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Dipping into Digital

A story of two digital “dinosaurs” foray into blogging and other digital unknowns!

 

A couple of members of the PDNorth team (Sue Lownsbrough & Petrina Lynn) have begun a journal detailing their journey navigating digital literacies from personal to organisational/work to classroom/training use. They cordially invite PDNorth members to follow them on their journey…

To read more, click the link above!

 

Teaching within the community – It’s not all about grammar!

by Colette Butterworth

 

Why is teaching English in the community so important?

As a teacher of English to members of the Muslim community, I deem teaching the English language within the community to be exceptionally important.  If students are unable to communicate by using the English language in the UK, this becomes a barrier to their inclusion within the social environment. The students value being included in a British setting and being informed of our British values and customs.

So, if it’s not all about grammar, what is it about?  Most of my students are mothers of children who have been born here in Manchester.  Their children go to nursery and school in Manchester.  Their children therefore speak English to their friends and teachers but at home they speak the native tongue of their parents.  If there is a problem at school, these mothers do not have the confidence to speak to their children’s teachers.  If they have a health problem, they often ask their children to translate at the doctors or dentist.  These mothers therefore need to overcome the barriers of exclusion within their society.

Teaching in the community is not simply about building grammar techniques and structuring language correctly; it is about building confidence.  Not only confidence in speaking and listening skills, reading and writing but also in their ability to jump on a bus, speak to a doctor, buy something in a shop and help their children with their homework.  All this, without their husband or their child translating for them.  All this, on their own.  Finding their confidence, autonomy and independence is just as important as gaining an entry level qualification in English.

The students work together to improve their spoken and written English. As their teacher, I would  like to allow them to become more integrated into the society they and their children live in.  I build their confidence by employing activities so they understand the importance of communication, whether it is by sight, sound or touch.

The group have been out on a trip to the Manchester Museum where they had great fun looking at the poisonous frogs and exhibits from their home countries.  We then took the bus into Rusholme and they ordered their own food in a highly recommended kebab house.  Across the road was a sweet shop where they all showed me their favourite desserts.

The students in my community group are of a variety of ages.  They all speak the same language and most have children.  They have varying abilities.  Some have never been to school before and some have high level qualifications from their own country.  However, in this country, my students are confined to their homes because they are relied upon to look after the house, the husband and the children.  They are so committed to their family they feel uncomfortable when leaving the house.  For these students, this session is the highlight of their week.

We are currently planning a cookery day.  I will be showing them how to make a Victoria sponge and they will be showing me how to make samosas and biryani.

So, it’s not all about grammar, but it is about confidence building, having fun and doing things the students have probably never done before.

Teach Like You Mean It

by Susan Keenan,

PD (Lancs) TLA

 

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.

FAB – Opening the Arms

by Lou Mycroft (PDNorth Digital Lead)

 

Some years ago, I was part of a team running digital CPD for educators. We were consistently struck by the same thing – for every person enthusiastically getting their phone out at the front of the class, there was another sitting at the back with their arms folded (sometimes glaring at us). Later, one of us asked if we’d managed to get through to the ‘Folded Arms Brigade’. The name stuck and FAB was born.

 

We wanted to understand what was underlying some educators’ resistance to bringing digital into their practice. With support from the ETF’s practitioner research programme we ran a series of action research projects between 2014-17. We used Thinking Environment interviews to dig deep into what limited people’s engagement with digital and tested a series of interventions to try and get educators over the hump.

 

Our findings led us to the FAB (Folded Arms Brigade) Model of Digital Resilience:

We have used the FAB Model consistently since, in one-to-one ‘digital nursing’ (see below) and in group training sessions. It is not an artificial construct. It fell out of what people told us about how digital made them feel and react. The point of FAB is digital agency: getting people to the point where not only do they feel fluent in a single platform, app or device, but they have faith that that they can carry some of that fluency over to the next programme, app or device.

 

For any given digital challenge, each of the four FAB elements needs to be addressed in turn; of course an individual may be working on a number of digital challenges at once.

 

 

 

1.First Principles

Interviewing digitally resistant educators was a humbling experience. We had not realised how powerfully jargon blocked individuals from pushing on. One educator told us they couldn’t make sense of the word ‘icon’: “that’s something you worship in church.” Another said they had painstakingly rewritten an important document because a colleague had “saved it to the cloud. I mean, where is this cloud?”

As human beings, once we feel excluded from something, the defences go up. We learned to invest time in exploring language, before going onto devices.

 

2. Purpose

Many of the educators we interviewed got stuck at this stage. They did not have, could not figure out, or were not willing to admit a purpose for what they were being asked to do. Resistant feelings often channelled into panic at this stage. We spoke to people who lacked confidence around the simplest digital processes at work, but who said breezily, “I’m on Facebook all the time.” Facebook is one sophisticated platform, even for the unwary, so the issue was never about capability. It was about each individual finding in each platform, app or device a purpose which was meaningful to them.

No purpose = no point.

 

3. Support

Standard digital support did not get a good press in our research. Whether well-meaning colleagues, IT technicians or the grandkids, the majority of educators we interviewed had bad experiences of asking for help. Reflections ranged from, “they went too fast for me” to “they made me feel stupid”. Whatever good intentions, it was evident that the ‘knowledgeable expert’ could be counter-productive.

We tested the concept of the “digital nurse”, a different blend of know-how and empathy: a digitally confident individual who doesn’t know everything (but knows how to google) and knows they can figure things out if they push on through. Later research really brought home the power of digitally nursing in groups – rather than one-to-one – to avoid creating dependency.

 

4. Fluency

 

We defined fluency not as knowing everything, but as knowing how to get by, a bit like getting around on holiday with conversational French. To be digitally fluent means pushing on through, following FAB processes and knowing how to get help.

Once ‘FAB’ fluency is established in one area, digital confidence can be applied to other programmes, apps and devices. Transferability is not 100%;there are new First Principles to explore and Purposes to establish, but the individual is on their way up in terms of their digital agency overall.

 

The later projects identified five additional FAB principles:

 

  • Apply active language

 

Simple stuff, but if you say, “it won’t let me in,” you’re maybe giving up, whereas, “I can’t get in” gives you the chance to try again.

 

 

  • Challenge limiting assumptions

 

Fitting with the Thinking Environment approach to interviews, which is all about identifying and overturning untrue limiting assumptions, we encouraged participants – and ourselves! – to identify resistance and take a few moments figure out what might be happening.

 

 

  • Become a digital nurse

 

As we have seen, digital nursing is about knowing just enough, and about knowing how to bring ease to digital learning. One of the joys of this work is in seeing educators digitally nurse one another – not as experts, but as critical friends.

 

 

  • Go the long way round

 

We learned that one thing nervous educators quickly learned to do was bookmark, which of course means that once a bookmark was lost – because of an upgrade, or switching to a new device – the source was also lost. Going the long way round means using a search engine or typing in the URL until a neural pathway is formed. Combined with good password ‘hygiene’ (using a phone app such as Keeper), this proved to be a powerful principle for developing digital confidence.

 

 

  • Use your own device

 

Learning to harness the power of the ‘computer in your pocket’ – away from organisational firewalls – affords educators with a glimpse into what might be possible – and the chance to explore ways of making the possible safe.

When we stumbled over FAB we had no idea of where it would take us. Education is awash with ‘models’, many of which turn out to be the Emperor’s New Clothes when you try to apply them to real-life. FAB really works. Please do get in touch if you want to explore how it might work for you.

 

Footnotes

  1. These are published in various places, please contact loumycroft@loumycroft.org or @loumycroft if you want to read some more.
  2. A set of processes which enable people to do their best thinking. See Nancy Kline, More Time to Think (2009).