The challenges of Maths, English and ICT

As I write this, I realise it likely to be my final posting for some time. The original purpose was always to meet the requirements of the assessment criteria for Advanced Studies in a Specialist Subject, and as I cut and paste into a word document so as to do a check on the word count, I realise I am nearing the close. Whilst I am pleased to be ticking a box on my 'to do list', I feel saddened that my writing here will inevitably come to end. I see little point in kidding myself that I will continue, for as much as I feel this space has helped clarify my thinking and benefit my practice; the remaining countless items on my 'to do list' will inevitably take precedence.

I have spent much time of late contemplating the final outcome on which I will reflect:

• The role of English, Maths and ICT on a Early Years H.E course, and how learners are supported to develop these skills.

On the course I teach, the inclusion of English is pretty much a given; it forms both the backbone of the assessment and the methods by which I teach. English is innately embedded and promoted; it is not a tick box, but a pre-requisite. I embed English through my power point presentation, and class activities, and I promote English through formative assessment and academic writing. I believe my own English skills to be of a high standard and I expect high standards of English from my students. I am passionate about English, I believe it is a skill which can be learned, and once mastered will provide students with the foundations for achieving a good classification of degree.

Unfortunately, I do not possess the same passion for maths. Unlike some of my peers, the thought of  Maths does not fill me with dread, I know enough to get by and Maths has never been an issue for me. However I can not get my head around the tokenistic methods by which we are expected to promote the skill. I teach at HE, and thus the requirement of the teacher training programme conflicts with that of the sector. Upon entry, all my students were required to possess at least a grade C at GCSE in Maths; similar but for the majority more current than my 19 year old 'B' grade.

Despite my apprehensions I continue to look for means by which I can promote maths in my lessons, admittedly this is an add-on, and over the course of the year I have only really attempted it for the purpose of a lesson observation. However, I recently found a naturally occurring means by which to promote maths: I planned for students to work out a child's age in months and days from a given date of birth, so as they could select the  correct developmental screening tool. I was pretty proud of this realisation, and it just so happened to be during a day I was due to be observed, bonus! Only when it came to it, my own beliefs outweighed the pressures of external influence: it seemed false and unnecessary, and I expected it be ill received by students at the end of a long day. I reflected 'in action' (Schon, 1999), and scrapped the maths!! Immediately after the lesson I was a little annoyed with myself for having 'chickened out'; carrying out the planned activity would have tested my own assumptions and potentially shaped by thinking. However, in reflecting 'on action' (Schon, 1999), I have no regrets : yes I could have tested my assumptions, but at what cost, the respect of my students perhaps? I expect my thinking on this subject to remain the same during the course of my studies, I will continue to jump through the necessary hoops but without conviction in my actions. I further expect that if I continue to teach at HE once I qualify as a teacher, maths is something I will cease to consider. However, I ask of those with a greater insight to challenge my thinking? maybe I am missing a trick?!

Finally, again as a closing consideration for the purposes of the assessment criteria, I reflect upon the role of IT in the classroom. Although I do not feel IT a 'tick box' exercise, I do not feel I have embraced IT to its full potential, and hope that as time and opportunity allows I will gain confidence and expertise in this field. At present I use IT in the classroom predominantly for the purpose of research via the internet and a means of presenting information through power point: a tool to aid teaching and learning, but not as yet  a tool I have mastered to aid assessment. I do not consider myself an IT phobic, and I fully intend to extend my skills. I hear both stories of IT success and failings from my fellow student teachers, but for now I just need IT to work for me. I have battled to access university systems and gain login details so as I can fully access the wealth of resources which I expect to aid my teaching. This in itself has proved testing; at present I am at a point whereas I have login credentials but lack the training to fully utilise the systems to their fullest potential. I have felt frustrated over the course of the year that IT has prevented me from reaching this potential, but with hindsight I realise this not to be the failings of the IT systems, but the hierarchies and processes which surround them. For me necessary IT skills were overlooked at the point of induction: I am now playing catch up, which ultimately is holding up further learning.

A welcome turn of events

After the trials and tribulations of my last taught session, I find myself buzzing at the welcome turn of events. I had a good, no wait, a great lesson, with the same students on the same module; so what did I do differently?

• Firstly, I cleared the air! I used this image as a means of representing my thoughts on last lesson, intendedly adding humour to the situation and getting the students back on side for a fresh start.
  
• Secondly, I introduced the topic before I plunged into teaching the content, giving a rationale for the chosen subject matter, and the link to the assignment brief and module outcomes. 
• And finally, I gave clear instruction and direction as to what I expected of the students, especially when asking open questions, stimulating debate, and setting tasks.  I used phrases such as "can I see a show of hands as to how many of you......." and "table at that back, can you suggest a reason why........"

For the first time in 'my teaching journey' I actually admit to realising the true benefit of reflection. Over the course of the week, reflection as a mental process has allowed me to not only realise my oversights, but also plan for and implement changes to my practice. I recall a definition of reflection by Moon (1999) which fits my new understanding: 

                  Reflection is ....“a mental process with a purpose and/ or an intended outcome”. 

Challenging my assumptions

                    “Active, persistent, and careful consideration of any belief or supposed 

                              form of knowledge in light of the grounds that support it”.

                                                                            (Dewey, 1933, cited by Smith, 1999)

After 12 years of compulsory schooling, 4 years at college, and going on 5 years at university, I feel I have a good understanding of what it is like to be a student. Seemingly, I love student life that much that I am in the process of enrolling for a further year so as to claim the letters of MA after my name. So what have I learned in my years as a student? That's easy, I learned primarily that teachers are the font of all knowledge, right?!

Wrong. I  have quickly come to the realisation that I do not know everything, as I assumed teachers should. This leaves me wondering whether in fact the teachers I hold in such high regard actually knew it either. By 'know', I mean: ingrained, second nature, revised, and ready for recall at any given point. It is true I am ready come my lesson; I know my subject, but not without the pain of having to research, read and revise beforehand. The problem I face, in all honesty, and this is not new knowledge to me, is that I have an absolutely shocking  memory! I have a First Class Honors Degree and graduated with an average grade of 84%. This is an achievement I am very proud of: I am good at what I do, I have passion and motivation for my subject, but this unfortunately does not equal knowledge. However, I can see the light at the end of the tunnel; it seems once I have taught a subject as a teacher, I am able to recall the information much easier than if I had read and wrote it as a student. 

I further surprise myself with the extent to which I utilise social media as a means of staying  current within my sector. Although I am not able to remember what I have read enough to recall it within my planning, I do remember that I have read 'something' useful, and am able to signpost myself to the relevant source. I am primarily using twitter and yammer for this purpose, and recently read a post by Nicky Morgan (2015) proposing the introduction of a baseline assessment at the beginning of the Foundation Stage. I intend to include this suggestion as a point of debate within my planning of the Senior Practitioner module. 

I can relate at this  point to Stephen Brookfield's explanation of imposter syndrome - the feeling that I am presenting a false sense of self, whereas the students presume my competence (Brookfield, 1995). According to Brookfield (1995), in order to overcome imposter syndrome we must go public, and admit we are also learning and have room for development: such disclosures are expected to build trust and encourage risk taking. This approach is particularly useful within teacher training as it allows us the opportunity to be a student and learn through our mistakes, rather than playing it safe and adopting pre-existing practices. Thankfully, my students understand me to be a student teacher, and although initially I considered this a crux I was burdened to carry, in consideration of Stephen Brookfield's impostership theory (1995), I view the disclosure to be as much a help as a hindrance.  

A challenging lesson

This week has proved to be as expected: busy and tiring, but with what I would class as a bad lesson thrown in the mix. I intended to write this reflection immediately, as I had some very raw feelings which unfortunately have been diluted by time. However, what has emerged is a sense of perspective, and the realisation that my reflection is concerned with the 'challenges and opportunities presented in relation to equality and diversity'. I had not originally made this connection, and was at odds as to whether I should include my thoughts in a reflective log which has such prescriptive requirements. The challenges I faced in the classroom do not fit the common conception of equality and diversity (Equality Act, 2010), and are arguably more fitting of the term 'differentiation'. However, I propose the two labels sit side by side, and cannot be simplified by common definitions. Let me explain.

The first lesson of the new Senior Practitioner module tested my professionalism as a teacher, as I was challenged regarding the content of my lesson. A selection of students posed two main arguments, firstly as Early Years Practitioner, they already knew of the curriculum framework I was 'teaching' and did not require further instruction, and secondly, the curriculum was not relevant to all due to the particular focus individuals had chosen for assessment purposes.

Although I understood these grievances and knew they were accurate in nature, it frustrated me a little that students seemed not able to see past the constraints of their own study and open themselves to the wealth of knowledge which was readily available. My strategy for teaching I believed to be sound. Intendedly, I was to give an overview of the curriculum as a means of recap: prior knowledge was  to provide the foundations for further learning and critical thinking. This approach is similar to that proposed by Jerome Bruner; the spiral curriculum (c.1960, cited by Conkbayir & Pascal, 2014).

However, I am forced to consider the reasons as to why I received this hostility, and I draw two conclusions:
Firstly, from an agency perspective (Giddens, 2009), I realise that although I made constant reference to the module outcomes being covered, I failed to pre-warn the students as to the nature of the new module and how I intended to tackle the seemingly repetitive subject matter. If I was to teach this module again, I would plan for this eventuality and be proactive in alleviating student concern, rather than reactive. I admittedly have limited knowledge as to the content of other modules, and do worry I am teaching generic theory with which students may already be familiar. I attempt to tackle this issue through my differentiated planning and assessment for learning strategies, and will be further mindful of this from here on in. Should I be involved in the programme structure next academic year, I hope I will have a better understanding of the course as a whole, rather than individual modules, as at present, try as I may, this is a steep learning curve.
Secondly, from a structural perspective (Giddens, 2009), I consider the assessment methods, which are admittedly the norm within the UK, to be accountable for the learning culture. Individuals from an early age are tested and graded according to ability; teachers are tested and graded according to both their own abilities and those of their students, consequently children and adults are taught to pass an assessment. I hope to teach differently, but I now have experienced the challenges this incurs.

So is this is case of equality and diversity, or simply that of differentiation?!
I promote, prevent and am pro-active regarding equality and diversity (Gordon, 2012), as is the expected norm, but if I fail to make all students feel included within my lesson should I sleep soundly by ticking the box?