I've moved.
I now blog at www.lincolnshirelottie.wordpress.com
The design is much better. I can have categories so posts about writing and travel don't get caught up in posts about teaching.
It'd be great if you could keep reading/sharing and offering kind words over there.
Lotte.
Saturday, 9 May 2015
Thursday, 7 May 2015
Research in the classroom
I'm applying to finish my MA.
I started it during my PGCE and now I feel I've finally found where I want to specialise. The course is research based and I feel it's the only route for me.
The reason I'm doing this is twofold:
1) There are some students I teach where I feel I'm failing them. Not because I'm awful teacher, but because I feel I'm not fully meeting their needs and, despite seeking advice from more experienced staff, no one can help me.
2) I'm beginning to truly understand the need for research in the classroom.
(And 3) I miss academia - being a teacher doesn't seem to count!)
I've just read a series of articles and essays discussing the importance and use of research in the classroom and they just make sense. The gist of things (or at least what I've taken from it) is that research is essential to continual professional development. Much CPD offered through schools is often as-and-when it's available, fragmented and the delivery lacks the grounded in informed research. I feel that some of the greatest CPD I can give myself is the opportunity to conduct my own research, which I can then use to inform my practice to meet the needs of more of the students I teach.
Being able to conduct research identified through evaluative thought of my own practice means that I'll be (hopefully) enthused to commit the time and energy needed to complete an MA alongside a full-time teaching career. I'm personally invested and involved in every aspect of this project. I've chosen to do this and I can see the direct personal benefits.
Equally, the theoretical research I'll need to conduct, I also hope to be able to use elsewhere in my practice. My PGCE training was tailored to combine both pedagogical and practical training and we were encouraged to let one inform the other. This was valuable in allowing me to understand why I was delivering a particular task, and also how best to adapt it (the task or delivery) to meet the needs of the class. The pedagogical training underpinned my planning, teaching and evaluation. I feel I've lost since finishing the PGCE. Granted, a lot of this is due to time and I acknowledge that's going to be an issue once I commence the MA. Indeed, it is only through the university designing such a flexible course in terms of delivery and assessment that I can seriously contemplate hopping back on the academic wagon.
The plan for my MA is research based but also collaborative. Now, I need to do a lot of permission asking and connection building, but I'm very excited by this prospect. I've been involved in establishing the TeachMeet as a semi-regular form of CPD in this area, and I've relished making the connections with other schools and departments and learning from them. I hope to be able to make new connections with other schools through the research and enquiry needed for this MA.I then want to nurture these relationships to create a network I can draw from and upon in the future to improve other aspects of practice...Ultimately I want to create a web of collaboration and sharing.
With this in mind, I want to do this not only for the personal benefits (the improved practice, the sense of achievement etc), but also to share my research with the schools and staff I'll need to conduct my research. I want to be able to create a base of information which others can take and develop in a way which suits them and their needs.
I feel, personally, that research is integral to CPD in this profession in order to create and develop effective teachers. Should schools/the education system allow the time for teachers to be exposed to/conduct their own research in order to inform their own practice; to disseminate their reading/findings to other colleagues within and between schools? It would require a radical overhaul of the system. Or, should research opportunities be only for those who are actively willing to get involved with it in addition to the already incessant demands of this job? It's a tough one. I know which one I'm choosing. I know what I'd prefer.
I started it during my PGCE and now I feel I've finally found where I want to specialise. The course is research based and I feel it's the only route for me.
The reason I'm doing this is twofold:
1) There are some students I teach where I feel I'm failing them. Not because I'm awful teacher, but because I feel I'm not fully meeting their needs and, despite seeking advice from more experienced staff, no one can help me.
2) I'm beginning to truly understand the need for research in the classroom.
(And 3) I miss academia - being a teacher doesn't seem to count!)
I've just read a series of articles and essays discussing the importance and use of research in the classroom and they just make sense. The gist of things (or at least what I've taken from it) is that research is essential to continual professional development. Much CPD offered through schools is often as-and-when it's available, fragmented and the delivery lacks the grounded in informed research. I feel that some of the greatest CPD I can give myself is the opportunity to conduct my own research, which I can then use to inform my practice to meet the needs of more of the students I teach.
Being able to conduct research identified through evaluative thought of my own practice means that I'll be (hopefully) enthused to commit the time and energy needed to complete an MA alongside a full-time teaching career. I'm personally invested and involved in every aspect of this project. I've chosen to do this and I can see the direct personal benefits.
Equally, the theoretical research I'll need to conduct, I also hope to be able to use elsewhere in my practice. My PGCE training was tailored to combine both pedagogical and practical training and we were encouraged to let one inform the other. This was valuable in allowing me to understand why I was delivering a particular task, and also how best to adapt it (the task or delivery) to meet the needs of the class. The pedagogical training underpinned my planning, teaching and evaluation. I feel I've lost since finishing the PGCE. Granted, a lot of this is due to time and I acknowledge that's going to be an issue once I commence the MA. Indeed, it is only through the university designing such a flexible course in terms of delivery and assessment that I can seriously contemplate hopping back on the academic wagon.
The plan for my MA is research based but also collaborative. Now, I need to do a lot of permission asking and connection building, but I'm very excited by this prospect. I've been involved in establishing the TeachMeet as a semi-regular form of CPD in this area, and I've relished making the connections with other schools and departments and learning from them. I hope to be able to make new connections with other schools through the research and enquiry needed for this MA.I then want to nurture these relationships to create a network I can draw from and upon in the future to improve other aspects of practice...Ultimately I want to create a web of collaboration and sharing.
With this in mind, I want to do this not only for the personal benefits (the improved practice, the sense of achievement etc), but also to share my research with the schools and staff I'll need to conduct my research. I want to be able to create a base of information which others can take and develop in a way which suits them and their needs.
I feel, personally, that research is integral to CPD in this profession in order to create and develop effective teachers. Should schools/the education system allow the time for teachers to be exposed to/conduct their own research in order to inform their own practice; to disseminate their reading/findings to other colleagues within and between schools? It would require a radical overhaul of the system. Or, should research opportunities be only for those who are actively willing to get involved with it in addition to the already incessant demands of this job? It's a tough one. I know which one I'm choosing. I know what I'd prefer.
Sunday, 3 May 2015
Work/life balance
Back into school with a bump and it's all go (and not all positive)
To counter this, I've been thinking about the work/life balance issue. I think I've been dragged down by too much work, and now, this bank holiday weekend is probably the ideal breathing space to work out how to achieve more 'life'.
I aspire to be a fair, enthusiastic, energetic and creative teacher. I want to have the energy and will to try a variety of approaches. I can't do this if I'm worn down by the daily negativity and cynicism; and this expectation that I -not the students- should be the one doing all the work.
So...a balance is needed.
In the long-term I've filled the holidays with travel and adventure. May holiday - mostly full of travel and music; snuck (sneaked?) onto a festival guest list in the summer; summer holiday begins the moment school finishes in July, October's getting busy and the Christmas holiday is going to be an actual overseas holiday. I've decided that I need to stop viewing the holiday as just another opportunity to catch up on school work.
In order to avoid completely 'living for the holidays because that's when I do stuff', I've set myself a challenge.
I'm going to cook my way through Rachel Khoo's 'The Little Paris Kitchen' (a la Julie & Julia, but without the constant blogging. For me it's just a hobby that isn't school.)
It took a few attempts...
...but they were delicious
This weekend it was Chicken Dumpling Soup, which I wish we'd made today given the grim weather. I would definitely recommend this dish though - it's delicious.
So, while this blog won't just feature pictures of food, there probably will be the occasional update. I'll still mainly focus on education and writing progression
Still, I do feel that I'm getting a handle, just, on not overworking myself. And the pile of marking sitting on my desk is not terrifying. I'm not sitting here feeling guilty that I'm not doing it right now. I want to be a healthy teacher, and that involves doing other things outside of school.
To counter this, I've been thinking about the work/life balance issue. I think I've been dragged down by too much work, and now, this bank holiday weekend is probably the ideal breathing space to work out how to achieve more 'life'.
I aspire to be a fair, enthusiastic, energetic and creative teacher. I want to have the energy and will to try a variety of approaches. I can't do this if I'm worn down by the daily negativity and cynicism; and this expectation that I -not the students- should be the one doing all the work.
So...a balance is needed.
In the long-term I've filled the holidays with travel and adventure. May holiday - mostly full of travel and music; snuck (sneaked?) onto a festival guest list in the summer; summer holiday begins the moment school finishes in July, October's getting busy and the Christmas holiday is going to be an actual overseas holiday. I've decided that I need to stop viewing the holiday as just another opportunity to catch up on school work.
In order to avoid completely 'living for the holidays because that's when I do stuff', I've set myself a challenge.
I'm going to cook my way through Rachel Khoo's 'The Little Paris Kitchen' (a la Julie & Julia, but without the constant blogging. For me it's just a hobby that isn't school.)
This challenge began last weekend with Madeleines
It took a few attempts...
...but they were delicious
This weekend it was Chicken Dumpling Soup, which I wish we'd made today given the grim weather. I would definitely recommend this dish though - it's delicious.
So, while this blog won't just feature pictures of food, there probably will be the occasional update. I'll still mainly focus on education and writing progression
Still, I do feel that I'm getting a handle, just, on not overworking myself. And the pile of marking sitting on my desk is not terrifying. I'm not sitting here feeling guilty that I'm not doing it right now. I want to be a healthy teacher, and that involves doing other things outside of school.
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