TASK 5B

When researching this Task at school I was a bit confused on what to look for.

I have read the handbook on many occasions and realised that the ethical considerations that we as teachers need to adhere to are in this manual and right here for us to read on.

I suppose reflecting about this when you are in a work place there are all different codes of ethics and frameworks for all different work place but all the outlines will be different.

So reading the manual first of all seems really simple the objective: ' To provide teaching staff with a clear framework of best practice in our core business of learning and teaching.' then the Outcomes: ' To provide all students with outstanding learning experiences so that they can make at least 3 levels of progress from KS2 - KS4. All students to achieve their target grade and 30% to exceed target grades.

To me this seems simple of course as teachers we are expected to teach outstanding lessons all the time and produce safe learning and teaching for all studnets,

But what shocked me is that I didn't write this in my Task 5A. I focused on the safeguarding of the students and the professional boundaries of teachers and pupils.

In this handbook it has everything in it you could ask for a plan of the school who and where everything is. But really is this really important.

What’s in important to me is Motivating the pupils, FSM, EAL,SEN and etc.

I have reflected on this manual and there is a section on BOYS/GILRS. This to me is perfect as my Inquiry question is going to be based on boys motivation in KS3.

The quote:

BOYS/GIRLS

be aware of the differences in Girls and Boys achievement and use study partnerships where possible to offset this.

Tailor schemes to suit boys strengths and use topics which appeal

Encourage boys to be adventurous with materials

Use short scaffold tasks to sustain interest.

Looking at this great for BOYS but where is the Ethical consideration for girls here is. Are we forgetting about them???

As I am basing my line of inquiry on Boys I will still try and involve girls in a Ethical way by not forgetting about them think about how they maybe can motivate boys. Do they need to surveyed to they need to be observed as well and see what the results are from this.

Reflecting back on this task my assumptions were totally different to the ones I have found out in this handbook. I really focused on the safeguarding and actually in this manual its all based on the what the students are going to achieve from our learning and tecahing.

This is the focus!

Thanks for reading

Geri

 

CAMPUS SESSION 2 - MODULE 2

I firstly really enjoyed this lecture as I felt like a Student.

Alan gave us a lecture on positionality.

Positionality yourself in a particular context where do you people see you when you are asking your inquiry question are you being Bias towards to Arts. Then where do you see yourself when you are asking these inquiry questions. If you don't know where you stand how can the group know where you are and stand. When you are recognising your positionality you do this when you are reading, observing and listening. These are all different consequences to these positions.

• How we make come to make sense of something depends on where we are coming from.
• How have we had that experience.
• Have we experienced it first hand.
• Have we read it.
• Have we heard about it.

We all have our own individual canon of knowledge in out brains and ways of thinking are initially different and all our experiences are different. So our positionality on things will be different.

Our different accounts of knowledge:

• Make sense in that day
• It doesn't make sense now but will later when you reflect
• Locations of positionality
• different ways of experiencing and the timing of the experience.

Alan then reflected on the different types of Positionality he went into ' Different Historical  positionality '

• It started off with different types of positions in the world. Metaphysical position - meaning its existing can't be explained through ideas from separate everyday experiences. Beyond human experience. The Greeks really believed in this in a strong way. Metaphysical position of thinking is really connected with  religion - theological explanation.

• Then you have the rationalists this knowledge will be delivered from rational, logical thought out based of detective arguments. They will explain everything in the world through rational knowledge. They don't really want to know about your experience this has no use to them. Unless you can rationalise this.

• Empiriciam - This knowledge is delivered from processing our sensory experiences. This is a complete reaction against the rationalists. This was practised by the Greeks. Experiencing of observations of the world. John Looke c17th really believed in this way of thinking core of scientific methods and observing again, again and again. This is how we critically reflect. We live and benefit from this method of thinking.

• Pragmatism-The big name in this way of thinking is John Dewey C19th used this in a lot of educational research. He believes that we can understand the meaning of an object or something if we describe what it does not juts what it is.  Describing areas of our practise to students is what we do in our whole career this is a way of thinking that we need to use. You have to experience this to gain the knowledge to explain and describe about it. This thinking is the closest of what we are doing at the moment and will probably feel the most natural to us. They are philosophers they understand the world in all the ways we can experience it.

What Alan was trying to say to us here is we don't need to take on just one position or way of thinking we can be multiple positions and thinkers this can be extremely liberating. He was saying that you can take on one way of thinking and then take a step into another way thinking.

Then we looked into the education of the students of today and how we learnt at school we learn in a Didacticism way the teacher stands at the front of the class the teacher knows best the teacher has the knowledge the kids are like sponges and they should be taking it all in and put on to paper. This is very hard for students I feel who learn from doing which I am that's why I worked better in practical lessons because you could do and I achieved like this.  Then we have Constructivism this is the way we should be teaching we give the student the information they take it away and apply this information. You are making your own experience of this learning and making it a memory for you to remember. Positionlaity = is knowledge that is transmittable to student.

Alan went into 'The Knowledge of Landscapes'

1. Theology -  ( Supernatural)
2. Humanities - ( Analytical, Critical and Speculative)
3. Natural Histories - ( Demonstrable truths)
4. Social Sciences - ( Demonstrable Qualities)

Alan let us play a game with these knowledge's with pictures we had to decide which picture went with what area.

You need to make sure you are clear on your positions and your behaviourist way you think.

What we last thought and discussed about and for me has really stuck with me is this quote:

 'All of our experiences pass away forever........ But only memories that we make remain'
Daniel Kahneman Israel/USA C20th

Experiences will always leave us but memories are what stays and develop and sometimes change. When we look at the world and think about this we are incredibly powerful we make our own sense of the world and memories. We rethink a memory we re shape a memory then this becomes and going process. we think why did it happen? what could have we done differently? This is all based on critical reflection  and we reflect on what happened.

So how does all that relate to us in Module 2:

• When your writing your Inquiry its gong to make more sense to the students, parents and teachers if you are fully aware where you are positioned. 
• Ethics is the account we give off when investigation other people we have to be aware of the positionality and where we stand.
• Ethics is also applied when writing these inquiry questions we want to make sure all parties are safe and aware of all outcomes.
• We want to apply philosophy to our inquiry.
• You want to make sure your ethical about your school/ business.

Ethics to consider:

1. No awkward positions (students/parents/teachers)
2. Confidentiality
3. General point of inquiry
4. School permission on Data and using students.
5. Direct impact of your inquiry
6. Researching areas to look into : BERA and BSS
7. Will the students give you a reliable answer

A sentence I feel that sums up this lecture is:  A reflection is a process by which we make sense of our postitionality.

We then for the last 2 hours split into our Module groups and discussed what we needed to for the rest of the Tasks and modules. This really helped me as I was getting a bit stuck with Task 5 but it actually makes more sense. We developed some of out inquiry questions as well. We basically sat as our own SIG. It was a great day with great peers and full of great information. ( Thank you)

Hope this makes sense and helps anyone who wasn't there at the Campus session 2 ask me any questions I will be happy to help.

Thanks Geri

TASK 5A - Ethical considerations

The Ethical professional practise I need to consider in my work place is students safety and safeguarding first. Student and Teacher relationships, making sure as a teacher you protect yourself from social networking. I know being a young teacher students want to be friends with you as they see this as being maybe 'cool'. But you need to have a respect with them that yes they can tell you anything but anything they do say that could put anyone or them in harm you will take it to the right person. you being a Role Model that they look up to you. Which takes me on to my next aspect the professional person and teacher you want to be. How would you like to portray yourself to other teachers, students and parents. At school you need to make sure you are clean and your hair is clean this seems silly to talk about this but being a Role Model in everyway. Making sure we protect ourselves from inappropriate comments. Being aware of what we wear especially that I am teaching 3 subjects at the moment I am finding this really hard to look professional in 3 areas it would be nice if I had a uniform ( this is something we are changing for next year), making sure you are not wearing revealing clothing, tattoos are not on displayed and piercings are covered or out. Students will want to be like you and will want to copy what you are doing. When I am taking a dance class if I have asked the students to wear a type of footwear that I am doing this making sure my hair is up out of my face. Being prepared for all occasions of lessons.

I really think I have touched base on all codes of conduct in the above paragraph. I think for me its reflecting now on the code of conduct that is in my school which is the safeguarding policy. I know this is in place all teachers who have any contact with students must have this we train all together at my school we have 3 teachers who we need to go to and speak to about these situations that might arise. Safeguarding in my lessons is extremely important making sure that those students feel safe as well as feeling safe to change in their areas as well as feeling safe to perform in that environment and that is down to me as a teacher. Making sure they know they can make mistakes that's what rehearsals are for and being able to perform with their best ability and not feel scrutinised.

I think that this really connects to my inquiry questions why? I want boys to feel comfortable in my lesson be able to feel safe. In year 7 I feel the boys are much more confident but by the end of year 8 certain boys start to feel very body conscious especially in dance it is my job to monitor this making sure boys are allowed to work in a safe environment feeling comfortable where they are changing and be able to make mistakes. I also think this could be one of the reasons for the less uptake in KS4/5 the fact that are dancing with girls maybe struggle to make communication with them, changing and feeling body conscious by that point in school life.

What do you think of this ethical considerations??

Geri

Phone Call with Alan

Hey All,

Just got off the phone with Alan.

I feel so much better now about this Module cleared up some very un clear areas for me!

Anyone get s a chance speak to him!!

see you all next Thursday for Campus session 2!

Geri

First campus session of Module 2

Looking back this evening of the first campus session of module 2.

I decided to make a mind map on the words Role Models as I am thinking of using this as one of my enquiry questions and maybe go forward with this I thought I would see what ideas and subjects I could come up with.

I actually at first found it quite difficult on my own as I found it quite easy on campus but I had different minds to bounce off of but once you start to write down your mind can run away with you.

Below is a picture of some of the Ideas I come up with:

 

Something that really surprised me is that do we have role models as an adult or do we have role models but they turn in to more realistic role models as we grow and age? I think when we are young we look up to more celebrities, siblings and friends they influence us but when we grow we start to look at people that can influence us in a more practical, professional, career development way it could be anyone.

 

I think this where I see myself focusing my enquiry question on?? I am going to go away tonight and try to look at some of the role models for today's youth see if I can find any literature on this for development.

 

I will keep you updated!!

 

Geri

TASK 4A

When reviewing the Reader 4 I really didn't know where to go with my set of questions.

Currently I am teaching full time in a secondary school I am teaching Dance Drama and also teaching some PE. I really wanted to focus on developing my career and developing the department within the school and really researching where the Faculty can go and move forward. We have only been a faculty for a term and a half so far I feel that we are stronger subjects this way so I really wanted to focus my questions on this and us all being female teachers.

Also I could go down the route of me being a professional fitness instructor in my spare time where I teach individuals and groups to become fit and well. I also love developing this side of my career and feels this really helps with my school life as I can relieve tension and stress this way.

After giving this much thought I really want to focus on school life and the department. I am going to create a SIG within the department record them with certain questions and develop them through my blog here. Also I would really like to get another SIG group developed within the school with other subject specialists maybe governors and even SLT members I really think this is where I will be able to progress my career, development and understanding where the Performing arts really lye and where my professional practise will be more appreciated within a normal secondary  school.

the questions I would like to purpose would be along the lines of:

 How do we as women practitioners influence attainment in KS4 and 5  within the performing arts?

 Is Performing Arts considered an ethical and important subject with the educational system?

How can we as performing arts practitioners influence and motivate the culture of youth society today?

Can we use cross curricular to encourage Performing Arts within the education system?

Is performing arts taken seriously within our school life?

Do we have a Role Models as adults?

Do children of today have aspirations/role models?

 Is admiration a quality we aspire to have? why?

Should we aspire to be like our Role Models?

I am not sure where to go with these questions yet and really need to develop into more detail and really collaborate some of them. I might ask my SIG group a set of questions one week and then we meet again ask them another set of questions. I might get a better understanding of where I am going with this.

Any advise from anyone I would really like your help??

Thanks Geri

SIG - Performing Arts Faculty - TASK 4C

My SIG:

As I am currently working in a school already I thought I would use this to my advantage and use the faculty I work with to create a SIG.

We are all dedicated to our subjects, work really well together but have different thoughts on the questions that I wanted to purpose to them.

Currently their are 4 teachers in the faculty - Myself who teaches Dance and Drama, N. Haynes who is Head of Dance, B. Mason who is acting Head of Faculty and Head of Drama and M. Lewis who is Head of Music. We are all specialists in the areas we teach.

I was stuck on what really to ask the SIG I didn't really want to go the obvious route but was struggling with my questions I come up with 5 decent enquiry questions which I thought I could develop after. I really wanted to cause a debate between the departments.

The questions I proposed to the SIG:

 1. How do we as women practitioners influence boys attainment in KS4 and 5  within the performing arts?

2. Is Performing Arts considered an inspirational and important subject with the educational system?

3. How can we as performing arts practitioners influence and motivate the culture of youth society today?

4. Can we use cross curricular to encourage Performing Arts within the education system?

5. Is performing arts taken seriously within our school life?

I purposed these questions to the group by email and asked that they came with some answers already and that I wanted a debate to arise as I know that each of them have completely different views on all areas.

We have a fortnightly Faculty meeting so I asked if I could film them answering these questions.

So I filmed them with these questions and I will update the video and review the outcome from this tomorrow keep watching to find out the verdict!!

It would be great to also start a SIG group on these BLOGS would anyone like to answer the questions  I have purposed I would really like to hear your thoughts on these questions.

Hope to hear from you soon

Thanks for reading Geri