New for 2018/19, this will be the space where PD North members and some special guest Bloggers will share ideas and experiences. Watch this space and, if you would like to write a Blog for us, on the topic of further / adult community education and skills, please contact us:
WORD: 300 – 1,000 words. Keep it short and engaging. Something folks can read in their break, on the bus or in the staffroom when they have a spare moment.
STYLE: Flexible. We’re interested in: Voices from the classroom/staffroom. Resource explorations. Reviews of books, blogs and events. Think pieces. Descriptions of PDNorth exchange activity. Critical thoughts.
REFERENCES: If you choose to reference other people’s work, events, videos, resources etc please reference them and give them the kudos they deserve.
I have recently joined a North West Professional Exchange Network for Teaching, Learning and Assessment. Our first meeting was fascinating as we discussed the common issues and challenges of working in FE. One of our topics of conversation focused on how important it is to look after teachers working in FE and help them maintain their professional confidence as they work long hours with a large groups of learners and ever decreasing budgets. Retaining and recruiting FE teachers is a huge challenge.
Since that meeting I’ve been reflecting on my own career, with many years spent in FE. My teacher career has been fascinating and diverse; I’ve taught in primary schools in Manchester, a secondary school in Ghana, many years in prisons, I’ve taught unemployed adults, teenage FE students and trainee teachers. A wide range of different and fascinating settings, but in all of this rich experience there have been commonalities of ‘when it’s worked’ and ‘when it hasn’t. This of some of the key learning over my career that might just be of interest to teachers in their own practice.
Be authentic – When I first started teaching I observed and worked with loads of great teachers. I thought if I did exactly what they did then that would be the key to success. It wasn’t. I learned that you have to be ‘you’ in your classroom and you can only really find your teaching ‘you’ through practice. Some days were howlers; I got frustrated and demotivated. With practice and experience came confidence and the beginnings of my professional identity.
Enjoy it – This life is precious and too short to spend time wishing you were somewhere else. I’ll fully admit there have been times in the classroom where I’ve wanted to be lying on a beach miles away, but the best part of the job (and there’s a lot to the job) is the classroom teaching. The learners in your class of any age have stories to tell and potential waiting to be unleashed. To teach is a privilege and it’s easy to forget this. Find the fun; it is contagious.
Get rest – This is said often but it couldn’t be more true. There is always something else to do when you are a teacher, you never get to the end of your list. You need to stop, go home, go to the pub, get exercise, go dancing, spend time in the outdoors. It really is time well spent and ensures that you are healthy and well. One of my questions to myself when work is piling up is ‘Will the place burn down and anybody die if I don’t get that finished today?’ If the answer is no, then it’s probably something you can leave for a while.
See other people – At one stage of my life I lived with teachers, worked with teachers, spent my social life with teachers. This can be great; it provides you with a supportive network of friends who understand your job. But it can also become all-consuming and perhaps make you a little insular with a very teacher focused view of the world. Spending time with people who do other jobs gives you a sense of perspective on your own world and gives you some new, refreshing topics of conversation.
Know what you’re talking about – but you don’t need to know it all – I’m a big believer in evidence based teaching and being credible as a teacher has a very high effect size according to Hattie (2012). I get this, learners get this. I get frustrated when I’m in a training session feeling the trainer doesn’t know what they are talking about. Learners need to feel confident in you. They are wanting something out of the class or course, whether it’s a qualification or the stepping stone to the next stage. But you don’t need to be an expert in everything, it’s impossible. One of the keys roles of a teacher is to facilitate learning. Some of my best lessons have been the ones in which I’ve done least. Show the learners where the information is and then let them rummage around in it for themselves. They’ll make their own meanings from this and you can help them process and discuss this.
‘Get your teaching pants on’ – sometimes, you just don’t feel like it. You’re tired, you’re not motivated, you’re worried or distracted. The learners are there, they’ve turned up with some expectation and so you need to ‘turn up’. I like the metaphor of getting your ‘teacher pants’ on. There are a bit like WonderWomans or Supermans – they give you strength and presence, they help you to go in there and generate some energy and enthusiasm. My colleague and I use to work with a trainee teacher who we likened to the character ‘Sadness’ from the film ‘Inside Out’. This teacher had so little enthusiasm or motivation we felt depressed within five minutes of observing their lesson. Breaking news: the learners didn’t enjoy it either. Teach like you mean it, you can take your teaching pants off later and lie on the couch.
Do smile before Christmas – In fact smile a lot, it is not a sign of weakness. Learning and teaching are great; they are what makes us who we are. I am a parent as well as a teacher and my kids have had some brilliant teachers who smile, laugh, are interested in them and are helping them to become who they are. They’ve also had some grumpy, tired, demotivated ones too. It may be cheesy, but the teachers who inspired, and continue to inspire, me are the ones who made it fun, let me explore, knew their stuff and had some passion for life.
I’ve worked with trainee teachers and experienced teachers who have some brilliant ideas and energy, but many get worn down with the relentless pressure of the environment they are in. Teaching is a brilliant job but too many people are leaving. It’s a crisis for our children. New and aspiring teachers – look after yourselves, you are valuable and precious. Wear those teaching pants with pride but make sure they go in the wash at weekends.
By Barry Hartle, Instructional Officer – HMP Haverigg
From meetings with Claire Collins (PDNorth Exchange Lead) and Dave Everett (my manager) on the idea of introducing embedded learning maths and English into the workshops I was asked if I could develop ways to engage the prisoners to improve their maths and English.
With prisoners not wanting to engage in education, I came up with the idea of developing work related job sheets that didn’t look like an education test sheet.
The sheets had:
A pictorial cover sheet of the finished product or the equipment the prisoners were going to use to complete the product they were working on.
No more than five questions on maths and English; this could have consisted of three maths and two English related questions, the variations could be any, all English or all maths etc.
A feedback section for the prisoner instructor. I also decided to change the naming from prisoner and instructor to employee and employer, so the prisoner could take them when they were discharged from the prison.
To engage the instructors on this was difficult because they were thinking: “more work added to my work load?!”, but after having a meeting with all the instructors, I explained that the job sheets would be based on information they gave to me on the products being made in each workshop and that it would be me designing the job sheets as I was their pen and paper =This seemed to get full approval.
We now have four workshops delivering the job sheets with very good feedback from the prisoners and the instructors. With the prisoners who say they can’t do maths and English: the instructors are able to say to them, that they have answered questions at certain levels. This with the possibility of encouraging them to take up education and at the moment we have a good success in doing that.
This is an ongoing development making the sheets at different levels to show progression of their maths and English. For us here, this was the way to go. The idea is there and could be developed in other areas.
You can download Barry’s Job Sheets (and other task based learning resources) for use in your own workshop by clicking the image to the right:
by Gail Lydon, newly appointed PDNorth Regional Lead for Yorkshire & Humberside
My goodness – nothing stays the same for very long, but it all looks so familiar! That’s what it feels like working in post 16 learning. Constant change, but we feel we have seen it in another guise before. There is something comforting about the familiar though and when I was asked to lead on the Professional Exchange Networks (PENs) in Yorkshire and Humber I heard myself saying yes. Why did I do that!?? Well one reason is my previous experience of networks and how much I have learned from them.
I have been teaching since 1996 and some of the most important learning opportunities I have had have been through networking of some kind or another. Working with my colleagues on projects; safely discussing what was happening in my classroom and carrying out peer observations to develop my practice. Although much is familiar (funding and learner motivation to name but two), I think we could argue that the restraints we work under are tighter than ever. But we love teaching and care for our learners so what to do?
My husband is a massive music fan and Jimi Hendrix is a favourite. One quote of his (Jimi’s not my husbands) is “in order to change the world, you have to get your head together first” (if I haven’t got the quote quite right I hope both of them will forgive me). I get my head together by talking to my colleagues and friends. Refreshing and challenging my thinking and it is fun. It doesn’t mean I always get it right but having the opportunity to discuss issues with colleagues is always a powerful learning experience. But so many of us don’t get the opportunity to network. Many of us are now working remotely and can feel isolated. This can also be true even when working inhouse because there just aren’t the structures to support face to face time with colleagues. Staff rooms have often disappeared and lunch times staggered. Networks allow us to interface with colleagues in other organisations too.
I guess you will want to know what the PENs are all about before you sign up? These Networks are about enabling teachers and middle managers to not only share their knowledge and skills but to develop those skills further. PENs are there to support you to investigate some aspect of your practice and perhaps try something new; add something to your toolbox of skills. There is plenty of online support between sessions: Twitter chats, screencasts (just ask) and other CPD opportunities. The four meetings are facilitated by a lead from PDNorth but the focus is driven by the members of the Network. Your membership, your participation is what will drive the Network. What would you like to share? What would you like to investigate further?
I do hope you will get involved with the PENs, come with us and share your expertise, the sector needs you.