Task 2b: Reflective writing

I really enjoy writing in my journal about both personal and professional experiances and reflecting on my day. I have noticed that I only write about things that have gone wrong or upset me. I never seem to reflect on something I did really well to see why it was really good and commend myself, next week my focus will be writing in both positive and negative things as i feel that even the good should be noted and reflected upon.
Whats everyones thoughts?

Task 2b 'Journal writing experiance'

Bould assumption to reflective practice is "writing is ameans of puzzling through what is happening in our work and personal lives." D.Boud (2001)

I was asked to be involved in Assertive mentoring, which I felt would help my teaching, giving me a better understanding of pupil’s behaviour and how to assist that particular behaviour. I have posted this as i feel this may help other teachers. Reflection as helped me to continue to puzzle through to come to research deeper to give me a deeper understanding

I was given the opportunity to shadow another member of staff who has worked in this role for the past 3 years. For the purpose of this reflective journal I will identify the pupil as Amy who is 16yrs old and is currently in year 11.

Her year 11 group will be the first year 11 group in this school to take part in the system of mentoring called Assertive Mentoring (AM).

Assertive Mentoring was created by Eamonn Farrar and Dean Judson for Hurworth Comprehensive School in Darlington as a series of systems including ‘student target setting, tracking, mentoring, intervention and checking.’  (Farrar, 2008, pg20)

My first meeting with Amy highlighted that she did not yet recognise ‘the special value of the mentor-mentee relationship’ (Farrar, 2008)

Her opening comment: ‘I will turn up to the meetings, nod at the right times, you can fill in your forms and away I’ll go. No one gets in to trouble then.’

My interest was aroused by Amy’s comments, as she appeared to have developed a sense of the education system that she felt was obsessed with ticking boxes.  Stating, she was doubtful of the intention of any initiative provided by the school to be truly in her interests and not the interest of the school.

I began asking myself the question, does assertive mentoring work?

This question would support the schools decision to adopt the Assertive Mentoring scheme. The success of the scheme, in its original context, transformed Hurworth’s GCSE results from 38% A* to C passes in 1998 to 96% A*to C passes in 2007.

There was a similar study taken place in the form of action research which made me question what new knowledge could I bring to this subject matter. Secondly the study had taken place over three years and my time limit was fixed to one school term and time to evaluate the data. Thirdly but most importantly this large focus didn’t spark my interest as I thought it would. I began to feel perhaps my interest had become ‘co-opted by these very movements, which are led by special interests more concerned with ‘national competitiveness’ than with the welfare of children.’ (Anderson, Herr & Nihlen, 2007)

The idea that action research ‘attempts to explain the ‘big consequences of little things’’ appealed to me. I wanted to be effective within the limitations of time and a desire to make research of some true purpose and quality. So reviewing the literature gave me cause to support Elliot’s (1991) view that reconnaissance should involve more than just ‘find facts’ but also act as analysis and to be a recursive activity in which the general idea can adapt.

I began to look at the question ‘What makes a good assertive mentor?’ Again the literature of Farrar (2008) outlined this. I asked myself if my knowledge of AM was something that had been insinuated to me by obscure sources without critically examining the evidence. The ‘Assertive Mentoring: seminar handbook’ which was given to me by my colleague provides a list of good mentoring qualities including supportive, friendly, and mutually respectful. Also includes in the list of good qualities is the term ‘hard mentoring’. This is an evidence based system in which; current attainment is the priority, deals are struck and mentors lead the sessions. A series of short case studies presented by Farrar are given in ‘Using Assertive Mentoring to counter ladishness’ (2008) in which these techniques work with two troubled male pupils. These situations reflected pupils who were struggling with peer pressure and teacher conflict and their Assertive Mentoring systems and ‘Save the day’. Initially I had marvelled at these examples and was looking forward to my own mentees.

Amy year 11 pupils with poor behavioural record and a reputation of wearing inch thick make up, was unimpressed with Assertive Mentoring scheme. The premise that the assertive mentoring scheme was mentor led was a concern as Amy was not the kind of pupil to be led by her peers or any other adult. She made it clear to me at an introductory meeting that she thought the programme was a joke and she would be willing to go through the motions but not to be truly involved or committed to it. Through further discussion with her it was apparent through her use of critical language she was intelligent and articulate as she criticised the fact the school was involved in lots of schemes that were not effective and that as teachers we all expect her to be stupid because she wore make-up. I wanted to use her critical potential and so the question was born. I wanted to see how the system would work for those pupils who did not fit around the whole expectations.  This critical nature was ‘something one would like to change or improve on’ (Eliott, 1991) and I wanted to give authority to her voice. My interest was inspired, so how can we motivate the reluctant Assertive mentee to become involved in the mentoring programme?

I then collected reports and viewed comments across the board such as;

‘Amy is a bright girl. However her current behaviour and lack of focus will not support her meeting her full potential’ (Amy’s School Report 2009, Head of Year Commentary)

Target grades are A and B but she is currently working at C and D accept Art which is aimed for A. Amy’s daily reports previously described her as ‘Scruffy’, ‘too much make-up’, ‘Loud’ and ‘Constantly questioning’.

I am going to talk to Amy’s parents and to Amy and engage her interest. I felt her academic potential made her more than capable of student researcher. Also her ability to articulate her feelings to me frankly and question teachers did show me her possible aptitude as researcher in this endeavour.

 I feel now my practice is made up of a collection of others ideas that I assumed worked because I am told they work by other sources.  The young people in my care have experienced is not based on my reflection of suitable practice for them but what has worked by others. ‘The research process itself can generate greater professional understanding for those practitioners involved.’ (Barnett & Burton, 2006, pg 398) I now understand my assumptions, my weaknesses as a researcher and as a teacher, but most importantly I understand what to do when I don’t understand. I need to generate my own understanding for my own contexts so my learners can develop in ways that have been carefully considered rather than merely accepted.

This way I can respect myself and have confidents that the work in my classroom fits my pupil’s needs.   

Task 2b: 'Journal writing experiance'

About a month ago I have been particularly interested in the development of Assessment for Learning, this is a process which involves sharing learning goals with students. The aim is to help students to understand and recognize the standards they are striving for which involves students in self assessment. Both the students and teacher reflect upon their work and areas in which they can identify their next steps in learning.

My belief is that in order to enhance your learning, the students need a very clear description in what the teacher’s aims and objectives are. Many of my students were forgetting by the end of the class what was expected, although it was clearly stated at the beginning of the class. I therefore introduced the WALT and WILF approach these characters are created to allow students to clearly understand the teachers learning intention. The child friendly language of ‘We are looking to’ and ‘What I’m looking for’ had an immediate impact to my classroom practice. I saw am immediate improvement to the students work as they were set clear aims and objectives.

My approach to WALT and WILF was to clearly explain on wall charts within the classroom enabling the students to refer to when needed. I would then demonstrate an example of what I wanted them to achieve, this gave them a clear understanding which helped to motivate their learning. The reason their motivation improved was because they could see what I wanted. After seeing the example of good practice this raised their learning aspirations, they felt more responsible for their own learning making them an independent learner. Students started to refer to WALT and WILF though-out the lesson showing that the technique was providing the learner with direction. Students were discussing the process as a team which made the group more comfortable and relaxed and a better atmosphere.

I found they achieved an overall improvement to their quality of performance and self motivation because they fully understood what was expected. It also improved their peer assessment skills. During class discussion students were more frequently using correct dance terminology and able to spelling the words correctly. It reflected a better depth of understanding showing how initial implementations of assessment for learning can enhance student’s development at this level.

It gave the students the chance to ask the question.

‘What can I do to improve?’

I taught the pupils to set themselves targets related to their individual needs which I also reviewed with them. This also gave them the opportunity to suggest improvements using the measurement criteria. By doing this they are consolidating their self reflection and acting has students as researchers giving them pupil voice.  

I initially found this process very time consuming with only having students for a 6 week block and as a result, I lost time spending the first lesson explaining about WALT and WILF process.

I looked into other departments within the school who have adopted this strategy for a number of years and found mixed results.

I felt I therefore needed to explore this further to understand how best to deliver this method within my teaching to gain the greatest results from my students.

I did this by setting a questionnaire to measure their understanding of aims and objectives.  I found that the students who were using WALT and WILF to refer to were much more able to succeed in their learning than the classes that did not.

The classes that did not use WALT and WILF were unclear at the end of the class of what was expected and what they were aiming to achieve within the lesson.

After initial success in using WALT and WILF last week I began to see some of the pitfalls of this method due to it being so prescriptive in its learning objectives. I felt it began to stifle pupil’s creativity. For example, when asking pupils to work on their WALT and WILF they would fulfil that criteria and not progress with their work. They were expecting me to then give another WALT and WILF and not using their creativity and own initiative. These highlight a problem where by the students are only working to the best example demonstrated without developing their own style and discovering it for their selves.

After speaking to other peers and I decided to prevent pupil's losing creativity, I could in future whilst using WALT and WILF also indicate that these are not only the criteria to be fulfilled, by asking them to develop a WILF on their own for example when we are looking at a Dѐveloppѐ I will present them with the essential criteria i.e. alignment, I will then invite the students to devise a criteria on their own for example head line, performance quality. By doing this I am also giving another opportunity for pupil voice to be consulted in developing their own work and curriculum as I can develop work to their taste and interests.

 This process is used in other areas across the curriculum. At first I found this prior knowledge useful because the students understood the terms WALT and WILF however it had been used in various ways some teachers would use the word others would use characters I found this to be an area of concern as students became confused by what was expected of them. It would perhaps be beneficial if there was a whole school policy of how WALT and WILF were to be produced. I found that students need a consistent approach to WALT and WILF.

As a teacher using this method it has made me feel more confident in knowing they have required the knowledge expected in each lesson. I spent less time explaining and more time observing. I can therefore focus on other matters. It means I can help the less able and help the gifted and talented pupils more. It also means I can circulate the room preventing behaviour issues arising making it a more enabling learning environment, also behaviour issues did not arise due to lack of understanding. During my observations it allows me to assess the students as individuals enabling me to give each child individual feedback catering for their individual need.

As good as the WALT and WILF is in introducing the lesson, unless the lesson has other activities in it the WALT and WILF can become a tick list and over a number of weeks become disengaging and make the lesson content predictable for the student and myself as a teacher. Despite these issues with careful planning and creative teaching and learning WALT and WILF and be the ideal foundation to initiate an understanding and appreciation of our collective aims and objectives. 

Any thoughts would be greatly appreciated, Thanks for reading!

Michelle :)

 

Task 2a: Refelective Practice

Hi Everyone,

For the past week I have been taking a Journal everywhere with me, I didn’t want to leave it until I got home at night to write in it due to the long hours I work I thought I may forget bits. I have decided to bullet point the main things that stood out and my initial feelings then at night when I have finished my day I sit at home with a coffee and read what I put. This way works better for me because It means I return to my journal with a clearer mind, this enables me to see what I could have done better, what’s needs to be researched (if anything) or how I could improve. I’ve been writing in events or even conversations that have happened to me in both professional and personal situations.

I am really enjoying writing in the Journal and finding this quite therapeutic to be able to give time to sit quietly and reflect and learn about me!

How’s everyone else doing theirs?

Quick question:
Anyone had any form of feedback yet?

I have noticed that I have not posted my youtube Audio-Visual on the blog Channel page can anyone help me?

Thanks,
Michelle  J

Campus sessions

Hi everyone,

Really disappointed I've not been able to make the campus sessions today and tomorrow. We have ofsted in our school. I'll be able to make the next dates though. Looking forward to meeting people on my course :)
Hope the days go well
Michelle x

Task 1b: Professional Communications Technologies.

Hi Everyone,

Before starting this course I had no idea about any of the terminology or how advance technology is today, I was scared and ignorant to learn about this as my knowledge is so little. My initial thoughts on starting the web2.0 were extremely confused and worried about not being able to understand the complex and diverse system.
After reading 'The Reader 1 The Professional Communications Technology' I began to realise web2.0 was not as scary as I thought, but an important way to develop skills and learn new skills 'Network as Platform' collaborating with other people from all over the world. I have heard of Facebook and Twitter but from negative experiences that my peers have had with networking sites, I decided to stay clear. I feel my lack of understand as resulting in me missing out on a whole new world!
I clearly have a lot to be going on with exploring this exciting technology. Hamilton 2000 states that if barriers such as time, skill and financial commitment were broken this would create an increase of relationships between people. I like the idea that this allows people from all over the world, all different diverse backgrounds able to communicate with each other, which will help to break down the society barriers that we live in and equality will begin, my concern with this is the opposite could this also start a war and be used as a way of bullying and gangs collecting ideas to form bigger groups and if  personal details are shared where will all this lead to ?
I have asked google for the disadvantages of web2.0 and found another very interesting thought, which i have come across within my teaching experiences not me personally but another teacher, is that privacy is a problem anyone can download to 'you tube' but if the video recording was done without the knowledge of the person who is being shown in the video could cause lots of problems for professional people and students alike.
I think as long as it is in the right hands and people are aware of what it is advantages and disadvantages web2.0 is a positive learning and sharing environment.  
I like the web2.0 as a tool to finding and researching your own and others thoughts to come to an answer that I have researched and kept an open mind about, discussing carefully is a much healthier way of learning instead of accepting what you are told. 

Task 1c: Audio-visual

Hi Everyone!!!! This was very funny to do! really enjoyed this task :) Here is the link to my clip....
Enjoy watching :)
Michelle
http://www.youtube.com/watch?v=g29Cepbpf2c

Task 1d: 2d images

Hi Everyone,
I've attached some photos from the dance school's dance show, dance events and one of myself and my mentor from my last course.
Hope you enjoy
Thank you,
Michelle :)
http://www.flickr.com/photos/68716903@N02/

Task 1a: Professional Profile

Hi Everyone,
Here is a second attempt at my Professional Profile. After spending hours typing and re-typing I'm still not sure I'm happy with this!!! Having read other Profiles I feel there are still areas for improvement for example I think mine is to long....... I'm going to find editing my work hard.
Your thoughts on this would be greatly appreciated
Thank you :)
Michelle
https://docs.google.com/document/pub?id=1d01fQfooEv-VnHHMuVXCuEl08DZyuvtwzwZcz0FPV-I

1a Professional Profile

Hi Everyone,

Well here it is my first attempt at my professional Profile. Any advice on how to improve would be great. I think for my next version i will write it more personal about me instead of bullet pointing it. After reading others i feel it lacks personality but my reason for doing a bulletpoint version was to make it more eye appealing in the hope more would take the time to read it .......I look forward to seeing what you all think.
Thank you,
Michelle
x

https://docs.google.com/document/d/14y5N6v0ORomWYQkw-S7gUZZsB9mh_9MSiYbgy_HobMM/edit?hl=en_GB

Just a Query !!

Hi Everyone,

I am commenting on lots of different blogs, do i then get notification when there is a reply? Or do you have to keep checking to see?
If so does anyone know an easier way?
Thank you for your help in advance,
Michelle
x

Useful Information.....Input error: Cookie value is null for FormRestoration

I have just spend 2hours trying to reply on my blog and write on other blogs. I kept getting Input error: Cookie value is null for FormRestoration 
 
If this happens to you this is what you need to do:
First, try a different login procedure.
1. Login to Blogger using "http://www.blogger.com/".
2. Do not check "Remember me".

If that does not help, try a second time..
1. Clear cache, cookies, and history - then restart the browser.
2. Login to Blogger using "http://www.blogger.com/".
3. Do not check "Remember me".

Thought I'd let you know to save you wasting hours trying to find a way like i did! :)
Hope it comes in useful

My First Post

Hi every one,
I am really excited about getting stuck in to the course. Im Looking forward to keeping upto date with technology....... left to me i would still be with a paper and pen :). I am slightly behind to starting the program due to a family bereavement, not a good start to the course! Any help or advice any one can give me would be greatly appreciated as i need to get on track asap.
Thank you