Week Six: Early Days Yet

Introduction

This week I worked in school Tuesday – Thursday, which meant that I have taken place in ‘Curriculum Enrichment day’, where one-year group spends the day in two subject areas, tutor evening and a whole school photo. Interestingly, this whole school photo on happens once every 5 years… just happening to fall on a day that I was at the school. I was also wearing a very subtle blazer… the shade of vivid canary yellow. Great… I will now be the member of staff that no one can remember! We missed a lesson and a quarter due to the photo, something I feel the kids appreciate more at the moment than the photo itself! It also provided me with having to make small talk to a lot of members of staff that I have no idea who they are or what they do… one thing I am forever grateful for is that everyone at the school is genuinely welcoming. I am also feeling relieved at the fact that a lot of the people I have met have graduated from the same university I am studying at… makes the future job prospects seem a little less further away than anticipated!

Assessments

In our university sessions this week, we had been focusing on assessments and looking at progress 8. We had been discussing how useful formative versus summative assessments are, as well as focusing more on what how assessment works at our various placement schools.

It was very interesting to hear about the different ways schools go about marking work. Some schools just give feedback on SPaG, whereas others focus on positive reinforcement – with the majority doing a mixture of both. Some give out grades for every piece of work and others just use comments, as they say the students were focusing too much on the grade and not enough on how to improve themselves. I think that a mixture of everything is healthy – and I also believe marking should be differentiated appropriately. For example, a higher attaining student would benefit from a focus on SPaG, if that is what could potentially bring their marks down, whereas a student with mental health issues may benefit from a lot more positive feedback so that their self-esteem does not go down.

The way the schools are now judged on attainment is, I feel, a lot better than the old system. When I was at school, a student had to get 5 A*-C grades to count. This potentially meant that lower attaining students might not have got all the support they needed, and they may have felt like a failure as schools were pushing students to expect to get a C grade. The way they work it out now is to do with how much progress they individually make. Each student gets a calculated predicted grade for year 11, and ‘progress’ depends on if they meet this grade, which potentially means that the higher attainers in year 6 have a harder time meeting this than a lower attainer. Obviously, the system isn’t perfect, and I feel as if it would be hard to create a perfect system in ‘judging’ schools, as there are a lot more factors in how a student does in their exams than just the school’s input.

Curriculum Enrichment Day

On Wednesday this week, the school I am at had a Curriculum Enrichment Day (CED). This is where each year group spends half the day looking at one subject but doing things a little differently to a normal lesson, sort of like intervention sessions. English had year 9, and we spent the day looking at context for poems they will study for GCSE. It was super fun, most of the students seemed engaged, which was probably down to having a few more video clips to analyse than they would normally have! We also finished with a Kahoot! Quiz… they loved it so much that I have decided to put one in place to do in a revision session for A View from the Bridge.

‘Marco’ Starter Critical Analysis

My criteria for creating a starter for this lesson was to focus on the character of Marco in order to remind the class about him before getting to the ever-important chair scene at the end of act 1.

My first minor mistake was writing the title ‘Marco’ on the board, as the regular teacher asked me what the title of the lesson-was and I eagerly offered to write it out on the whiteboard. I swiftly realised that this then gave away the answer to my bell work question… and I didn’t intend them write anything down until we moved on to the language use… oops! My not so subtle groan and remark to the other teacher about how ‘I gave it away’ now lead to a few laughs in the class so at least I’m building up relationships with the class?

Screen Shot 2018-10-18 at 21.19.52 One thing I am going to note here is that my classroom management for this class did not feel very natural and I know that this is down to me only knowing a handful of names. Seating plans, without photos, are only helpful if everyone is sitting exactly where they should be, and this isn’t always necessarily the case. One thing the head of English (HoE) said to me was to ask them to remind me of their name if I am not sure. Side note… I also find a lot of names extremely hard to pronounce, so if parents could start naming their children one syllable regularly pronounced names that would be great!

Nevertheless, I strode on with the lesson and, despite muddling my words up every now and again (still working on that… and I imagine it will be something I will be working on for the rest of my life). I introduced the next part, where we were looking at the language used and whether they felt it had positive or negative connotations. I asked them to discuss this with a partner for around 5 minutes, and I went around the classroom ensuring I spoke to a range of different students.

Focusing now on one of the students I talked to, I was particularly proud with the progress she made. She did not engage with the text originally, but when I broke it down for her, asking what the connotations for each individual word have, she came up with a fairly strong analysis of his character. I then asked her to share this with the class and she seemed very proud of herself for being able to share a valid response with the class.

Another student analysed the picture instead of the stage directions, so it made me aware of both being completely clear with my instructions, and also ensuring that the PowerPoint slides are clear – I could potentially have made the image smaller, not used an image at all or even explicitly stated do not use the image.

Screen Shot 2018-10-18 at 21.20.01 In order to provide a better understanding of why Marco and Eddie’s relationship begins to get a bit strained at the end of Act one, I decided to focus on what kind of relationship Marco and Rodolpho had, and where the power lies with the siblings. I had discussed with their usual teacher during their previous discussion to tell them that I will expect silence in this part. I did this, but, as they are sharing the class reader between two, in my opinion it was hard and potentially unfair to enforce silence. In hindsight, I feel like this task should’ve been a discussion and the previous task could’ve been in silence.

Screen Shot 2018-10-18 at 21.20.08 When it came to getting feedback from the group, I used the seating plan to randomly pick on people who hadn’t contributed much so far. This kind of backfired on me, as one of the pupils I asked had quite clearly not been doing the work and could not give me much more than ‘I don’t know’. I said to him to have a quick look now and then I will come back to him later. Firstly, I forgot his name when I went to get back round to him, and then he was still adamant that he did not have anything to contribute. I was not sure how far to push him, but I also did not want to lose their respect so early on in teaching them, so I went over to him and pointed to a stage direction that would help him. He eventually gave the class an answer, even if it was not particularly well thought out.

It was around this time that the class started to lose concentration, and one of the things the teacher observing me said was to make sure I wait for silence, use my language and my body language to be clear about what I expect in the classroom.

Ultimately, I feel as if the students did revise the character of Eddie, and they used that understanding later on in the lesson when they read the play. Despite a few classroom management issues, I feel that this went ok for my second time.

Drop Everything and Read

I’m not sure if I have mentioned this before, but drop everything and read is where the students spend 20 minutes silently reading, regardless on the lesson they are in. I absolutely love this idea. Reading is something that generally is only done in English lessons and, despite being asked to spend at least an hour a week outside of school reading for pleasure, this is not something every student does – or even has the ability to do.

Tutor Evening

This week I stayed behind to see how tutor evening works. The class I am with for tutor time is also one of the classes I will be teaching in English, so I felt it was extremely useful to learn a bit more about each child that came. I was only going to stay for an hour, but I ended up staying for the whole time as English came up as an issue with a few of the students. I feel like the more I get to know the students, the better equipped I will be able to teach them. It was also good to be able to spend some time at the school in a less formal setting. They have subject evening next term, and I will be interested to attend that to see the difference!

Transferable Techniques

Kahoot! – Being mindful of the fact that the kids have a great time choosing their names (trying not to laugh at some of the more inappropriate names is going to be a challenge for me!)

Teaching Targets

Last week’s targets:

Teach at least 2 more starters next week.

Target complete! Well, I only actually taught two more starters, but that was mainly down to being off timetable Wednesday.

Ensure I am confident in all aspects I will be teaching before I begin to teach.

Before taking the two starters, I ensured I read through the content thoroughly the night before, even reading the out loud to myself to make sure I don’t jumble my words up too much (my cousin must think I’m mad when she hears me!). However, I am 100% sure that I did not complete this target. I feel this is mainly due to making it a bit too broad, thus being unachievable in my second week (something I fully intended not to do!). There is no way I am going to be confident in all aspects of what I am teaching at this stage. There is far too much going on in the classroom and I have learned my lesson this week to concentrate on just a few things at a time, which I am going to choose for next week’s targets.

Next week’s targets:

Scripting ‘teacher talk’ so I know what I will be saying when, and also scripting ‘student talk’ so I have a clear idea of what I want the students to be saying to me, so I know they have learned something.
A focus on minor behavioural issues: Remember to use the Ready to Learn system already in place, and also ensure that the students are silent when I speak as well as before I start speaking.
Learn all the names of the students I will be teaching. Slightly ambitious, I know. But, as stated earlier, class management felt 100% easier and more natural with the year 7s, as I am fairly confident I know all of their names now. I am in school all week next week and honestly, I this is the only thing I achieve next week I believe I will thank myself a lot for it! (Let’s just hope I don’t forget them all again over the half term!)

Currently Reading:

Contemporary Poetry: Poets and Poetry since 1990 – Ian Brinton

Still ploughing through the theory… kinda just want to get on to the poetry now.

The Point – Kate Tempest

I don’t know what it is about poetry, but the more I analyse it the more I grow to love it, and this is definitely the case with this poem. I looked at it briefly last week, with the intentions of taking half the lesson and, in preparation for playing it in the lesson, I listened to Kate performing the poem. Listening to poetry poignantly read out always provokes an emotional response to me, but the more I listened and reread it, the more its beauty stood out to me.

The Tempest – William Shakespeare

I don’t know if I’m the only one who does this, but to appreciate Shakespeare plays fully I need to read them aloud and give voices to each of the characters (another way for my cousin to find me slightly insane). I have whizzed through acts 2 and 3 now, and I have to say my favourite parts are still with Caliban! The scene in which Ariel winds up Caliban, Stefano and Trinculo is absolutely hilarious, and the fact that Caliban keeps insulting Prospero and treating Stefano like a King is equally funny. I am thoroughly enjoying rereading this play!

A View from the Bridge – Arthur Miller

I am going to have to add this to my list at the moment, seeing as we are reading it in the year 9 class I am team teaching in. We are just at the end of Act 1, and I reread the closing scene of the act whilst preparing for the lesson starter I designed. The power struggle in that scene provides gripping entertainment. The more I read this play the more I completely fall in love with it!

Demon Dentist – David Walliams

I read just over a third of the book in the half an hour I designated towards teen fiction this week, and I have to say it is a blessing to my overworked brain to be able to zone out and just read something ridiculous! I can totally see why this novel would be popular with the young people. It plays on the idea of a fear of dentists by creating a hyperbolised evil character that has all sorts of gruesome ways to ensure the children go to the dentist. I also appreciate the fact that Walliams has made the protagonist’s father a single Dad in a wheelchair, and a social worker is called in to help them. I always find it refreshing to see children’s authors taking a step away from the nuclear family – something I know authors like Jaqueline Wilson have always made an attempt to do.

Week Four: Poetry, Planning and Placement Preparation

Introduction

Another week has flown by, and my head has once again been bombarded by pedagogy – starting placement next week will be a refreshing change! Sitting here on Friday, as I begin to write this blog post, I am looking back over the week and Monday feels like months ago. Yet, at the same time, I cannot quite believe that the past month has passed by so quickly. I am definitely looking forward to relaxing this weekend with a few of my old uni friends!

First Tutorial

We had to sign up for one-to-one tutorials with our tutor last week, and I was eager to get this done as soon as possible, mainly so I could clear my head with someone who knew what was expected of me. We talked for quite a while, and I expressed some of my concerns about getting in front of a class for the first time. I am so used to observing, or acting as a teaching assistant, that I am starting to freak out a bit about making the transition into teacher! She made me feel heaps better about it, and we decided that the best approach for me is to jump in at the deep end and teach sooner rather than later. As much as I hate to admit it, that will probably be the best way for me to get over these ridiculous nerves as quickly as possible! Watch this space… I could be saying a completely different thing next week!

National Poetry Day

I wouldn’t be an English teacher if I didn’t acknowledge that it was National Poetry Day on Thursday! In spirit of this, our lecturers gave us a small anthology of four poems all written by female poets and taken from the current AQA GCSE Poetry Anthology. The poems were:

– The Emigre by Carol Rumens

– Poppies by Jane Weir

– Tissue by Imtiaz Dharker

– Kamikaze by Beatrice Garland

I focused on Kamikaze to begin with, after quickly reading through all four I found I was particularly drawn to the narrative. It follows a story about a Japanese girl’s father, who left to be a suicide bomber but came back, bringing shame to the family. I fell head over heels in love with the poem. The language is beautiful: ‘strung out like bunting on a green-blue translucent sea’; ‘dark shoals of fishes flashing silver as their bellies swivelled towards the sun’; ‘cairns of pearl-grey pebbles’, as well as presenting a powerful thought whether it would have been better for her father to die a ‘hero’ or live but bring shame on her family. I always find it interesting looking at different perspectives on the war, particularly after visiting Laos and seeing the devastation the ‘bombies’ from the Vietnam war, amongst other places.

We were then given the task to work in pairs to create a lesson plan for one of these poems. As much as I loved Kamikaze, the poem my partner and I chose to write the plan for was Tissue. It is such a beautiful poem, and I love the use of homonym ‘Tissue’ and the process of it starting as paper and becoming skin. The more I read it, the more I came to appreciate it. I will explain the lesson plan we made a bit further down.

On National Poetry Day we were asked to get into groups to perform different poems, and we were all given different ways in which we should perform. I won’t go into detail, but it just reminded me how powerful it is to see a poem performed, and how that could be used as a way to get my students to actively engage with the text, rather than just listening to it being read by me.

The Planning Process

We spent a lot of time in our sub sessions talking about lesson planning, focusing mainly on medium term and specific lesson plans. I am going to focus on the lesson plan I created with my partner, and the turmoils we faced whilst we attempted to perfect the timings and activities.

Our initial idea was to explore figurative language in Tissue. We drew upon ideas, decided to do various activities and then hit a brick wall. How where we going to cover everything in a one hour lesson? After getting a bit of help, we realised that it would be more beneficial to us and the students if we were more specific with what we wanted the learning outcomes to be – in other words keep it simple and specific. So we narrowed it down to imagery. Turns out this is just as vague so eventually we narrowed it down to the senses and then our plan took place!

I’m including a picture of our plan, it is hella messy because we changed it heaps, it is also not 100% finished as we discussed a lot but ran out of time to write it down! However, I am confident that we have refined our plan and it is now a teachable lesson. This was also due to, I believe, finally getting a mock up class list so we had an idea of how we could differentiate the lesson. This made it somewhat easier, but I think it will also be a million times easier (note easier not easy) when I know the children I will be teaching well enough to adapt the lesson for everyone. (I know that probably sounds optimistic but we’ve all got to aim somewhere!)

Class Readers

We also had a look at class readers, the text (generally a play or novel) that a class will read together and follow along at the same pace, usually over a few lessons. We discussed various ways to approach class readers and also talked about the advantages and disadvantages of using them.

We then got the first few chapters of Pigeon English by Stephen Kelman, and were asked to try out a few techniques to read them in a group. I think the resounding thing our group found was that, even as literature lovers, we found we got distracted easily for a range of reasons. The text itself was phenomenal and I have definitely decided to put it on my to read list… so why did we find it so hard?

Reading out loud can be a nerve racking thing, everyone slips up now and again and it is easy to get bored if someone is reading too fast or too slow. For me, the best way we did was the ‘popcorn method’, where the reader can nominate anyone to read and each person only reads as much as they want to. This kept us on our toes and, interestingly, we found ourselves picking on our colleagues that did not appear to be paying attention. Now who knows if this is something the children will do or if this is just the teacher within us all making an appearance!

Inclusion and SEN/D

For our first masters level assignment, we will be following ‘learner x’, a pupil with SEN/D (Special Educational Needs or Disability) and we had the introductory lectures to this task this week.

My favourite of the lectures has to be the one where we had people from a SEND department come in and talk to us, bringing along a few students with additional needs. Hearing the students side of their school life really hit home – I know inclusion is important of course, but knowing the little details that could change the child’s day for the worse only emphasised to me that it is of the upmost importance that I get to know my students as well as I can.

I am actually looking forward to this assignment, and eagerly anticipate next week when I hopefully get to meet my learner x.

Observation Versus Judgement

This will just be a brief note here, mainly to remind myself if I ever forget. Observations are what you actually see, judgement is what I think I see. For example, an observation would be that children have their heads down on their table, a judgement would be that these children are not engaged. Use the observations to back up judgments ad explicitly state what I have seen in my assignments – every judgement needs evidence!

First Impressions

Most excitingly this week we got to meet our personal tutors for our first placement, well I say personal tutor, in my case one of the deputy heads came to greet us due to unforeseen circumstances. It was honestly such a relief to be able to have a little chat before starting next Tuesday, and having a few trivial questions answered.

The school I will be working at has a ‘ready to learn’ behaviour management scheme in place, which is basically a zero tolerance method. I am grateful that all the behaviour management is in place for me to use already, as I feel like that is one less thing I need to worry about when I teach for the first time (scary how this is getting closer and closer!). It is also a Catholic school and I am excited to see how faith is integrated into the English curriculum.

Transferable Techniques

Working with a collapsed text: Using all the words of a poem (or any other text) put in alphabetical order and ask the students to create a piece of creative writing only using the words provided. Also, using a word wall – where all the words of a poem (or other text) are blanked out and words are revealed one by one (or however you want to do it).
The ‘popcorn method’ for class readers

Currently Reading:

The Penguin Book of First World War Poetry – Edited by George Walter

Back to the world war poetry again, I think I’m gonna alternate each week between this book and the contemporary poetry book. One poem that particularly stood out to me this week is August 1918 (In a French Village) by Maurice Baring. It is a short poem, only having 2 stanzas, but the contrast between the 2 stanzas was what really grabbed my interest. The first is a beautiful description of village life, and this is juxtaposed with distressing imagery of war and death.

The Tempest – William Shakespeare

I have just begun Act 2 of the Tempest, and I am further reminded of the interesting character of Caliban. I can remember having discussions at school whether he was evil or whether he was merely an innocent being that Prospero is abusing. I also can quite confidently say that I have no idea how the play is going to turn out! To be fair to myself, it has been over 10 years since I last studied the play. I am excited to remind myself about the play and to follow the characters into the unknown for the second time in my life. This just goes to show that rereading a text is never a bad idea!

Mrs Dalloway – Virginia Woolf

The more I read this novel the more I fall in love with it. Woolf is quite clearly an ingenious writer, to cover so much detail over a course of a day is astounding! The part I read this week focuses on Mrs Dalloway’s daughter Elizabeth and how she has her own independent mind. Her relationship with Mrs Kilman is a bit confusing, potentially because I have the bad habit of skim reading, or could be that way on purpose! I am still not sure if Mrs Kilman loves her or is jealous of her… or both! I am also waiting for the climax of the novel… I feel as if there is something building and Mrs Dalloway will be the cause of some great distress. Time will only tell if I am way off the mark or not!

Junk – Melvin Burgess

This book was harrowing. The book follows Gemma and Tar as they both run away from home and go live in squats and, not surprisingly due to the title of the book, become heroin addicts. I don’t want to give too much of the plot away, but the changes you see in the characters – particularly Tar – just emphasises how ‘junk’ can destroy someones life. There were moments where I was nearly brought to tears (probably would have been brought to tears if I wasn’t reading it on the bus!) and it really opened my eyes to how important safeguarding is within a school! (Definitely would have had a different reading if I read this as a teen!) If someone at their school noticed that Tar was being abused at home, would he have run away in the first place? How different would their lives have been?

This is definitely a book aimed at an older reader, with themes such as drug addiction, prostitution, abuse, rape, pregnancy and abortions, a heroin addicted baby, homelessness amongst other things found throughout the novel. I would definitely be reluctant to recommend it to students until I knew they were mature enough to handle these deep issues. Nevertheless, it is a fascinating read and I am intrigued to watch the BBC adaption in the near future!

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:

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

Part two:

Appropriate behaviour in and out of school.
Treating pupils with dignity and observing proper boundaries.
Safeguarding pupils’ well-being.
Showing tolerance and respect for the rights of others
Not undermining fundamental British values.
Proper rear for ethos of school – including high standards of punctuality and attendance.
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

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!

Weeks One & Two: Primary School Placement

Introduction

I was lucky enough to have my first placement in a fantastic primary school, where I knew a few of the pupils already. I had been to the school the previous term to have a look around, and it was agreed that I would spend one week in year six, then the following week in year five along, as well as observing English lessons throughout the school. As I am going to teach Secondary English, the main intentions for this placement were to focus on where literacy fits in with the school day and primary-secondary transitions.

The whole school follows a relatively similar timetable. The day begins with ‘early morning maths’, a selection of age-appropriate, challenging maths questions, used to bring focus to the class as soon as they come in the classroom. Mornings are always dedicated to Maths and English, as these form the core of the curriculum, and afternoons are for topic-based work covered through a variety of subjects.

Literacy Experiences and Lessons

English is a crucial part of the Early Years, KS1 and KS2 curriculums, and is also the one thing that every subject has in common, therefore it is natural that primary school English teaching does not just fall into designated English lessons. Throughout the school day, standard English and grammar was emphasised, to an extent, and in some of the discussions that took place, I witnessed literacy development taking place. For example, in a year six RE lesson, extracts were read about creation vs. science and the children had a discussion about the differences between the two. Within this exercise, there was an encouragement of use of terminology, such as ‘genre’, reinforcing their literary knowledge alongside the main lesson.

ERIC (Everyone Reading In Class) is used as a starter throughout the majority of lessons, and each child has a reading log to ensure that they sustain their reading both in and out of school. I believe that one of the main battles for English teachers is getting students to enjoy reading regularly, and this helps to create a reading culture. Comprehension and spelling practice are also completed daily, as well as a focus on phonics in Early Years and KS1.

Before every child starts a new topic in English, they have to write a ‘cold task’ and finish with a ‘hot task’. This a visual way in which they can see how much they have learned and how it has improved their writing. The cold task is not assessed because usually it is not to the highest standard, and the teachers do not want to demoralise work. The students all knew that the hot task was to be their best work, and they all worked very hard to both meet their personal targets and also to impress their teacher.

Key Issues

Primary – Secondary transitions is inevitably going to be stressful for both the students and their parents. From what I have witnessed, and experienced for myself, this is the next biggest transition in a child’s life after starting school as a 4 year old. Primary schools are smaller, they have one teacher who oversees the majority of their lessons during the whole year, it is a less academic, more familial setting – the teachers’ roles as in loco parentis is significant in that the pupils are younger and have totally different needs – particularly in the lower years. I feel as if good communication between the schools, parents and the students themselves will help this transition to go as smoothly as can be.

Another issue that came up was that, as the primary curriculum has become exceedingly more challenging, the students are coming up to secondary already knowing a lot of things taught at KS3. Again, I feel as if communication between the two schools is vital here as how can a secondary teacher teach what is needed if they do not know what each child has already been taught? This school has begun to tackle this issue by inviting year 7 teachers at the feeder secondary school to observe lessons.

Conversely, after discussing Primary school placement with my new PGCE colleagues this week,

Transferable Techniques

Being at the start of the school year, the teachers are still working out the skill levels and the best techniques to use to ensure each child reaches their full potential. Year 5’s have realistic, personalised spelling targets that, if achieved, win them house points. This focus on personal achievement instead of getting full marks really struck me as a way to ensure that the lower ability children are properly motivated.

Another way they achieve personalised learning is through the labelling of their books; the labels are colour coded to represent SEND, underprivileged and forces children, and the position of the label corresponds with the pupil’s academic level in that subject. This allows any adult working with the child to be able to know exactly the needs they may have.

Instant feedback was also a big hit throughout the school, particularly in year 6. This seemed to work fantastically in maths – the students either marked their own work or the adults in the room marked as they went. It was a little harder to do this in English, but they had regular verbal feedback with either their teacher or peers. Obviously this would be harder to implement in secondary, but one thing the year 6 teacher said that really struck me was that the sooner they get feedback the more likely they are to actively engage with the feedback.

Another thing about the marking I liked was that the pupils have to respond to their marking. A few people did not like this idea as they said the pupils might just say what the teacher wants to hear. However, surely that is more useful than them not reading the marking at all? And also, when it comes to SPAG issues, they were asked to re-write out their mistakes correctly underneath rather than just passively read where they were going wrong.

A couple of techniques I particularly liked were:

Sentence Surgery – Where a sentence is put on the board with SPAG errors, differentiated to the abilities of the class, and the students are asked to rewrite the sentence grammatically correct. This is was useful in two ways. Firstly, it was a great, quick, engaging starter and just a different way to teach grammatical structures. As well as this, I noticed it was used later on in the English lesson, when the students were editing their work. The teacher would say to them to ‘make sure to do sentence surgery on your (or a peers) work’ and they would immediately know the sort of things to look for in their work.
‘Dot it don’t dodge it’ – The basis of this was to get the pupils to use more interesting words even if they were not sure of the spelling. They would write a word they weren’t sure how to spell down and dot underneath it. When they had finished their writing, they were encouraged to look up in a dictionary and ask a peer, the teacher or teaching assistant to find out the correct spelling. This I feel will be particularly useful with lower ability pupils in secondary.

Interestingly, coming in as an unfamiliar adult did not seem to affect the pupils in any way other than they were excited to have me in the class. By the end of the fortnight I had been put in a teacher’s role a few times; I assisted with marking, answered literary questions, had the children read to me and, by the end of the fortnight, assisted with the teaching input. The children I worked with engaged well with me and I felt as if I genuinely helped them create some outstanding pieces of work.

Currently Reading:

The Penguin Book of First World War Poetry – Edited by George Walter

Knowing that it is part of the curriculum, I have purchased this book in order to explore different First World War poems. A few that I have particularly enjoyed so far are In the Trenches – Richard Aldington, Bombed Last night – Soldier’s Song and Arms and the Boy – Wilfred Owen.

Blood Brothers – Willy Russell

I completely fell in love with this play. I am somewhat familiar with the story line, but have never read the play itself before. It is easy to follow, has an utterly gripping plot and the protagonists are interesting characters whom you easily empathise with. As it is a musical, I will definitely be on the look out for local performances to be able to fully comprehend what Russell was intending the play to be.

The Diary of a Young Girl – Anne Frank

The Diary of a Young Girl has always been a novel I wanted to read, particular after visiting the annex they hid in in Amsterdam. I feel as if this is an extremely important text for young people to read, as it is fascinating to see a child’s perspective of the war. Being largely set in the annex itself, the reader is immersed in the family life and how isolating it must have been. The heart-wrenching ending really puts it into perspective and reminds the reader that this is actually a non-fiction text – this really happened to her family.

Uglies – Scott Westerfield

Another novel I had heard a lot about but never got round to reading. Uglies is a dystopian novel; everyone is an ‘ugly’ before their sixteenth birthday where they become a ‘pretty’. Tally, the protagonist, ends up leaving her society and going to ‘the smoke’, where a group of uglies live, in order to preserve the history that the government are trying to wipe out. It is an exciting novel with an ingenious plot, would be perfect for students interested in dystopian fiction, or just looking for a gripping novel… I am looking forward to reading the sequel at some point!