Week Three: Facebook Isn’t Cool Anymore

Introduction

After meeting a few of my PGCE colleagues at the weekend, I was eager to start on Monday. Still buzzing from the excitement of primary placement and desperate to start work in schools, I was eagerly anticipating the week ahead and finding out in more detail about how the PGCE is going to work.

 

EPS, Sub & Placements

The course itself is split into three parts: EPS (Educational and Professional Studies – the ‘core’ teaching theory that is applicable to every PGCE student), Sub (the subject you will be teaching, obviously English in my case) and school placements. We have two weeks of initial university work before going to our first placement school on the fifth week.

I am equally nervous and excited for my first official placement in a secondary English classroom, especially when I found out I would be teaching a lesson or part of a lesson by the end of this placement. Will I be able to put into practice all I have learned and said I could do? What will my lesson be about? Will it be something I am confident in or will I have to learn something new myself in preparation? How much support will I be given? What will my class be like? What age group will I be teaching? Will I know any of the students through the volunteering I have done in this city before?

 

Teacher Standards 

In order to be seen as a competent teacher, there are certain standards one has to meet. These standards are used throughout a whole teaching career, and the way you meet them develops as you gain more experience. The standards are:

Part one:

1. Set high expectations which inspire, motivate and challenge pupils.
2. Promote pupil progress and outcomes.
3. Demonstrate good subject and curriculum knowledge.
4. Plan and teach well-structured lessons.
5. Adapt teaching to respond to the strengths and needs of all pupils.
6. Make accurate and productive use of assessment.
7. Manage behaviour effectively.
8. Fulfil wider professional responsibilities.

Part two:

1. Appropriate behaviour in and out of school.
2. Treating pupils with dignity and observing proper boundaries.
3. Safeguarding pupils’ well-being.
4. Showing tolerance and respect for the rights of others
5. Not undermining fundamental British values.
6. Proper rear for ethos of school – including high standards of punctuality and attendance.
7. Awareness of, and act within, statutory frameworks that apply to teachers.

The fact that gaining QTS (qualified teacher status) relies so heavily on these standards made me panic a little at first – what if I can’t meet all of them? Or what if I know I can but can’t provide sufficient evidence? However, after rationalising my thoughts, I completely understand why these standards are in place – teachers are such respected members of society and there are many ways that we have to safeguard ourselves as well as the young people we teach. I am confident that I will be able to meet each one of these standards with amples of experience and, hopefully, this time next year I will have my own classes in my NQT (newly qualified teacher) year.

 

Taking on a Tutor Role

Our first guest speaker of the year was an experienced Deputy Head teacher, who came to talk to us about the pastoral side of teaching. It was interesting to have the role of a tutor put before us so early in our teacher training – nevertheless I agree with how important this role is.

It got me thinking about my own potential tutor classes, and how I would go about being in a pastoral role. He told us all that teachers should ‘generate the sort of adult we would be happy to live next to when we are old.’ That is it. That is what, as a teacher, my ultimate goal would be. Yes getting students to achieve their target grades or higher would be an amazing feeling but at the end of the day, school is such a minute part of a persons life and the different experiences a teenager may face during this time will ultimately shape them as a person, regardless of socioeconomic background.

Interestingly, he noted that ‘parental income is the biggest hurdle to overcome for pupil progress’. As well as this he suggested that children with illiterate parents or even potential refugees will struggle more in schools simply because they don’t have the extra support at home. This highlighted to me how important it is to get to know my students individually to ensure that nobody is struggling just because of their life outside of school.

Ultimately, I feel as if the guest speaker was trying to say that it’s not just in your lessons that you may find yourself caring for these students. It is important to acknowledge them as individuals and to give them appropriate support as and when they need it – whether that be in the classroom, tutor time or on your breaks. You never stop being their teacher and even the the little things you may say to a child could resonate with them for a lifetime.

 

Online Safety & Safeguarding

Facebook isn’t cool anymore… Instagram and Snapchat are the social media sites that today’s young people are using more regularly. Not only now are we the generation of ‘A*-U GCSE’s’ but we are now the generation of Facebook. Apparently the biggest group of people joining Facebook at the moment are women over 40, whereas young people are more concerned with keeping their ‘snap streak’ with their best friends as high as possible.

The online safety lecture we had with a retired police officer was honestly one of the most interesting lectures I have ever had. Filled with statistics, like the previous paragraph, he told us about the good and bad sides of the internet. It is not the technology itself that is bad but rather the behaviour of the humans using it.

The recent Fortnite craze also posed some questions regarding he safety of using it’s online mode – many parents have been setting up a closed group for their children so they can only talk to the people they actually know. We were also warned to have plenty of parents asking us about how to get them off video games!

We also looked at the slightly darker area of the web – and I warn you not to read this paragraph if you are sensitive to issues with children and sex. Sex education is in place in most schools, but according to this speaker not many schools tackle the issues of online sex education. Apparently the average age of a child accessing porn is 11 and there are many ways in that children are groomed and abused online. Sexting is also an issue that is not explained properly to the children – how are they to know that sending or receiving a pornographic picture of an underage person is a criminal offence even if they are underage themselves or if it’s their photo they are sending. One key thing to focus on is scalability, durability and audience. Any photo sent online – regardless of the platform it is shared on – has the potential to be seen globally by any type of person and will be on the internet forever.

I believe it is important that we as a society talk about these issues. Keeping a taboo on these subjects only discourages children to come forth with any issues they may have, and that could have a detrimental effect on some of these young people’s lives.

This leads nicely onto the safeguarding lecture we had following this. A DSL (designated safeguarding lead) from a local school came in to train us in safeguarding. I am not going to dwell too long on the safeguarding aspects – I have had regular training since I first started working with children a decade ago – but it is still important to talk about.

Talking to people outside of university, it surprises me how some schools will have people in their settings without telling them basic healthy and safety rules – including their DSL.

I can’t think of anything more important than the basic safeguarding rule of just pass it on. If you have any concerns, no matter how small: whether it’s something you see; something someone tells you or just a gut feeling… it should not be kept to yourself! If a child is disclosing you something use TED questions – Tell, Explain Describe and always tell them you have to pass it on if it concerns you, write it up and get you both to sign at the front and also next to the last sentence.

It is all very well and good saying it won’t happen where I work, not at this school. I cannot think like that, we all should never think like that. I already know too many people in my personal life that have experienced abuse, a few of them when they were minors. It needs to stop. Acting in loco parentis puts the responsibility of these young people into our hands as teachers and I strongly feel that by committing to a teaching career we have to do anything in our power to keep these young people as safe as possible.

 

What is the Role of an English Teacher?

This is the question we have been looking at all week in our ‘sub’ sessions. We have had many a heated debate, looked at different theories about the origins of English as a subject alongside the differences in the precious national curriculum and the 2014 model. One of the most interesting to me has been Cox’s five models of English teaching: Personal Growth; Cross Curricular; Adult Needs; Cultural Heritage and Cultural Analysis.

At the end of the week we had the opportunity to work in small groups to create a short video depicting the roles of an English teacher. We chose to make a mockumentary starring ‘Louise’ Theroux… it was a lot of fun to make and I offered to edit it over the weekend.

One of my favourite things about the course so far is that the English subject tutors have been showing us different ways of teaching by getting us to carry out the activities. This has been extremely useful and has helped me to think ‘outside of the box’ when it comes to lesson planning.

Some of the key ideas we came up with for the role of an English teacher are:

• Teaching the SPAG (spelling, punctuation and grammar) basics
• Teaching both canonical texts alongside other forms, i.e. media, non-fiction etc.
• Carrying out formal assessments to check progress
• Facilitating work
• Build skills necessary for the outside world
• Ensure wellbeing
• Differentiate between learners
• Encourage creativity and personal growth

 

Transferable Techniques

• Drama starter – get the students to organise themselves without talking
• ‘Diamond 9’ tasks – where the most salient point is at the top and least salient at the bottom
• iPad work – creating a short film about a certain topic
• Counting down to regain the attention of the class
• Checking that the task is understood by asking someone to repeat it back to you before starting

J

Currently Reading

Contemporary Poetry: Poets and Poetry since 1990 – Ian Brinton

Ok I have to admit, I didn’t read the amazon description fully and I presumed this was an anthology of contemporary poetry. This is actually a companion to contemporary literature which has actually proved to be rather useful. I am currently half way through the first chapter ‘approaching contemporary poetry’ which so far has offered an interesting insight into the beginnings of the contemporary movement, however, I am looking forward to reading the texts later on in the book!

The Tempest – William Shakespeare

Shakespeare is one of those authors who is inevitably going to come up during my teaching time, I would imagine that his works are taught regularly in every school by pretty much every English teacher in the UK. I first read The Tempest  in year 9 and it is the first play that made me fall in love with Shakespeare. I am rereading the text to both refresh my memory of the play and to begin to explore how I may go about teaching Shakespeare.

Mrs Dalloway – Virginia Woolf 

I actually started reading this novel earlier on in the year, but lost it! I happened upon it after moving to my university accommodation and decided to continue with it. I was just about half way through with the novel, so I was reluctant to start it again (I quickly reminded myself of the plot… thanks to spark notes!). This is the first Woolf novel I have read, and I can see why she is such a popular author. The character of Mrs Dalloway herself is interesting, I thoroughly dislike her but also I am hooked and am fully interested to find out more about her past and how the rest of the plot is going to unfold. Will she stay with her husband or will she reignite her relationship with Peter? What is going to happen at the party? What role does her daughter play in all of this?

Junk – Melvin Burgess

I have actually yet to start this novel, as I have only just acquired it through the young adult and teen fiction library at university. I have heard a lot about it, it was discussed a few times during my children’s literature module for my undergraduate degree. I am excited to start it this weekend!