Droichead Reflection and Cluster Meeting 2

Tonight marked my second Cluster meeting as part of a Droichead placement and I have mixed reviews so far about the process still.

When the process first started I was very intrigued by the idea of the process. Having established teachers in the school mentor you through your first year as a Newly Qualified Teacher sounded far more appealing than some other processes that NQTs and even student teachers are expected to do in order to reach their full potential.

Thus far I have found the feedback from my mentors very helpful and in general the relaxed approach and less formal class observations have reinforced my confidence for my teaching skills. I have been confident on my ability to plan and create good lessons since I finished my final teaching placement but I found areas I was lacking was illustrating my authority in the classroom and it is something I reckon I will find my skills improving over time because even since I started properly teaching since I finished college I’m developing new management skills on a regular basis. I can’t promise my students have learned as much as I would’ve liked them to learn, but I can promise I have learned so much about myself and what I am capable of and what I still need to learn and get used to.

So my review of the observing and mentoring process is certainly positive one.

The cluster meetings on the other hand I have questions with. It was certainly not that they were not organised but instead I felt the content of both meetings was regurgitating what has been preached to use since day one of education at undergrad; importance of professionalism in the school, understand the benefits of preparation, etc. I found these reminders irritating early in college because although it is vital that it is said, I also felt it was surely a natural understanding in a job where you are working with children.

The meeting itself was well prepared but I felt it lacked in so many areas. I have greatly benefited from chatting to colleagues and friends about our different experiences in different schools and I think at these meetings there is an opportunity to discuss experiences with new people so the lack of moving around and group discussion was an missed opportunity. Personally I find discussions and peer collaboration the best thing for learning. Sharing ideas and suggesting methods is far more effective to myself and other NQTs opposed to listening and reading Power Points. We’ve heard all the theories its the practical that we need to receive experience because there is only so much you can learn from theory. Experience is the only thing we need to further our careers. Overall I certainly wouldn’t dishearten the Droichead cluster meetings, just see far more potential in what they could be.

 

#5j16, #droichead, #edchatie, #nqt, #reflection, #teaching

Key figures for teaching a question of Faith

The following men are extremely benefical case studies when studying the importance of the relationship between science and religion.

Conor Cunningham’s award winning Documentary on this very topic established why both Ultra Darwinist and Creationists have hijacked the debate regarding whether Evolution means Atheism. Cunningham claimed in his documentary that like many atheists, our knowledge and concept of God goes beyond the theory of evolution, but that is not the case for Dawkins or Ham, ‘Both Ultra-Darwinians and creationists believe that any existent deity is a designer ‘God.”’[1] Throughout his documentary Cunningham examines the reasoning behind much of this animosity toward the theory of evolution. He encounters many different philosophers, scientists and theologians discussing with them their response to evolution. Michael Ruse and Francis Collins are the two most notable scientists who refute the belief the Evolution implies atheism.

Michael Ruse is well known for balancing the benefits and negatives of religion and science. Ruse, a lecturer at Florida State University, is a philosopher of science who specialises in philosophy of biology. He is well known for his work for the relationship between science and religion, the creation evolution controversy and the demarcation problem in science. Ruse emphasises that although he himself is an atheist, he claims there is no reason why Darwinism should imply Ultra Darwinism. Francis Collins discusses how to illustrate a flaw in Dawkins theory of the Theory of Memes, ‘Science is committing a category error to claim dominion over the existence of God.’[2] Collins dedicated over fifteen years studying the role of DNA in organisms and it has only come to recent light that all living things link to each other in some shape or form through our DNA.

Pierre Teilhard de Chardin was a French Roman Catholic priest and a scientist. He was highly respected for his work in physics, geology, palaeontology and theology. Teilhard de Chardin spent a great deal of his life in scientific research. Teilhard de Chardin believed scientific work gave him greater understanding of God as moral compass. The more he discovered about the world of nature the more he saw the creative hand of God at work. For this man, science and scientific research were ways of getting closer to God. He wrote his insights in his two books The Phenomenon of Man and The Hymn of the Universe. I think that Teilhard is a key example and role model with regard to our outlook on God. Instead of ignoring any scientific data previously presented by the likes of Darwin or Galileo, he instead embraced these theories and went on to discover the truth for self him and came to his own conclusions.

[1] Cunningham Conor, Darwin’s Pious Idea: Why the Ultra-Darwinists and Creationists Both Get it Wrong (William B. Erdmans, London; 2010) p.151.

[2] https://www.youtube.com/watch?v=9x3JJILFmU4 Did Darwin kill God  YouTube. Last Received 19/9/14

#5j16, #edchatie, #question-of-faith, #reflection, #religious-education

Classroom Contract

A classroom contract is an extremely effective way in establishing rules for pupils early on in the year. I made the mistake of waiting until now to use it. So far since I have started it it has been extremely effective.

The best way to construct the contract in in the classroom. Structure it in three sections, firstly, the I will section.

The I WILL SECTION:

Here you ask the students through a series of higher and lower order questions what they think would come under the terms of what the students will in the classroom. The answers will range from be on time, to always put our hand up to having homework. Although these are systems of basic school rules, there is no harm to throw in one or two unique to your specific learning environment. Such as for History I will leave off topic questions until the end etc.

The I WILL NOT section:

Sure what else? Here we will again ask students what they will not do in class such as talk out of turn, swing on chairs, etc. Again incorporate you’re own devices such as toilet use. I will not use the toilet more than twice a week etc. Just to establish order.

Lastly, THE CONSEQUENCES:

For good behaviour and following the classroom contract, ensure the students see the benefit from their good behaviour and do not see no result of effectiveness from your part. Simple rewards such as a video reward or sweets rewards good behaviour. Punishments such as lines and write outs for those who do not follow the contract.

The contract is an extremely beneficial thing especially for weaker classes. Just ensure you yourself enforce it.

#5j16, #class-activities, #classroom-contract, #classroom-ideas, #edchatie, #education, #reflection, #teaching-resources-2

Making the most of Parent Teacher Meetings

This advice about parent teacher meetings comes from http://www.schooldays.ie/articles/making-the-most-of-parent-teacher-meetings

With my first year parent teacher meeting taking place tomorrow I took a good read of this in order to receive an insight of how to approach parent teacher meetings.

The following info is very convenient of dealing with parents and how best to provide positive and constructive feedback.

Whether your child is in Primary or Secondary School, the Parent Teacher Meeting is an important time to meet with your child’s teacher(s) in a one to one setting. Furthermore, it lets your child know that you care about their progress and their schools.

In Primary school parents will usually only meet with the child’sclass teacher. In Secondary school, however you will meet with all or most of their subject teachers (around six to ten individual teachers). However, at each level the objectives are similar. It is a chance to see how your child is getting on in school, where their strengths and weaknesses lie, how they socialise with other children in the classroom, playground, extra curricular activities etc. It is also a chance for your teacher to learn more about your child in order that you can work together for your child’s success.

Facing our child’s education can be daunting for some parents who carry feelings of anxiety from their own schooldays. However, many parents are surprised to learn that teachers, especially new ones, are equally anxious about meeting parents! So the best way to approach is to be positive and remember you are working on the same team.

The time limit for each parent(s) at the annual Parent Teacher Meeting at Primary school is about 10 to 15 minutes long. And at second level just a few minutes with each subject teacher.
It is therefore important to stick to the time allotted, as it can be irritating for other parents if the teacher’s time is monopolised by a couple of parents. (If there is a lengthy issue to discuss schedule a later appointment)
So it helps to do a little a little advance work to maximise this valuable time. Here are a few pointers that may help

A Few Pointers

§ Talk to your child. Let them know about the meeting and ask them if there is anything they would like you raise with their Teacher(s)

• If you have any previous reports, check them for progress, trends, repeated behaviour and names of your child’s subject teachers!

• Come with prepared questions. Jot them down and anything else you want to raise in order to keep focused.

• The teacher will usually start with an outline of your child’s progress and will probably have examples of their work, test marks etc. So try and keep your questions specific and ask the important ones first

 

Sample Questions

Obviously emphasis and questions change as your child makes his or her way up through the school, but here is a range of example questions you may find useful.

• What area is s/he best at?
• Is s/he working to the best of his /her ability?
• Does s/he comprehend what s/he reads?
• Are there any areas s/he finds difficult? If so what are these specific areas?
• Do you have any suggestions as to what I might do at home to help?
• Does s/he participate in class?
• How does s/he relate to others in the class?
• Does s/he hand up homework /assignments on time, completed and at an acceptable level?
• What does my child’s high/low standardised test scores tell me about my child? (standardised tests are usually completed at the end of 2nd, 4th & 6th class)
• Does s/he have difficulty paying attention/following instructions/organising work or notes?
• Is there anything about his/her performance or behaviour that you are concerned about?
• Is s/he coping with the particular subject level?
• How does s/he cope with exam stress?
• If your child has learning difficulties clarify what help is available and other courses of action that needs to be addressed.
• Remember to take notes, as it’s easy to forget something, particularly with the number of teachers to see at Secondary level

 

Follow-up

If you need to review anything suggest a further meeting there and then or phone/e-mail/write and set up an appointment that suits both of you.

Let your child know how the meeting went. They are usually curious to know what their teacher(s) think about them!

#5j16, #edchatie, #education, #meetings, #nqts, #parents, #reflection, #teachers, #teaching-resources-2

Regular Assessment

Recently I decided to start giving my first year pupils regular class assessments for the new year (a resolution  if you will.)

I don’t mean this in a basic class assessment but instead a weekly test. This is for the simple reason I felt my weaker students could benefit from regular workloads.

According to ASSESSMENT REFORM GROUP SUPPORTED BY THE NUFFIELD FOUNDATION

Assessment and testing have a strong effect on the lives and careers of young people. Decisions taken within and by schools influence the prospects and opportunities of their pupils and of even greater importance are their results of national tests and examinations. When the results of tests and examinations are used to pass judgments on teachers and schools, they also affect the ways in which pupils are taught. Given their importance, it is essential that results of summative assessment should reflect and influence school learning in the best possible way. This pamphlet considers how to arrive at a comprehensive summative assessment system capable of providing information, based on sound evidence, about a wide range of pupil competences. Available research evidence leads to the conclusion that systems relying heavily on tests results are found wanting in several respects, particularly in their ability to give a dependable, that is, both valid and reliable, account of pupils’ learning. It is argued that the negative consequences of summative assessment for learning and teaching can be minimised by more appropriate use of teachers’ judgement.

Ergo, each week I will give my pupils a short test based on what we covered in the week. Here is hoping I will see a slight improvement overtime in dedication and focus. I will write a recap blog on the 12th of February before the mid term starts.

#5j16, #assessment, #edchatie, #education, #reflection, #teaching-resources-2

Importance of focus and prep. (Anamantium backbone)

I decided to write this blog to once again introduce mindfulness into your class plan. Doesn’t matter what subject you teach it can be utilised.
My previous blog goes into this in-depth.
However I’m going to focus on the importance of stress relief for ourselves.
A lot of stress arrives along with being a teacher. Trying to get students to work to deadlines is far more stressful than myself attempting to reach a deadline because instead of dealing with my own procrastination habbits, I’m dealing with 30 others in front of me.
It reminds me to try and take time every week to go back and use my mindfulness training to stop and appreciate the basics and hidden details in everyday things.
I modified my own mindfulness training by using this sound which was apparently referred to as the most relaxing tune by scientists.
I find by listening it helps to foccus my attention onto my mindfulness and furthermore to receive a more concrete use of the meditation exercise.
I titled this blog the anamantian backbone because I feel meditation has a way of psychology training ourselves to be easier on ourselves and let go of our irritable thoughts that bring us down in the first place. Ergo allowing us to focus on the positive, acknowledge but then cast out the negatives and furthermore allow us to overcome fear and be prepared as we can be for the unexpected, (within reason).
It’s like the will of the Jedi, rejoice for the good, don’t embrace the negative as it is a path to the dark side.

Returning to blogging

I have not received the opportunity to blog as of late and today makes my official return to WordPress. Coming up to the Christmas break was hectic with masters work, school work and home work so I decided to take a well earned break from any form of work.

Returning to school after a well earned Christmas break has opened new challenges. Now being within the time period of my teaching placements over the past three years I am curious to see how the next few weeks differ to my placements especially since I am currently mentoring a Mater Dei student in for their respective four week placement.

Either way, I will keep this blog short and encourage all NQTs to set themselves some goals for school, personal life and a progression goal, something that may not be achieved this year but something that will start or develop as we go.

TO CONCLUDE:: I will finally get around to my top 5 blog posts.

Honorable Mention: Memes in the Classroom.

5. First Blog post. Being generic but it was a good and significant start to a new chapter in my life as I embarked on two journeys at the same time.

4. The Apprentice / The Historian: The blog I did talking about my idea for constructing a history module for TY based on the TV show the Apprentice where

3.  PodOmatic in the Classroom: This blog was an assignment where we had to research a Web 2.0 tool for the classroom and I decided to use PodOmatic because I intend to use podcasting with my debating team in the coming weeks to help them with their communication skills while using technology.

2. Horizon Report on low ICT competence: I enjoyed this blog surprisingly because it was a interesting read that reflected on the importance and necessity of introducing ICT and why we need to ensure the pupils have the abilities to survive in the forever-changing ICT based society. It also highlights the importance of the key skills such as communication need to be encouraged.

1. My favourite blog post of the year?
   Belief and Values: This blog showed how using modern day television shows, video games or any modern trend as a teaching resource. It illustrates that any topic can be taught and we can relate anything back to student understanding if we think hard enough.

#5j16, #communication, #edchatie, #education, #key-skills, #reflection, #teaching-resources-2

Mentoring programme

Mentoring Program for Junior Cycle Students

The following will outline the most appropriate and effective way in mentoring first years students at second level education aged between 12 and 13 years of age. The pupils will be mentored by a teacher of the staff and will have time allocated each week to meet the mentor to discuss and navigate through the issues that are at hand. Acting as a positive role-model for the mentee is of great importance so avoid inappropriate comments and criticisms. Relying on our behaviour as an influence over our instructions. Relying on our competence over the reflecting moral issues they are possibly opposed with. Know that the school code of behaviour should respectively still apply to these meetings. The following will outline what is expected from a mentor.

What is Mentoring?

The basic initiation to an induction programme for new mentors needs to start with the basics of what is a mentor. The mentor is a guide to mentees who are currently are or may encounter obstacles in their adolescents. To get the full comprehension of what the role of a mentor is, its definition from various sources needs to be researched.

Confidentiality should be respected at all times from the mentor unless there is an issue that arises that may cause harm to anyone involved inside or outside the mentoring process.

‘Mentoring is defined as being concerned with ‘growing an individual’, both professionally and personally. It is linked with professional and career development, and is somewhat characterised by an ‘expert–novice’ relationship.’

Mentees between the age of 12 and 13 are in between leaving the third entering the fourth and final stage of Jean Piaget’s fourth stage of development; concrete operational and formal operational. This period sees adolescent thinks critically. However not all reach this stage and is is up to the role of the mentor in this case is to understand this transition before they mentor the 12-13 year olds. ‘Piaget concluded that the systematic approach indicated the children were thinking logically, in the abstract, and could see the relationships between things.’

 

What are the challenges?

‘The main challenges centre around time and workload pressures and the demanding requirements of the mentor or coach role. Challenges concerned with understanding and expectations, gaining the commitment of the workforce, the profile of the workforce and the workplace culture are also identified. Potential conflict between adviser and assessor roles is highlighted.’

However mentoring should be seen as a positive challenge we can use to ensure students who are in need of mentoring fully achieve what they are capable of and are guided through the obstacles they may encounter at their young age.

What is involved?

In order to establish a strong connection with the pupil, the mentor needs to commit themselves and establish times, create activities and develop the mentee‘s attributes. Our goal as a mentor is to promote the psychological well being and the confidence in the pupils if necessary. In order to mentor a pupil, the mentor himself must be trained for the role. Time should be taken therefore to illustrate to the mentor as to what is required.

‘The young people of today must cope with far more personal and social pressures than any other previous generation of youth. Early intervention through a structured mentor relationship may be able to give young people the tools and support they need to deal effectively with these pressures.’

It is best to know exactly what is going on with the mentee before the programme beings and to know why exactly the mentee needs the mentor.

On top of examining reports on the mentee, try and see what the mentee is like in clas. If the mentor already teaches the pupils, this will provide an advantage to allow the mentor to understand what issues the pupils may have and how they interact in learning environments and how they deal with instruction and socialising. Preparation is key for this programme. Fail to prepare, prepare to fail.

 

Schedule:

If a student is to require mentoring they should have a specific time of  a week allocated to meet with the mentor. A second, back up time should also be assigned in case of absences from with mentor or mentee during the week. The length of time spent with the pupils would also need to be addressed. Idealy 20-30 minutes each week would be a sufficient length of time to meet mentees each week for the program.The schedule for the year should be constructed with the pupil if possible. It would give them more control over when they would please to be taken for a mentoring session.

Routine:

Order and routine is very important for the pupil being mentored. Adolescents need routine. It is a very important for any young learner and it is even more important that the mentor sticks to a set routine and does not falter. A well kept and organised routine is important as it allows the pupil to understand what is going on better and knows what to expect usually.

Variety & environment:

Even with a routine in place, ensure that it is not a repeated session each week. Although conversing with the mentee is important, different activities such as walks around the school or using computer rooms. The environment the mentor meets the mentee should not feel claustrophobic or uncomfortable. Instead select places such as libraries or resources rooms where a more relaxed and positive atmosphere is provided for the mentee. They need to feel secure and comfortable for the programme to work. Both formal and informal sessions should be taken. These are important factors to allow the mentor to bond and see what the mentee is interested in or perhaps what they can become interested in.

Effective Activities:

Although not completely necessary, the mentor can do is share our own hobbies. The mentor has the responsibility for managing the process. Although the input from the mentee is important, we can utilise  and share our own skills, whether is is meditation, being active through sport or walking and encouraging the mentee to pursue these activities if, and only if, they are engaged with the concept. We are not instructing the mentee, but instead showing them different things they may enjoy. This is important because if we think to our own stressful times, what helped us get through them? Stress burners are a necessity for everyone to succeed in their endeavours.

 

Necessary Characteristics of a Mentor:

‘The mentoring or coaching relationship is critical for effectiveness. Key aspects include the promotion of reflective practice and development of a reciprocal collaborative learning relationship. It can be be  beneficial for the mentor to be independent or even from a different sector.’

Reliable:

One valuable and essential trait of a mentor is for them to be reliable. Students need to be able to trust the mentor and know that the mentor is there for them is they need to discuss a personal or even school related manner such as social issues or difficulties with particular subjects.

Good Communicator:

Communication is vital for almost every profession and mentoring is no different. A good communicator is not just somebody with the capabilities of speaking those too with the ability to listen to what others are saying. The verb to listen is of utmost importance with regard to mentoring because it shows that we are empathetic and sympathetic to the pupils issues.

In chinese the verb to listen is represented by a design of an ear, and eye, a heart and a symbol for undivided attention. It illustrates the true value of the verb and the necessity of being able to listen  to those around us and furthermore a mentor must engage in active listening.

Our ability to speak to the pupil is important but to communicate we must show we can listen, be attentive, don’t interrupt and show interest in their concerns.  

Good Posture: People can in ways be defined by how the move and how they stand. A good stance and posture reflect on a proper state of mind. For a mentor, it is not just about standing up straight, but instead showing an approachable posture which communicates that you will listen to what the pupil needs to say. Sit at a forty degree angle when talking to the mentor. Show a relaxed position, not having your arms folded and ensure to illustrate that you are attentive.

Adaptable: The mentor should not distinguish between mentees. Although there is no denying some mentees will he different to others, it is up to the mentor to be able to adapt to to the needs, cultures, ethnicities and other distinctions that a mentor may encounter.

Behaviours to avoid:

Questioning and probing:

This can make the mentor appear more as an irritant than an ally. A mentor should be able to understand the behaviour of the pupil by listening attentively to whatever they do say and being able to summarise that they are sometimes trying to say. Constant questioning may be harmful as it may make the pupils feel they are under pressure or interrogation which is not the feeling the mentor needs to illustrate.

Judging:  

The least amount of judging we can do, the better off we are. Again, the mentor is not the disciplinarian. They are there to listen to the pupil and not make them feel worse about certain things they have done or are thinking of doing. We do not need to talk down to the pupil. It is important to develop our empathetic skills and learn to summarise what the child is really doing by immoral choices; whether it is a cry for help or just a plea for attention. Either way it is our job to go past the exterior actions of the mentee and receive a deep understanding of their struggle.

Criticising:

It is the role of the year head  or their equivalent in the respected school to discipline students if need be. Bad behaviour, disrespect from the mentees in the school can be addressed by the mentor, but it is not their job to critique the mentee and make them feel worse about themselves. We have to be sympathetic to the pupils, again falling back on an ability to listen and display our ability to understand what the mentee is going through. With that being said, avoid advice giving or providing autobiographical anecdotes about ourselves as we are not molding the child after ourselves and we do not need to develop a personal connection by telling stories from our own lives.

Interrupting:

Reflecting back to the importance of posture, the mentor‘s job is to listen. If we often interrupt we eliminate the mentees chance to express their concerns or thoughts on certain matters. If we carry on interrupting the mentee will give up relying on us as their mentor. Interrupting is not effective for communication and it is always best to ensure the mentee says what they need to say even if it is something that needs to be immediately addressed. The mentee needs to know that they can talk to you and approach you if they are having difficulties.

To conclude:

The role of a mentor is a big responsibility. It needs to be treated properly. On each session, the mentor should record and reflect on how the meeting went. Choose 2 things that went well and 2 things that need to be improved on. There is a great importance

Not every child will be saved, that is one lesson we have to accept because all we can do is our best. Trusting people is never easy, but the programme is not made to make things easier, instead it acts as a guide to clarify that a mentor needs to be before and during the course of the programme. “It always seems impossible until it’s done” – Nelson Mandela

Anyone can become a mentor. It is not a question of appearance or abilities, instead it is a question of will and dedication. ‘All we have to decide is what to do with the time given to us.’

There are numerous different ways in which we can view a mentor. The Mentor as a sponsor in accordance to Hobson and Sharp sees the programme as a way to introduce the mentee to the right people. Power and control is not shared. Mentor has a primary responsibility.

Our own inspirational leaders can help inspire us into understanding the best way to manage this program and further develop our understanding of the role of a mentor.

At the end of it all. the mentor is not the expert. They will learn as much about themselves from the process as the mentee will. ‘Education is the most powerful weapon which you can use to change the world.’ Our added years of experience over the mentee does not make us superiors, instead we are guiders, the voice of reason, the calmer. Jean Piaget examined in his stages of faith development that adolescents are at a crucial stage between the ages of 11-14 as they are entering a time where their original set of beliefs and moral lessons maybe coming under criticism. The transition stage of child into teen is tough for anyone to overcome but with guidance and a point i the right direction it can be overcome.

 

Works Cited

“Be A Mentor, Inc. – Home Page.” Be A Mentor, Inc. – Home Page. Web. 19 Dec. 2015.

Elkind, David. Child Development and Education: A Piagetian Perspective. New York: Oxford UP, 1976. Print.

Flavell, John H. The Developmental Psychology of Jean Piaget. Princeton, New Jersey: D. Van Nostrand, 1963. Print.

Fowler, James W. Stages of Faith: The Psychology of Human Development and the Quest for Meaning. San Francisco: Harper & Row, 1981. Print.

Greenleaf, Robert K., Don M. Frick, and Larry C. Spears. On Becoming a Servant-leader. San Francisco: Jossey-Bass, 1996. Print.

Greenleaf, Robert K. Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness. New York: Paulist, 1977. Print.

Kalkan, Melek, and Ayhan Demir. “Https://www.dropbox.com/s/ba4mqotv09tjimp/Eel 2015_Proceedings_Paper_3.pdf?dl=0.” 5th Annual International Conference on Education & E-Learning (EeL 2015) (2015). Print.

Piaget, Jean. The Child and Reality; Problems of Genetic Psychology. New York: Grossman, 1973. Print.

Piaget, Jean, and Marjorie Gabain. The Moral Judgment of the Child. New York: Free, 1965. Print.

Putnam, J. J. Robert Jackson. 1906. Print.

Tolkien, J. R. R. The Lord of the Rings. Boston: Houghton Mifflin, 1967. Print.

Wallace, Susan, Jonathan Gravells, and Susan Wallace. Mentoring. Exeter: Learning Matters, 2007. Print.

“A Quote from The Fellowship of the Ring.” Goodreads. Web. 19 Dec. 2015.

“A Selection of Quotes.” – Nelson Mandela Foundation. Web. 19 Dec. 2015.

#5j16, #adolescance, #edchatie, #education, #leadership, #mentoring, #reflection, #second-level, #teaching-resources-2, #understanding