter at log on.
As the year went on, I gradually added more web sites to give them variety. Some of these (like the BBC Dance mat typing) were designed to teach children to touch type, but most of them were just focusing on improving speed of letter finding.
I’m sure there are many people who feel that children should be taught to touch type and I’m not disagreeing with that, but I firmly believe that children will find the way that works best for them. Some of the children would try the touch typing, not get on with it and revert to the keyboard skill sites. Others would be desperate to try to master the ‘proper’ way of doing it. Some changed their approach over the course of the year - but all of them wanted to do the typing practice; all year. They never got bored of it.
The links were stored on a page of our Learning Platform that didn’t require logging in to: this meant that they could access them even if they had forgotten their password, and also that they could practise in their own time too.
I didn’t really notice the children’s typing speed improve over the course of the year, but towards the end of the summer term, when we were working on a collaborative project, I was suddenly amazed at the speed of all the children. Also, in their review of the year, many of them mentioned how pleased they were that they could type quickly.
From a battle point of view, I’m sure there are champions for both sides of the handwriting/typing skills debate. Personally, I believe they are both life skills we should be developing (at least for the time being!); but more importantly, I feel we should be encouraging children to make a choice as to which they prefer, and which is best in any given situation.
Sites encouraging touch typing
Sites to improve keyboard familiarisation:
Saturday, 21 August 2010
Work-life balance
Am I the only one battling to switch off?
My ten days with Twitter has inspired me and reminded me that teaching is far more than a job as far as I'm concerned. Which is a good thing. I think...
But I'm beginning to wonder whether there's a problem with all this educational enthusiasm that I have been treating myself to recently.
Nicola Stables' recent blog post, Switching Off, made a lot of sense to me; the importance of going off for a week or so and not thinking about school or education. And a couple of days ago I tried it - for a few hours. I went and had a relaxing time in my local spa, which I enjoyed thoroughly. But as I packed my bag to leave, I needed to decide on the book to take with me, and I nearly chose one of the education related titles I've treated myself to over the past few months and haven't had the chance to read yet.
Now what's that about? I knew I was off to relax and to forget about work, but even so my first thought was not the novel by the side of my bed, but a book about learning. I'm not saying that I think wanting to read a book about learning is a bad thing, far from it, but I do think that the difficulty to consciously try to step away from the job is a worry.
And then I thought about the fact that, as much as I love the time that the holidays offer, I never quite settle. I had always assumed it was the difficulty with suddenly having so much freedom of choice and no one to demand anything of me (you may guess at this point that I have no family at home!) but I'm not so sure. Is the actual problem that I can't switch off because that would be like switching off a part of me?
A few days ago I posted:
Does this sound really weird to everyone else, or are there others out there who share my dilemma? I'd love to know (and don't worry, I can cope with being weird!).
My ten days with Twitter has inspired me and reminded me that teaching is far more than a job as far as I'm concerned. Which is a good thing. I think...
But I'm beginning to wonder whether there's a problem with all this educational enthusiasm that I have been treating myself to recently.
Nicola Stables' recent blog post, Switching Off, made a lot of sense to me; the importance of going off for a week or so and not thinking about school or education. And a couple of days ago I tried it - for a few hours. I went and had a relaxing time in my local spa, which I enjoyed thoroughly. But as I packed my bag to leave, I needed to decide on the book to take with me, and I nearly chose one of the education related titles I've treated myself to over the past few months and haven't had the chance to read yet.
Now what's that about? I knew I was off to relax and to forget about work, but even so my first thought was not the novel by the side of my bed, but a book about learning. I'm not saying that I think wanting to read a book about learning is a bad thing, far from it, but I do think that the difficulty to consciously try to step away from the job is a worry.
And then I thought about the fact that, as much as I love the time that the holidays offer, I never quite settle. I had always assumed it was the difficulty with suddenly having so much freedom of choice and no one to demand anything of me (you may guess at this point that I have no family at home!) but I'm not so sure. Is the actual problem that I can't switch off because that would be like switching off a part of me?
A few days ago I posted:
#Iamateacherbecause I am a teacher: it's not a job, it's who I am. And I wouldn't have it any other way.and I think this is the issue. I don't feel a little lost in the holidays because I have too much time on my hands or because I miss the company of my colleagues (although both those things are the case); I feel lost in the holidays because I feel I should stop being a teacher and focusing on learning and education - and I've just realised that I don't want to.
Does this sound really weird to everyone else, or are there others out there who share my dilemma? I'd love to know (and don't worry, I can cope with being weird!).
Thursday, 19 August 2010
Twitter one week on
The battle between alleys and valleys
So I’ve now been using Twitter for a whole week. I’ve heard lots about it in the past – generally from people I considered quite ‘techy’ and often about using it in the classroom. Nothing that I’d heard ever made me consider it was an avenue I was that desperate to wander down – more a slightly suspect alley that didn’t look at all appealing, even for a tentative stroll.
And then there was Life. As a member of the Teacher Design Group for Life I was sat in a very exciting meeting where half the people in the room were tweeting about what we doing – as we were doing it – it was adding to the conversation in the room, and people from outside of the room were joining in the discussion. I have to admit my first reaction was a tiny bit of panic. This was the alley that had often looked a little suspect – too much litter and not enough light.
But I’m brave. Sometimes. I knew that these people were coping with it, excited by it even. So it couldn’t be that bad, surely? And besides which, they all had such interesting things to say and if these conversations were going to keep going on out of this room that was DEFINITELY something I wanted to be a part of. And I was fairly sure that once upon a time I had set up a Twitter account.
So I peered cautiously down the alley. Luckily a few friendly faces from that meeting were there already – it’s always easier when you’re welcomed in. I started to look at what they had posted; and explored a few links. And actually followed them. I was getting further into this alley and realised that, if you had someone to guide you a little, there wasn’t much litter – and there was so much light! Not at all scary – in fact fascinating and exciting (and not a little overwhelming.)
Then I remembered a few friends who I was almost certain would be around somewhere – and they were: more posts to read, links to explore and more following. And people were following me! And not just my friends…
Now if I really was in the dodgy alley I had thought I was venturing into this would have been an issue, but by this time I had realised it was no alley – more an ever-growing, ever-changing landscape. (I’d have quite like to use valley at this point in my rather over the top metaphor but I can’t cope with the alley/valley rhyme so I thought I’d leave it!)
And now I’m hooked.
I’m hooked because this is one of the best CPD opportunities I’ve ever had – and it’s only just started.
I’m hooked because people have been so welcoming that I feel I belong here and I’m not expected to some how bide my time, pay my dues, work my way up.
I’m hooked because I’ve found somewhere where the people who I am listening to and talking with are people who I get: I understand their ideas and their issues and their passion and I can relate to it all.
I’m hooked because this is such a positive place to communicate and collaborate and create.
And I’m hooked because this is not the strange buildings I once explored called uk.education.teachers and uk.education.chat where people were generally friendly, but there was often a sense of negativity and too often people would feed the trolls! (Look it up in the history books if this means nothing to you.)
So thank you to everyone I’ve met so far on Twitter, I look forward to learning and sharing lots more with you all, and thank you particularly to @FionaAS because she was definitely the one who inspired me to overcome my fears.
(And by the way, I do know that there are downsides: I am beginning to think in tweets, time just disappears, I would need to be superhuman to follow up every interesting link, and if you get involved in #edchat then when you try to go to sleep at 12.30am all you can see are at symbols and hashtags!)
So I’ve now been using Twitter for a whole week. I’ve heard lots about it in the past – generally from people I considered quite ‘techy’ and often about using it in the classroom. Nothing that I’d heard ever made me consider it was an avenue I was that desperate to wander down – more a slightly suspect alley that didn’t look at all appealing, even for a tentative stroll.
And then there was Life. As a member of the Teacher Design Group for Life I was sat in a very exciting meeting where half the people in the room were tweeting about what we doing – as we were doing it – it was adding to the conversation in the room, and people from outside of the room were joining in the discussion. I have to admit my first reaction was a tiny bit of panic. This was the alley that had often looked a little suspect – too much litter and not enough light.
But I’m brave. Sometimes. I knew that these people were coping with it, excited by it even. So it couldn’t be that bad, surely? And besides which, they all had such interesting things to say and if these conversations were going to keep going on out of this room that was DEFINITELY something I wanted to be a part of. And I was fairly sure that once upon a time I had set up a Twitter account.
So I peered cautiously down the alley. Luckily a few friendly faces from that meeting were there already – it’s always easier when you’re welcomed in. I started to look at what they had posted; and explored a few links. And actually followed them. I was getting further into this alley and realised that, if you had someone to guide you a little, there wasn’t much litter – and there was so much light! Not at all scary – in fact fascinating and exciting (and not a little overwhelming.)
Then I remembered a few friends who I was almost certain would be around somewhere – and they were: more posts to read, links to explore and more following. And people were following me! And not just my friends…
Now if I really was in the dodgy alley I had thought I was venturing into this would have been an issue, but by this time I had realised it was no alley – more an ever-growing, ever-changing landscape. (I’d have quite like to use valley at this point in my rather over the top metaphor but I can’t cope with the alley/valley rhyme so I thought I’d leave it!)
And now I’m hooked.
I’m hooked because this is one of the best CPD opportunities I’ve ever had – and it’s only just started.
I’m hooked because people have been so welcoming that I feel I belong here and I’m not expected to some how bide my time, pay my dues, work my way up.
I’m hooked because I’ve found somewhere where the people who I am listening to and talking with are people who I get: I understand their ideas and their issues and their passion and I can relate to it all.
I’m hooked because this is such a positive place to communicate and collaborate and create.
And I’m hooked because this is not the strange buildings I once explored called uk.education.teachers and uk.education.chat where people were generally friendly, but there was often a sense of negativity and too often people would feed the trolls! (Look it up in the history books if this means nothing to you.)
So thank you to everyone I’ve met so far on Twitter, I look forward to learning and sharing lots more with you all, and thank you particularly to @FionaAS because she was definitely the one who inspired me to overcome my fears.
(And by the way, I do know that there are downsides: I am beginning to think in tweets, time just disappears, I would need to be superhuman to follow up every interesting link, and if you get involved in #edchat then when you try to go to sleep at 12.30am all you can see are at symbols and hashtags!)
Saturday, 14 August 2010
Decisions, decisions
This isn't the first time I've thought about starting a blog. Indeed this isn't the first blog I've started; but this time it feels different. It feels like I need to do it. In my head I've been having so many monologues that sound like they should be written down, including one on whether I should blog or not.
So today I've done it. I've made the decision. And I really hope that it was the right one; otherwise here's just one more one post blog out there littering the virtual communication universe.
So today I've done it. I've made the decision. And I really hope that it was the right one; otherwise here's just one more one post blog out there littering the virtual communication universe.
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