Week 26 - 13/05/14 - Have you noticed it? Then it needed noticing!



Interesting, yet most definitely a grim week at college. Safeguarding, or child protection is sadly a situation that isn't classified as an "if", but rather a "when" it happens. It may well be the 21st century and we may well believe we are progressive with technology and gadgets galore. Still, society is permeated by predatory individuals that rather than care for the young, see them as prey, people to be taken advantage of.

All of us on the course joined to become better trained educators, facilitators of learning. Hopefully that's what will happen. It's been brought to our attention on numerous occasions though, that we are a set of eyes and ears, that'll hopefully, because of a familiarity with our students, pick up on trends or expressed concerns that may well be indicators of some form of abuse. Take this responsibility seriously.

The above Kendal college safeguarding guidelines made for a very interesting group exercise. Thankfully, while we may well be a first port of call, we are NOT investigators or experts in these various fields of abuse, more like signposts - very similar approach as is encouraged with learning needs ( mirror Mirror - week 8 ) and other student needs ( All together now - week 24 & This way please - week 20 ). I find it very reassuring to know that the college has a designated safeguarding person, with backup in place if necessary.

Despite this, there is much a tutor needs to keep in mind :

• From the outset never promise confidentiality - they must understand that you have an obligation to forward this information to the relevant party.
• Make a note of the time, date and attendees of any conversation, then pass it on to the designated individual.
• Listen carefully - the old adage, you have two ears and one mouth for a reason.
• Don't delay in contacting the designated person.

These pointers make good sense and help the abused by helping the tutor.

How has it helped me? During the group discussion I really appreciated the insights that my fellow students gave. I know that in my own field of teaching BSL or more relevantly using my own skills to assist a deaf student in their own studies, language can be a problem. It doesn't matter how experienced you are in a second language, the key point is that it's a second language and communicating such sensitive issues with the nuances of a language possibly being missed or misunderstood may prevent a student from coming forward as quickly as they might have done to a fellow natural purveyor of the language.

Deaf and indeed other disabled children and teenagers are at greater risk of abuse. The NSPCC have prepared an extensive training pack for schools and colleges that assist these establishments with implementing effective safeguarding measures. The following video is a brief summary of the pack.

So with the group discussion it was great having some pointers given to me that are observable.

For example : 

• neglect - a picture over time - possible weight loss, drop off in appearance or low self esteem. 
• Warning - What your standard of normality may be, may not be another person's opinion. So is it neglect or just a life choice?

• Sexual abuse - Not just the stereotypical family member, it could take the form of exploitation, grooming or pimping - does the individual suddenly have more money, fancy clothes and expensive gifts, perhaps even taking unusual calls from individuals. By extension this could be a form of emotional abuse - creating a dependency upon the gifts and how these make them look to their peers can make them susceptible to emotional manipulation so as to maintain the image.

My biggest lesson came when we got onto the subject of "self harming", I have had very close friends and family engage in this practice. It's an ever increasing issue as is evident from a recent news article - The Guardian. So, if the facts of a recent study are accurate, and I have no reason to doubt them, 1 in 5 fifteen year-olds will self harm, so it's an issue that will come to light. What shocked me during our discussion is that it's now seen by some medical practitioners and mental health professionals as a mechanism for coping with anxiety, stress and various forms of depression and is thus an advised course of action. 

So what is my big lesson? well as an advocate of the vital role of body language in my specialist subject. My own body language betrayed me, as my jaw metaphorically hit the floor. The world may still shock me, but it's up to me to remain neutral, non judgemental and not let my voice or body language push a student away, it's no doubt taken a huge amount of courage to come forward, I don't want to be the reason they pull back.

BSL mini course - Week starting 19/05/14

Monday 3pm-4pm

This was my final week with this group, a group that has presented unique challenges, but who have collectively rolled up the old sleeves and got involved. Even the more hesitant, shy individuals have played their part and I am very proud of what they have achieved.

Certain individuals have demonstrated a natural ability and I can imagine several of them progressing to a much higher level of signing in the future, should they choose to do so.

What I have found to be of great interest, is hearing several students refer to deaf people they routinely come into contact with at work or at their college placements. They have found that just the few phrases they have picked up have already started pulling down barriers. Surely that is what it's all about!

What I have tried to emphasise throughout, is the need for the students to keep in mind the "How" to sign, rather than the "What" to sign. Vocabulary can be picked up at any time using various sources - phones apps, websites and text books. The harder skills to master from such sources are the techniques behind the vocabulary - Non Manual Features, Placement, lip patterns and the ability to free yourself and let more than just your hands do the talking.

Areas for improvement :

Six hours of learning is not long... Yet, I am wondering if a little more attention could be given to vocabulary the students want to learn, perhaps job or career specific. For example, if they are planning to work in the field of hospitality, we could spend more time learning vocabulary in line with catering for client needs, for example:

• Can I help you?
• Would you like breakfast?
• Do you have a booking?

I believe that my students enjoyed what they did, but improving the relevance can only help to increase the interest, make other students feel more involved and by extension create additional opportunities to use the new skills acquired in practical, day to day situations supporting the deaf community.

Week 25 - 29/04/15 & 06/05/14 - My journey so far...

These were to be mini teach sessions unlike any other.

It wasn't so much to do with teaching a subject - for example some BSL vocabulary. Rather it's to showcase how we teach, particularly with regard to inclusive learning, diversity and equality. 

How much could we shoe horn into the allotted time? Now that was a challenge and as I reviewed my own mini teach, I was very conscious of how it all seemed a bit rushed. Taking that on board and appreciating that with more time elements would have been developed further, I would like to think that the following clip gives a flavour of where I am in my teaching development.

My Lesson

Video Evidence: 

Peer feedback :

My own comments:

Seeing yourself on video is never a good exercise in building self confidence - do I really look and sound like that? Once I got past the shock, I was happy with what I covered.

• The physical environment to promote involvement - seating arrangement minus the tables!.
• Used names to promote friendly atmosphere.
• Confidence cards to gauge present knowledge - I wish I had used them again at the end of class to see if any improvement had occurred.
• Mixed groups for peer support.
• Resources that allowed individuals to stretch themselves if needed - although I neglected to mention that books as well as electronic media were available .
• Resources highlighted the different sign languages - BSL, ASL etc...
• During the extension exercises some were introduced to regional variations within BSL - for example the sign for Mother.
• Extension exercises also introduced some to he concept of Classifiers - Big Brother, Little Sister.
• Additional resources provided for further reading outside of class.
• Questioning to challenge family stereotypes and address the various types of families as a result of social and cultural influences.

BSL mini course ( Observed ) - Week starting 28/04/14

Monday 3pm - 4pm

It was a challenging week. Firstly, the students had only just returned from the Easter break, so recollection of what we had previously learnt was a concern. Secondly, I was being observed for the third time. Finally the video failed... ARRGGHH! It has worked for all my previous classes but today the system wouldn't play ball. Ad-lib became the order of the day. For a better idea of what was meant to happen follow the Prezi link.

But a huge thank you goes to my class, they had remembered so much of what they had learnt and some had used the suggested resources and built upon their knowledge.

For my further reflections and the observation on my assessor, feel free to peruse my report.

Week 24 - 08/04/14 - All Together Now...

Collaboration is a powerful tool. In 1990, the band " The Farm " produced a song "All Together Now". It's lyrics spoke of the remarkable events surrounding the trenches of World War I, when sworn enemies lay down their arms to exchange gifts and play a game of football. Coming together for something, no matter how small our role may initially seem, can ultimately achieve so much more than the sum of it's parts. I can't imagine that any of those men, kicking a ball around a muddy no-man's land, would have thought that 100 years later it would be being talked about!

My peculiar mind wandered to this event in history as we discussed the benefits of collaboration in meeting the learner's needs.

It's true, that at times we will need to offer " Pastoral care" - caring for the physical, intellectual, emotional and social needs of a student ( PIES - yes, another acronym ). But, if we don't want to burn out, have a break down, and actually meet the needs of each student... Don't try to do it all yourself. Even if you feel that you have some experience in a matter, ask yourself, "is a tutor blundering through a potentially sensitive issue with his size twelve clodhoppers, really going to help?" As we went on to discuss, numerous professional bodies are available to offer advice and have tricky situations referred to them. We are Tutors, facilitators not Oracles of limitless knowledge!

So who can help?

Learning Support :

• Collaborate with this department - familiarise yourself with the interview at enrolment.
• They will also have reports relating to SLD's ( Specific Learning Difficulties ) from the student's previous educational establishments.
• Will have advice and information on referrals for SLD's

 Drugs Counsellor:

• Can offer seminars, tutorials and general advice to colleges - students and tutors.
• May be supporting students already through CADAS ( Cumbria Alcohol and Drug Awareness Service )
• Consent will be needed before any specifics can be discussed with an advisor about a student.

FOYER federation :

• Offers temporary accommodation to young homeless people.
• Offers supported accommodation.

Police :

• Deal with any antisocial behaviour, vandalism, domestic incidents or other criminal activity.
• Often offer tutorials on numerous issues - road safety, drugs and violence.
• Reassure students that they can always call the police.

Interpreter :

• Can arrange and advice on one to one support.
• invaluable in matters relating to learning support and mediation.
• Will often have advice on other language related issues.

Doctor :

• Point of reference for advice on numerous medical issues - physical and mental.
• Consent will be needed for any student specific issues.

Work Experience :

• Necessary for vocational placements.
• CBEC - is a non profit making organisation that can assist.

Inspira :

• Careers advisers - formally Connexions.

Social Services :

• Contact to report or gain advice on any of the following.
• Neglect and abuse.
• Parental issues.
• Illegal activity - often a softer approach than initially contacting the police.
• Probation issues.
• Housing
• any other areas for concern.

Of course this hasn't covered all the bodies that can help, but they are certainly most of the main ones I will come across.

Afterwards we were teamed up to look at several case studies. We were directed to ask the following questions and put into practice some of the things we had learnt -  

How would I respond? 

Who could I refer to? 

What are my professional boundaries?

BSL mini course - 31/03/14

Monday 3pm - 4pm

Week 2 and the class has got even larger. For the first time in my brief teaching career, I found myself having to pause, wait for the realisation in the student's minds that I had stopped, and then make a small point about the increased volume and the need to pay close attention. I don't believe they are being disrespectful or misbehaving... Much of the chatter came from discussions about what they were learning and from what they had found out for themselves. That is something to commend and I would like to think that I did. 

I have found that this particular group is moving along very quickly. For some of them they seem to be genuinely excited by what they are learning and have plenty of questions to ask. It's very evident that the students that are progressing the best are those that have applied themselves to learning the alphabet, something I asked them to do prior to the course starting. It's a sound base for me to build upon, especially as it's only a brief course. I'll be encouraging that again.

Already I have spotted that they all seem to gravitate towards the same people, although during the conversation pieces, I was able to use individuals from different groups to work together. Perhaps breaking up these peer groups will bring greater control to the direction that some of the conversations can take, away from the matter at hand.

Areas for improvement :

Look at using more types of groups during some class exercises. Try to encourage some of the quieter students to show of their abilities.

In preparation for the classes after the Easter break - weeks 3-6 - build in more uses of technology that exists - for example " Mobile sign" a tablet app that helps learn additional vocabulary.

BSL mini course - 24/03/14

Monday 3pm - 4pm

After really enjoying the last series of classes. I was very happy to start this new one. It has given me an opportunity to iron out a few glitches, such as the lesson plan - see above. I have also been able to scrap my old powerpoint and move all my visual tools into Prezi. I find Prezi far easier to use, especially when it comes to video and internet links, for example rather than just tell the class about the " fingerspelling challenge" I was able to embed the link and show it in class.

The class is larger than any other I have yet experienced in college - 20+ students. Keeping an eye on so many students, some of them having a small chat amongst themselves which then tends to spread like some verbal contagion, or others sneaking out the phone for a crafty text, is certainly going to test my class behavioural management skills.

What's nice, is to have at least one student that has some knowledge already, although she is a little hesitant to share at the moment. The class is entirely made up of young ladies, some that seem very keen to have a share, some that don't want to contribute at all and a small minority that presently seem disinterested. It is early days, I remember from previous classes, some that seemed switched off at first came storming through at the end.

I did experience a very new and unusual inclusion issue this first week. I went ahead with getting to know the class by asking each in turn to try and sign their own names... It's a little ice breaker and when I can read them and repeat back their name, it builds a little self confidence. I came to the  final student, it was very noticeable as the colour drained from her face, and I wondered why? So I made my way over to her, only to realise that she was attempting to sign her name with great difficulty as she had a disabled hand. Commendably, she bravely pressed on and I was able to successfully read her name.

I felt awful, as I had put her in a potentially embarrassing situation. Particularly as she doesn't know me and I don't know her or how she gets on with her fellow students. In conversation with my tutors afterwards, it became evident that really I should have been informed prior to starting the class. Still, I was very aware that I didn't want her to feel as though she couldn't enjoy and benefit from the course. Thankfully a discreet conversation later and a plan is now in place.

Areas for improvement:

Communicate, Communicate, Communicate... Remember that preparation isn't just about what I'm going to share. It's also about with whom I'm going to share it.

Week 23 - 25/03/14 - It's good to be different...

This week started with a review of the previous week's material - legislation. Tamara seemed to think that the previous week's class had been overly teacher led and boring to the extreme, I certainly didn't think that was true. While much emphasis is often placed on having exciting, active, laugh a minute classes, at times it's good to get back to some old fashioned sitting with my pen in hand, listening to the tutor as they reveal facts and figures, then frantically scribble down what I remember. In fact it took me back to my old History classes in school, nothing is quite like a spot of nostalgia. 

Of course, we are all different, hence the need for differentiation, as we went on to discuss

the need for teachers to monitor their own approach to teaching so it doesn't just mimic the style they personally prefer - see previous blog

So why are we revisiting Differentiation?

Well, in a few weeks we will have another mini teach session in class, and Tamara is wanting to see a lesson that showcases inclusive practice and differentiation.

We engaged in a four group carousel exercise, discussing and ultimately reporting back on the following activities:

• Stretch and Support.
• Equality and Diversity.
• Active learning.
• Reasonable adjustments. 

some notes from the exercises

Week 21 - 11/03/14 - What I dream of is an art of balance.

The dream was one held by the artist Matisse. As this week's lesson and class exercises unfolded, I too was finding myself thinking that balance for a tutor is so important and is an art so hard to master.

We completed our consideration of cognitive issues and had a very real taste of what attending college with a sight impairment would be like. In a nut shell... Awful! It would appear that the "powers that be" are more interested in aesthetics than practicality. 

For example, even the emergency notifications have no Braille or audio option to them. of course, even if that were rectified, making your way to the emergency exit without walking into the numerous camouflaged pillars and low lying fixtures and fittings would be a miracle. A member of staff did inform us that the toilet doors were the only ones with raised door furniture to aid sight impaired people, this tickled me... Lets hope you aren't bursting when you decide to feel all the doors in the college, lets hope you don't make a mistake either.

A discussion - The impact of personal, social and cultural factors, as well as cognitive and sensory impairment on learning.

In preparation for my share in the discussion, I did the following research and produced these mini mind maps as an aide-memoire. 

The discussion can be listened to

So why balance? - my added reflections.

It's so easy to see many of the Cultural, Social and Personal factors from a predominantly negative perspective. I agree that Socio-Economic and certain facets related to Ethnicity can have a detrimental effect upon learning - see my notes on " persistent poverty impact on education" and definition Ethnocentric. But as tutors, great care must be taken so that our personal belief, on what is best for the student, or even our own hidden prejudices, won't result in the student being funnelled into a life choice that impacts on their conscience and goes contrary to their culture or personal beliefs. Surely, Our role is lay bare all the potential options and support them through any choices they wish to make.

To further illustrate this. What if a person's faith prevented them from pursuing a career that a tutor believed they would greatly excel at - some form of scientific research or military service. The tutor may feel that religion is hindering the education and future prospects of his favoured student. Perhaps the balanced approach would be for the tutor to reflect on  what the personal faith of the student may have added. For example, a Christian, that takes seriously what his faith entails may well be demonstrating qualities such as: morality, honesty and respect. It could be argued that his faith has made the student who he is today, and indeed into the student that has earned his tutor's respect and admiration.

Support, Yes. Offer suggestions, Yes. Take seriously whatever may be hindering their progress, Yes. 

But remain balanced - differentiation is taught to teachers for a reason.

Week 22 - 18/03/14 - This Club is not Exclusive

It started out by sounding like this week was going to be drier and harder to swallow than a box of Jacob's cream crackers in the Kalahari desert. Fortunately it wasn't, in fact the discussions over the various legislations that impact on education were intriguing. 

Our focus was on the four following areas:

• Tomlinson Report 1996.
• The Human Rights act 1998.
• Access for All 2001.
• The Equality Act 2010.

To introduce proceedings we were shown the following video outlining the Human Rights Act.

Just a little more information...

To meet the next part of the "inclusive practice" criteria, I wrote the following report that outlines the various regulatory policies and how these link to the organisations I work with and how these influence my own practice.

Week 20 - 04/03/14 - This way please...

What struck me about this week, was how exhausting and frustrating it must be to have Dyslexia. In fact, just sharing in a few brief exercises ( writing in Japanese ) opened my eyes and I would like to think it will make me more accommodating.

This quote by Geoff Petty gave me a small window into the continuing ordeal that many individuals with Dyslexia have...

So much that I take for granted is just missing for Dyslexic people. It's not that they are less intelligent, far from it, in fact it could be argued that to circumnavigate such a hindrance to learning and still become successful is to be lauded. Still, despite some successes, educators can't rest on their laurels.

Not everyone is going to want to shout from the roof tops... "oh, by the way. I'm Dyslexic..." .So It's critical that a tutor maintains open lines of communication with their students and keeps the eyes open for some of the indicators.

• Reading difficulties.
• Spelling.
• Behavioural issues - frustration based.
• Disorganised.
• Speaking.
• Long and Short term memory.
• Phonological processing.
• Sequencing.

What are some things we can do in our classes?

Petty,G. (2009). The learner's practical and emotional needs. In: Teaching Today a practical guide. Cheltnam: Nelson Thornes Ltd. 88-89.

Later we looked at Mental Health Issues - for a comprehensive explanation of the numerous Mental health conditions see MIND

We need to look for indicators... Don't try to solve the problems all yourself, whatever the issue. Tutors are there to create a welcoming, safe environment and be a sign post so as to point people in the direction of the specialist help that they may need.

Week 19 - 25/02/14 - Don't just teach how you like to learn.

It was the first week of the Inclusive practice route. As the name indicates, We are looking at including students rather than excluding. When I was at school, the term "exclude" only seemed to apply to the final step taken with the mischievous, misbehaving individual. The idea of " inclusion" was making everyone have a go with the bat in PE. I am sure that I am doing many fine teachers a disservice. I had a great time at school and that was in no small part down to some terrific teachers, still I tend to recall, that the " one size fits all " approach was generally the way teachers taught.

A tailored approach, which I have written about previously, is most definitely the best way.

The weeks to follow are going to afford me the opportunity to delve a little deeper into the factors that can impede learning.

The above pyramid was the opening exercise. In pairs we discussed what we felt were the most detrimental factors to learning. It was tricky, as we all had slightly different ideas about what should come top. I believe that this was down to the fact that we collectively felt that they were all very important.

Personally, I was a little uncomfortable with the exercise, isn't it dangerous to start grading them in our own minds ?.. For example, if a student is struggling due to pressures applied as a result of cultural differences, while I may have put it at the bottom of the pile, to them it's number one. It would only harm them if we gave the impression that their problem wasn't as important to us a student with mental health issues. I suppose that is where professionalism comes into the equation. We are human beings with personal opinions and preferences, so leave them at the door and treat all equally.

Expectations can have such an impact on learners - even becoming self fulfilling prophesies in their own right. "I'm told I'm hopeless, so I will be..."; "My parents expect me to do well, so I will try to do so..."; " Girls don't succeed in this trade, so I won't"... It was interesting that while we were discussing the factor of expectations, often other factors such as gender, culture, socio-economic background and mental health labels are so tightly interwoven into the expectation factor.

A very interesting point was made about our own teaching styles. We might be a good teacher, but do we like to teach the way that we like to learn? If we are to be truly inclusive, we must be prepared to move from our own comfort zone and meet the needs of the student.

To help us with this we all completed a Honey and Mumford Learning Style Questionnaire.

My result? I'm a Reflecting Theorist. Quite scary. When I read the definitions it's like looking in the mirror. Of course this will impact on my style of teaching and I will need to adjust my lessons to care for the Activists and Pragmatists that I will inevitably come across. 

It's no surprise that we briefly revisited KOLB. This reflective practice allows all students to take the lesson from an exercise in fact finding, to deep learning and understanding. Certainly the inclusive, engaging approach is going to be a big part of the overall jigsaw puzzle of education.

.                          

To conclude, We were split into groups so as to research several other factors, then report back. Why must a tutor be observant and sensitive to the individual needs.?. the following research on socio-economic factors; Ethnicity; Gender and Family factors will demonstrate some reasons.

BSL mini course ( Observed ) - Week starting 10/02/14

Monday - 3pm - 4pm
Tuesday - 2pm - 3pm
Wednesday - 3pm - 4pm 

It was the final week of this session of lessons and it was also time for my second observation.

Trying to follow the plan of last week, I tried to incorporate plenty of student interactive elements and it again seemed to work well. I used two videos to practice receptive skills and revisit vocabulary and technical aspects. 

Finding the clips was tricky, so much so, it prompted me to make my YouTube signing début. I responded to the observation feedback relating to the first video content by using a very different clip on the next group. The second clip, that can be viewed on my Prezi, was very successful as it allowed the students to expand on what they already knew, even introducing some clever little nuances relating to deaf culture and translation - note the lyrics " sing it loud... knowing everyone can hear you..." the young children sign " look at me" not " hear me " as this makes more sense to a deaf audience. 

A big thank you to all the students that have offered me feedback.

a selection :

For my further observations about this weeks lessons and my areas for improvement see my observation report.

Weeks 17 & 18 - 04/02/14 & 11/02/14 - Karl... Learn to walk before you run.

I have taken the unusual step of merging two weeks together.

It was a sad end to the lesson, just before half term. Decisions were needing to be made...

Active Research

or

Inclusive Practice

You get used to those in your class and it will be sad to see some leave us to pursue the active research route. I can understand why, choosing a topic and researching it independently does sound very engaging.

For me though, the option was pretty simple. Working in further education is very new to me, I would rather learn how to walk before I go off running... So a more structured, tutor led curriculum seemed the wiser choice.

The rest of this week 17 was spent looking at Questioning techniques, unfortunately I had to leave the class to attend an interview with Zaeed... Fortunately I had already written a blog about this subject on week 12.

Week 18 was an opportunity to catch up with the Portfolio and prepare ourselves for what is to follow after the half term break.

All the best to those leaving us to do the Active Research.

Week 16 - 28/01/14 -You can't do anything about the length of your life, but you can do something about its width and depth.

Not my quote, but they are the words of an American - Evan Esar. It struck a chord with me when I reflected on the class last week - Mission Impossible. Assessment and Feedback is a critical element in taking the schooling experience beyond simply the retention of some facts and figures.

Still, there is a trap that remains. Don't continue through your teaching career believing that assessment and feedback are one and the same. Assessment has it's place, it creates the benchmark or grade that has been achieved... For student and teacher alike, the feedback is considerably more important - it lays the stepping stones that allows the student to move forward.

It was our week to give presentations on how we had assessed and given feedback during one of our own classes.

It all started with another Prezi...


My Video presentation can be viewed here


Once completed, we were paired up and sent to video ourselves offering one on one feedback, based upon a fictitious scenario linked to our specialist subject. We were encouraged to use the "Praise Sandwich" template.

Finally we were handed a piece of work that had been produced in college. Our job was to review it and offer written feedback - using the sandwich approach again.

In discussion afterwards, I raised a concern about the feedback model ( Praise Sandwich ). There seems to be an insistence on always finding something for the student to improve on. I am a firm believer in offering honest, constructive feedback. But if we are always trying to find some fault or flaw, the tutor may start to "nit pick", this can make the whole feedback process negative and possibly move the student to think that the praise elements are lacking sincerity.

While the model is very useful, like most things in education - one size never fits all. If it's good tell the student. If it needs work, tell them that too. If feedback is given with sincerity and tact it'll always move the student to add "width and depth".