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1. <?xml version='1.0' encoding='UTF-8'?><?xml-stylesheet href="http://www.blogger.com/styles/atom.css" type="text/css"?><feed xmlns='http://www.w3.org/2005/Atom' xmlns:openSearch='http://a9.com/-/spec/opensearchrss/1.0/' xmlns:blogger='http://schemas.google.com/blogger/2008' xmlns:georss='http://www.georss.org/georss' xmlns:gd="http://schemas.google.com/g/2005" xmlns:thr='http://purl.org/syndication/thread/1.0'><id>tag:blogger.com,1999:blog-7293316085187622401</id><updated>2024-03-05T17:16:56.813+00:00</updated><category term="early years"/><category term="ECE"/><category term="early years education"/><category term="educational standards"/><category term="early years leaders"/><category term="free online journals"/><category term="nursery"/><category term="pre-school"/><category term="EYFS"/><category term="early years teachers"/><category term="ece leadership"/><category term="education research"/><category term="Andy Ross"/><category term="Dr AN Ross"/><category term="Google Trends"/><category term="contextualise learning"/><category term="inclusion"/><category term="observation"/><category term="peer review education"/><category term="philosophy of teaching"/><category term="trends in education"/><category term="CPD"/><category term="Finch Group"/><category term="Linda Richardson"/><category term="Parkinson&#39;s Law"/><category term="academic journals"/><category term="access to research"/><category term="childcare costs"/><category term="children&#39;s learning"/><category term="classroom observation"/><category term="discussion"/><category term="explanation"/><category term="language"/><category term="modelling conversation"/><category term="monitoring inclusion"/><category term="nursery costs"/><category term="nursery fees"/><category term="nursery leadership"/><category term="observing children"/><category term="open access"/><category term="philosophy of education"/><category term="planning and assessment cycle"/><category term="primary education"/><category term="professional development"/><category term="professional standards in early years teaching"/><category term="reflective teaching"/><category term="school leadership"/><category term="time management"/><category term="trends in ECE"/><category term="whistleblowers"/><title type='text'> A teacher&#39;s views on the practise, policy and philosopy of early years and primary education</title><subtitle type='html'>Views, opinions and ideas regarding the current and future state of early years education in the UK, New Zealand, Canada, Australia and the US.  Interests include pedagogy, philosophies of teaching, formative assessment, effective leadership, access to academic research on early childhood education</subtitle><link rel='http://schemas.google.com/g/2005#feed' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/posts/default'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/'/><link rel='hub' href='http://pubsubhubbub.appspot.com/'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><generator version='7.00' uri='http://www.blogger.com'>Blogger</generator><openSearch:totalResults>20</openSearch:totalResults><openSearch:startIndex>1</openSearch:startIndex><openSearch:itemsPerPage>25</openSearch:itemsPerPage><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-8145731774701246176</id><published>2015-09-05T22:19:00.001+01:00</published><updated>2015-09-05T22:19:10.163+01:00</updated><title type='text'>Protecting teacher&#39;s time at work</title><content type='html'>If you&#39;ve been a teacher you know how strong the urge is to zoom over to the staffroom at the end of the teaching day. &amp;nbsp;Maybe you crave adult company, need to vent, seek respite from teenage sweat or simply are gasping for a coffee. &amp;nbsp;And then, if like me, you had a multitude of other responsibilities within the school, you had to divide you time and try to get on top of the existing and the new tasks. But, what happens when Mrs W collars you and wants to share her narrative of the day, or Mrs H bends your ear, moaning about a lack of resources or a much-needed assessment of a pupil with suspected learning problems? Add in parents who won&#39;t leave the playground, a pigeon hole full of requests and a caretaker with no concept of personal space or time, and it&#39;s no wonder that the outstanding jobs keep piling up.&amp;nbsp;&lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
2. <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRcNXgxw28P1gZiTjBAPPNLDGjC9UBSxPcIH2Yz1Ra5DtHSDAcY3GPBM5iDzx49_4jNA4ulofWVobPreMB7Tnk1WwH30Uj_D0Bk7h-aPJ2zrM-a-0cz5gmjHXmzv5hrtk-hUc289Oqbt8h/s1600/time.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRcNXgxw28P1gZiTjBAPPNLDGjC9UBSxPcIH2Yz1Ra5DtHSDAcY3GPBM5iDzx49_4jNA4ulofWVobPreMB7Tnk1WwH30Uj_D0Bk7h-aPJ2zrM-a-0cz5gmjHXmzv5hrtk-hUc289Oqbt8h/s320/time.jpg" width="320" /></a></div>
3. <div>
4. <br /></div>
5. <div>
6. All of these factors squeeze professional reflective time.  If you're self-aware you might understand that you have to optimise your time out of class (especially if you have family at home) but even then there is the issue of how to balance being independent and professional with the worries of being perceived as being antisocial.  I was often guilty of the former, and was for several years seen as being antisocial and not part of the team, when the reality was that I had a multitude of jobs to do and wanted to get my work-life balance right! (I did)</div>
7. <div>
8. <br /></div>
9. <div>
10. There is a <a href="https://www.google.co.uk/search?q=say+no+to+time+wasters+at+work&rlz=1C1GGGE_en-gbGB629GB629&oq=say+no+to+time+wasters+at+work&aqs=chrome..69i57.4095j0j7&sourceid=chrome&es_sm=93&ie=UTF-8" target="_blank">wealth of information available</a> on ways to say NO to time wasters.</div>
11. <div>
12. <br /></div>
13. <div>
14. Here's my view:  </div>
15. <div>
16. <br /></div>
17. <blockquote class="tr_bq">
18. <span style="color: #741b47;">If I spend ten minutes a day largely listening to colleagues moaning and don't gain anything from it, that amounts to 50 mins in a school week.  Let's call it an hour.  </span> </blockquote>
19. <blockquote class="tr_bq">
20. <span style="color: #741b47;">Over a UK school year that is 40 hours of completely wasted time.  FORTY hours!</span></blockquote>
21. <blockquote class="tr_bq">
22. <span style="color: #741b47;">If I'm in school from 8am to gone 5pm, that's 9 hours. So these 10 minutes squander over FOUR WHOLE WORKING DAYS, or nearly <b>ONE WEEK</b> of my employment every year.  And that's a working week that I'll have to work at home just to catch up - either that or things will seriously slide...</span></blockquote>
23. <div>
24. <br /></div>
25. <div>
26. Cynics might scoff, and say that socialising is part of work, and that it builds strength and unity but others would argue that we are being paid to do a job and that does not stop when the kids go home for the day.</div>
27. <div>
28. <br /></div>
29. <div>
30. <br /></div>
31. <div>
32. So, I'd encourage anyone in a leadership or management role in a school to raise this issue at the next staff meeting.  Just sharing the maths on this issue might be enough to start a new trend of politely apologising and getting back to work.  Even shaving a tiny bit off that time every day could potentially improve a school's productivity and improve work-life balance just a weeny bit.</div>
33. <div>
34. <br /></div>
35. <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
36. <tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZUwGsLgfb4T_oHy3x5AdTDFuLZR1G2FaBs7O3Q6tm6kHHsbRJWAO56vmthiwXQiW3AqP2lJCk4zd9o5oEQzTGhKu3Igi1uJoBSvh_TB20OEEEI1X7xGaf7Z9H1kGFKm7loexOEkZWbgoC/s1600/meaningless.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZUwGsLgfb4T_oHy3x5AdTDFuLZR1G2FaBs7O3Q6tm6kHHsbRJWAO56vmthiwXQiW3AqP2lJCk4zd9o5oEQzTGhKu3Igi1uJoBSvh_TB20OEEEI1X7xGaf7Z9H1kGFKm7loexOEkZWbgoC/s640/meaningless.jpg" width="456" /></a></td></tr>
37. <tr><td class="tr-caption" style="text-align: center;">Not the best idea for your office door! But tempting...!</td></tr>
38. </tbody></table>
39. <div>
40. <br /></div>
41. &lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/8145731774701246176/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/09/protecting-teachers-time-at-work.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/8145731774701246176'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/8145731774701246176'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/09/protecting-teachers-time-at-work.html' title='Protecting teacher&#39;s time at work'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRcNXgxw28P1gZiTjBAPPNLDGjC9UBSxPcIH2Yz1Ra5DtHSDAcY3GPBM5iDzx49_4jNA4ulofWVobPreMB7Tnk1WwH30Uj_D0Bk7h-aPJ2zrM-a-0cz5gmjHXmzv5hrtk-hUc289Oqbt8h/s72-c/time.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-6909864859186069060</id><published>2015-07-05T22:06:00.003+01:00</published><updated>2015-07-05T22:30:47.440+01:00</updated><title type='text'>Who or what forms our personal teaching style and principles? A survey</title><content type='html'>In a slight change of direction, I&#39;m being a bit geeky and messing around again with embedding pages in my blog. &amp;nbsp; I&#39;m very interested in who or what forms our princples or philosophies of teaching. &amp;nbsp;It could be a teacher that we remember as a child, a lecturer who suddenly made a subject come to live or even an inspirational person from history or from our own lives. &lt;br /&gt;
42. <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
43. <tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfOvEb4f2UIl7M8DiNfyTMEFSTmvTR4UEEq_KTglmPe0EcAHU-Mm4eFCORfqrAmZN0xT7kIp87HGg9JKyjSKEh_C6jtRVBQ-410NFaljTUqqparmIvZ0DsA85t9SRsTjskQRDOORKgteYd/s1600/victorian_teacher.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="149" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfOvEb4f2UIl7M8DiNfyTMEFSTmvTR4UEEq_KTglmPe0EcAHU-Mm4eFCORfqrAmZN0xT7kIp87HGg9JKyjSKEh_C6jtRVBQ-410NFaljTUqqparmIvZ0DsA85t9SRsTjskQRDOORKgteYd/s200/victorian_teacher.jpg" width="200" /></a></td></tr>
44. <tr><td class="tr-caption" style="text-align: center;">A role model for some, for sure</td></tr>
45. </tbody></table>
46. <br />
47. I've written before about mine: a hideous teacher from my primary years, who I determined I would be the very opposite of;  Professor Evans at the University of Bristol, who showed such innate awareness of audience concentration span and finally a former colleague, who constantly reminded me that what matters most in school is the children, not sucking up to management or placating parents.<br />
48. <br />
49. I look forward to reading other's contributions.<br />
50. &lt;embed height=&quot;600&quot; src=&quot;http://kwiksurveys.com/p/knm5527b?qid=557711&quot; width=&quot;75%&quot;&gt;&lt;/embed&gt;&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/6909864859186069060/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/07/testing-survey-feature.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/6909864859186069060'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/6909864859186069060'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/07/testing-survey-feature.html' title='Who or what forms our personal teaching style and principles? A survey'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfOvEb4f2UIl7M8DiNfyTMEFSTmvTR4UEEq_KTglmPe0EcAHU-Mm4eFCORfqrAmZN0xT7kIp87HGg9JKyjSKEh_C6jtRVBQ-410NFaljTUqqparmIvZ0DsA85t9SRsTjskQRDOORKgteYd/s72-c/victorian_teacher.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-8183884268645776357</id><published>2015-06-21T00:28:00.000+01:00</published><updated>2015-06-25T21:19:07.597+01:00</updated><title type='text'>Professional morale and its impact on pupil progress</title><content type='html'>&lt;div class=&quot;&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
51. <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy-FIBx8upi0FGTIx9mSWahyphenhyphenRrX6ODHr9lLPe3D5zMpbfiQs8B5H6ZTZolXgm5yUC2hLHFVpNKYrAAC5BgBeaIzL8z9pYegQ9GpKGK0SGUCaaWyj44QtAL_tefuRX11x0ZcCEn6FpUD5Nx/s1600/article-1195340-0577FCA7000005DC-11_233x383.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy-FIBx8upi0FGTIx9mSWahyphenhyphenRrX6ODHr9lLPe3D5zMpbfiQs8B5H6ZTZolXgm5yUC2hLHFVpNKYrAAC5BgBeaIzL8z9pYegQ9GpKGK0SGUCaaWyj44QtAL_tefuRX11x0ZcCEn6FpUD5Nx/s200/article-1195340-0577FCA7000005DC-11_233x383.jpg" width="121" /></a></div>
52. <div style="text-align: left;">
53. <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghb-QECV1d3HVdksWFOfOgX4TlNeUqcDCufqw7IOxjBbvXjr1B8HTEHiBEdYSY-jOjave8kEot5LYaLwC9HMeVMoBKTRO3LSrcB_O6w3BTCEhfiY6xW0v-27ymef3tnUoJnNXUfoSBuRrY/s1600/_59038049_children%2527stvtitleframedeinterlaced.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghb-QECV1d3HVdksWFOfOgX4TlNeUqcDCufqw7IOxjBbvXjr1B8HTEHiBEdYSY-jOjave8kEot5LYaLwC9HMeVMoBKTRO3LSrcB_O6w3BTCEhfiY6xW0v-27ymef3tnUoJnNXUfoSBuRrY/s320/_59038049_children%2527stvtitleframedeinterlaced.jpg" width="320" /></a>As pre-schoolers my kids loved Miss Hoolie, the star of BBC's Balamory?  She's the ever-happy, bouncy and professional nursery teacher in the programme's pre-school.  Come wind or rain she always has a smile on her face and an annoyingly enthusiastic playfulness with the kids.   So lovely.  </div>
54. <div style="text-align: left;">
55. <br /></div>
56. <div style="text-align: left;">
57. And yet, unfortunately, how many full time nursery staff are always that cheerful? If only teaching staff, whether in ECE or tertiary, could approach their day with the energy and positivity of Miss Hoolie...  Education would be radically different. </div>
58. <div style="text-align: left;">
59. <br /></div>
60. <div style="text-align: left;">
61. In the programme we see her going through her day, playing with the children, helping them with their work, reading stories and introducing visitors to the nursery. But the reality is that every few minutes she'd be pulled off task, have to answer the phone or the door, deal with a scrap, nip out for a fag, reply to emails from Balamory Council social services, talk to PC Plum about the break in, and maybe spend an hour with Archie gently persuading him that his parenting style needs a little adjustment.  Would her bubbly, chipper persona remain?   Not unless she is truly super human.</div>
62. <div style="text-align: left;">
63. <br /></div>
64. <div style="text-align: left;">
65. One of the biggest factors affecting staff performance is morale.  Many of us know that from our own experience -  a weak, bullying or drifting boss, a fractured staff or a lack of strategic direction all lead to varying levels of indifference, complacency and loss of dedication. There's plenty of evidence in the literature of the impact of poor staff morale on productivity - which is essentially what we aim for in schools.<br />
66. <br />
67. And this same literature comes up with some very simple ways for staff to improve morale:<br />
68. <br />
69. acknowledge staff (from bringing in a birthday cake for them, to a personalised pat on the back)<br />
70. be respectful towards them<br />
71. use 1-2-1 meetings to get to know staff<br />
72. invest in staff (from training to a decent chair)<br />
73. be human, not a monster<br />
74. <br />
75. I paraphrase, but the gist is there.<br />
76. <br />
77. However, in education I am convinced that one key thing that will do the most to raise morale is liberating teachers to have time to do their job properly.  And this is where a school leader has to have the confidence to believe in their staff and protect them from higher authorities. <br />
78. <br />
79. <b>Ways for school leaders to liberate teachers, and give them time to regain their love of the job:</b><br />
80. <br />
81. <span style="color: #351c75;">* "<b>I used to love doing this...</b>." days.  </span><br />
82. <span style="color: #351c75;">All teachers should have an area of the curriculum that they enjoy.  Low morale will take even that from them.  So get teachers to go off and be creative and come back with classroom ideas.  Forget the curriculum links bit - that can be done in a staff meeting. Win back the imagination and excitement that teachers have at the start of their career, and build in time for just one of these ideas to run as a whole school project, even for just an afternoon.  See the job satisfaction returning in front of your eyes.  This doesn't even need to be delivered as a classroom project. It could be built in to an in-service day at the end of the year, giving staff an hour to discuss what makes them tick and share ideas for the following year. </span><br />
83. <span style="color: #351c75;"><br /></span>
84. <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
85. <tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-JW7N32XifpCjA2ivDzB7TE944JKMU5k_8gJPgF33Tyf8tIBa5FK5neJyhGH6AXw38MDSTG8MeziVcr_ymm9cHwEBJnFb4j71EPU_-GHkO2bOK7WaV4AGREqu8RuF0VVbS2dxvQpUm2zw/s1600/sewing.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="color: #351c75;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-JW7N32XifpCjA2ivDzB7TE944JKMU5k_8gJPgF33Tyf8tIBa5FK5neJyhGH6AXw38MDSTG8MeziVcr_ymm9cHwEBJnFb4j71EPU_-GHkO2bOK7WaV4AGREqu8RuF0VVbS2dxvQpUm2zw/s200/sewing.jpg" width="144" /></span></a></td></tr>
86. <tr><td class="tr-caption" style="text-align: center;"><span style="color: #351c75;">is this REALLY important in a child's education?</span></td></tr>
87. </tbody></table>
88. <span style="color: #351c75;">* <b>say no to additional commitment and parent-pleasing projects and get the school governors to back you. </b> Protect the staff from new initiatives and traditional activities that eat away at time.  Encourage staff to agree on what are the core values and aims and stick to those.  If that means doing away with regular Wednesday afternoon sewing and football, so be it.  What's more important, having time to finish off an English or maths focus, or a bit of crappy cross-stitch and an predicable own-goal by young Harris? What are schools judged on, anyway - their home-sweet-home samplers or out-turn in literacy?  <i>Cram the fun stuff in, using parent helpers, whilst teachers are busy doing assessments in the summer.</i></span><br />
89. <span style="color: #351c75;"><br /></span>
90. <span style="color: #351c75;">* <b>Go in to the classroom, roll up your sleeves and teach.</b> Send the teacher in to a corner, show them how it's done and give the teacher the chance to not only do some focused observation or assessment, but also give you some feedback on your teaching.   If you impress them, they may well show you, as their leader, a new found respect and up their game too.</span><br />
91. <span style="color: #351c75;"><br /></span>
92. <span style="color: #351c75;">* <b>Cut the waffle in staff meetings </b>and politely stop the usual time-wasters from soap-boxing or taking up valuable time with their meandering anecdotes.   Focus on news and actions that move teaching and learning forwards and let the staff get home on time. That makes us all happy.</span><br />
93. <span style="color: #351c75;"><br /></span>
94. <span style="color: #351c75;">* <b>Understand teacher's workload, don't just pay lip service to it</b>.  A good school report, for example, takes 30 mins to type and check.  That's 15-20 hours of work, alongside planning and marking, that a teacher is expected to magic out of thin air.  What do parents want in a report?  Focus on the key things- core subjects and a general comment- these can include the little successes and targets for improvement.  Dull generic feedback on geography, citizenship or PE aren't that helpful, after all.</span><br />
95. <span style="color: #351c75;"><br /></span>
96. <span style="color: #351c75;">* <b>Let teachers have control of the timetable.</b>  If a year group team wants to spend 2 whole days a week doing maths and English, so what?  As long as the kids have breaks, and the content is put in a context the children understand there is nothing wrong with this, is there?  Find out if the staff are frustrated that they have to stop after 50 mins and prepare for the next lesson.  If the majority are then there is a source of morale sapping.  Do something about it. </span><br />
97. <span style="color: #351c75;"><br /></span>
98. <span style="color: #351c75;">*<b>Don't make teachers pay for their tea and coffee. </b>  Seriously, get the PTA to dip in to their funds. Dehydrated teacher is no good to anyone.  And make sure that teachers who are on duty get a drink and a toilet break.  It's a simple thing that shows you care.</span><br />
99. <br />
100. <br />
101. I will finish today with a quote from <span style="color: #741b47;">The World according to Joyce</span>.  She was a colleague of mine, and I am sorry really that for numerous reasons we never had a chance to get to know each other.  She was a long-standing member of the senior leadership team and was approaching the end of her long, and impressive career.  I over-lapped with her for a handful of years during the Blairite overly touchy feely days in education... Enough said.  We had been sat in the head teacher's study for what seemed like hours, listening to yet another initiative that we would be expected to implement. Debate was out of the question.  Time would have to be found to do follow this new way, this Third Way etc etc. Too much hot air and not enough tea took its toll on Joyce, and at some point I watched her drift off to sleep, head in hands, appearing to be listening. Her eyes were firmly shut.  I envied her.  With no disrespect intended to the head teacher at that time, I could see why sleep seemed like a merciful release.    Towards the end of the discussion Joyce suddenly sat bolt upright and thumped the desk with a terrific bang that terrified us. And then she shouted: <i>"Yes, but how does this help the children? If it doesn't I'm not interested!" </i><br />
102. <br />
103. <b>And she had it right.  If you are a school leader and you are looking for a way to raise morale, take that quote from Joyce and gouge it in to your desk.  If it doesn't help children's learning, it's probably not worth doing.  That is our job, after all.</b><br />
104. <br />
105. Toodle pip<br />
106. <br />
107. Andy </div>
108. <div style="text-align: left;">
109. <br /></div>
110. <div style="text-align: left;">
111. <br /></div>
112. <br />
113. &lt;br /&gt;&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/8183884268645776357/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/06/professional-morale-and-its-impact-on.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/8183884268645776357'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/8183884268645776357'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/06/professional-morale-and-its-impact-on.html' title='Professional morale and its impact on pupil progress'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy-FIBx8upi0FGTIx9mSWahyphenhyphenRrX6ODHr9lLPe3D5zMpbfiQs8B5H6ZTZolXgm5yUC2hLHFVpNKYrAAC5BgBeaIzL8z9pYegQ9GpKGK0SGUCaaWyj44QtAL_tefuRX11x0ZcCEn6FpUD5Nx/s72-c/article-1195340-0577FCA7000005DC-11_233x383.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-945835435585185477</id><published>2015-05-06T21:38:00.000+01:00</published><updated>2015-06-17T22:13:13.186+01:00</updated><title type='text'>Quantifying children and their attainment in an ECE setting</title><content type='html'>&lt;br /&gt;
114. Quantifying is, to me, an innate way of measuring performance.   Whether I'm purchasing a new chainsaw, choosing a ready-made sandwich or chatting to a passing stranger I am constantly making observations, evaluations and comparisons in my head.   Numbers provide an absolute benchmark for forming a judgement.   I can look at the specifications of my new Stihl chainsaw and know with confidence that its 4.6 horsepower engine and 24 inch bar will be sufficient for probably 99% of jobs that I throw at it.   My sandwich choice will be a balancing act between flavour, fat and calorie content, volume and price.  And when I'm talking to someone from the first time I'm quantifying multiple aspects of them - from their size, accent, language skills, character traits, even the force of their handshake.  It reminds me of the Terminator films and the constant stream of data on screen as seen through the cyborg's vision!  For me, and I'm sure many people, numbers and some form of mental comparison and quantifying are an essential tool for life.  <br />
115. <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
116. <tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilKdoVlXwNmMPBb-Tj7h41Jg1flp-43Qj_2DbCSFoEwI83tDoVJnexnIl4xVxMiRTNCVKMHEvMul5VgJZOUNrnCUKE2x-RkxFB_rPhvCKKmIRLutJvESgXkPVKM1Ns86cZGTSoTME3zcZe/s1600/20100330terminator.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="83" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilKdoVlXwNmMPBb-Tj7h41Jg1flp-43Qj_2DbCSFoEwI83tDoVJnexnIl4xVxMiRTNCVKMHEvMul5VgJZOUNrnCUKE2x-RkxFB_rPhvCKKmIRLutJvESgXkPVKM1Ns86cZGTSoTME3zcZe/s1600/20100330terminator.jpg" width="200" /></a></td></tr>
117. <tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">Terminator vision -  quantify everything!</span></td></tr>
118. </tbody></table>
119. <br />
120. And yet quantifying people, especially children, seems wrong. It seems overly empirical  and crude perhaps, and if we categorise people on too coarse a scale we lose individuality.  Quantifying anyone, for the purpose of educating them at least, requires a substantial amount of time spent observing, interacting and building a relationship with them.<br />
121. <br />
122. Perhaps that is one reason why so many teachers have a negative view of the education inspection process.  Someone you don't have a relationship with is going to spend a very short period of time passing judgement on you, on the children in your setting, on your staff and quantify you all based on a limited set of criteria, and under circumstances which are invariably stressful and unrepresentative of the normal working environment.  Ultimately they are going to quantify you on the most painful scale of all - pass or fail.  Who wants to be judged like that?<br />
123. <br />
124. However, as education professionals our personal quantifying of children should, in theory, be a far more measured and detailed judgement.  We should, after all, know the children individually and by the end of the school year have an extremely detailed personalised understanding of their unique profile as a learner.  When I'm writing annual school reports I still, after more than ten years, astound myself with the sheer breadth of specific facts that I have stored away about a child's attainment - from the academic to the social.   I sincerely hope that most teachers know their pupils in the same way.<br />
125. <br />
126. And yet there are times when there is important information about a child that we simply have no record of.  We could guess, by applying a generic fit to similar kids, but, well, that's not professional is it?  Sometimes this is because a child has slipped through the net through absence or their timetabling, or on occasion it's because we simply have not had time to probe a particular area because we are so caught up in the day-to-day running of a hectic classroom.  And if the understanding about a child that we are missing is something as important as their happiness or engagement with peers then we are failing in our duty of care. <br />
127. <br />
128. Every few years I have a class with more than its fair share of characters... and challenges. Despite my best efforts I seem to spend the whole year being distracted by the antics of a minority. My face time with the class is finite and something has to give - and how often is it time spent with a quiet, hard-working child who seems to be doing ok?  If the class clown is taking you and his peers off task for a minute every lesson, that's five or more minutes a day or nearly half an hour a week of professional time that another pupil misses out on.  As my teaching skills matured I developed ways to minimise this but for less confident colleagues the impact of one attention seeker is huge. Crunch the numbers and you can easily see that one child with social or behavioural challenges can gobble up several whole days of teaching or observing time during a school year.  And that's terrifying, if you have a professional conscience.<br />
129. <br />
130. But, continuing the thread that this blog is following, this is where good school leadership comes in.  An effective leader should be aware of this drain on professional time and help to overcome it - and that could range from the obvious intervention techniques being implemented to jumping in and taking the class to read a story for fifteen minutes a week.  There are few better gifts that a leader can give their staff than freeing up their classroom time to either observe or allow them to spend focused time on moving a child's learning forward.<br />
131. <br />
132. <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
133. <tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgml7o0Un5O5ZYRtBtVcbMxaTiWNFSNmf9JT-gpZIM6RvCT3uXjA7St-4Ab6ca-38aRHqFguqkB2tHCShdbRSANWX-hF8ugELCipff_HhG-s6e-d1ztEtFBGrDu0pw6lQcEGbCo9NIn5x6x/s1600/matisse.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgml7o0Un5O5ZYRtBtVcbMxaTiWNFSNmf9JT-gpZIM6RvCT3uXjA7St-4Ab6ca-38aRHqFguqkB2tHCShdbRSANWX-hF8ugELCipff_HhG-s6e-d1ztEtFBGrDu0pw6lQcEGbCo9NIn5x6x/s200/matisse.jpg" width="150" /></a></td></tr>
134. <tr><td class="tr-caption" style="text-align: center;">She's female, but where's the detail?</td></tr>
135. </tbody></table>
136. <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
137. <tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijWNPBErgYc9cWafhc7Dqy9A4nIRrdSno43ADWnfKrdZRA2x6Q4X6pKnLUGCLA8T9JkVtslfgsjR2fsO-x_bFAcOhG-Gra-Uv35ODlfHHYYW7DxT3d4Fv9-81s8NUNwE1qnsHhOwPKAnMk/s1600/preraph.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijWNPBErgYc9cWafhc7Dqy9A4nIRrdSno43ADWnfKrdZRA2x6Q4X6pKnLUGCLA8T9JkVtslfgsjR2fsO-x_bFAcOhG-Gra-Uv35ODlfHHYYW7DxT3d4Fv9-81s8NUNwE1qnsHhOwPKAnMk/s200/preraph.jpg" width="167" /></a></td></tr>
138. <tr><td class="tr-caption" style="text-align: center;">Personal details overflow</td></tr>
139. </tbody></table>
140. <span style="color: #741b47;">Quantifying children is important</span>. A few teachers paint a picture of their pupils using very broad strokes, Matise-style, so to speak.  From a distance it looks like they have captured the child's likeness effectively, but take a closer look at their work and there is little detail or individuality. Sloppy professionals use the broadest brushes of all. Most of us however aim to be able to create, if asked, a Pre-Raphaelite image with such specific subtle touches that a parent could identify their own flesh and blood even if we'd got the name wrong on the school report.   Whilst what we do with the image that we create is the subject of the next blog entry, I cannot emphasise enough how important I feel it is that school leaders are critical reviewers of their staff's work, that they probe for detail and if it's lacking do their bit to make sure that the shades and textures that make up the children in our care are filled in.<br />
141. <br />
142. Free teachers up to study their subjects in detail and the end results will be worth it.<br />
143. <br />
144. <br />
145. Thanks for battling through that metaphor!<br />
146. <br />
147. Andy<br />
148. &lt;br /&gt;&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/945835435585185477/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/05/quantifying-children-and-their.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/945835435585185477'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/945835435585185477'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/05/quantifying-children-and-their.html' title='Quantifying children and their attainment in an ECE setting'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilKdoVlXwNmMPBb-Tj7h41Jg1flp-43Qj_2DbCSFoEwI83tDoVJnexnIl4xVxMiRTNCVKMHEvMul5VgJZOUNrnCUKE2x-RkxFB_rPhvCKKmIRLutJvESgXkPVKM1Ns86cZGTSoTME3zcZe/s72-c/20100330terminator.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-4758169911295184390</id><published>2015-03-28T11:56:00.002+00:00</published><updated>2015-06-20T21:29:10.443+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="children&#39;s learning"/><category scheme="http://www.blogger.com/atom/ns#" term="early years education"/><category scheme="http://www.blogger.com/atom/ns#" term="ECE"/><category scheme="http://www.blogger.com/atom/ns#" term="education research"/><category scheme="http://www.blogger.com/atom/ns#" term="nursery"/><category scheme="http://www.blogger.com/atom/ns#" term="pre-school"/><category scheme="http://www.blogger.com/atom/ns#" term="school leadership"/><title type='text'>Deconvolving early years education -  extracting signals from the noise to improve children&#39;s learning</title><content type='html'>My background is in applied physics. For over a decade I studied and used physics and mathematics and as an experimentalist one of my key skills was in extracting useful information from noise.&amp;nbsp; I would like to make that analogy today to discuss the current and future path of early years education.&lt;br /&gt;
149. <br />
150. There is no doubt that early years education publications, be they in print or electronic form, contain a lot of valuable research and observations. They are also, I would argue, often packed with cliche, verbose language and a sizeable amount of laudable, but unrealistic good intention and political correctness.<br />
151. <br />
152. Take this wordcloud that I made this morning from the text of half a dozen recent UK publications...<br />
153. <br />
154. <div class="separator" style="clear: both; text-align: center;">
155. <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7-lnf_10wFLH_SUlel6V1WhwisCPabWGCs5lmgHUiv8L-uiOYxDfZGwUFo7qb2JsOLpWhyAZz_NGLK7mkprpjquWfQKkNMNzupcdJbvEsiVGEdcfHd1cFldHz5TJwLlX_R4N0YPqOZXzj/s1600/wordcloud(2).png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7-lnf_10wFLH_SUlel6V1WhwisCPabWGCs5lmgHUiv8L-uiOYxDfZGwUFo7qb2JsOLpWhyAZz_NGLK7mkprpjquWfQKkNMNzupcdJbvEsiVGEdcfHd1cFldHz5TJwLlX_R4N0YPqOZXzj/s1600/wordcloud(2).png" width="640" /></a></div>
156. <br />
157. This is a true statistical analysis of the word frequency in these publications. And it's pretty too.<br />
158. <br />
159. It's a great keyword generator for web pages or even grant applications. But where are the words like 'formative', 'summative','creative','teachers'.  Clearly the key words that are coming through are 'quality', 'measure', 'provide', 'report', 'grade','report', 'authors'....  These randomly selected publications to me highlight the gap between action and observation.<br />
160. <br />
161. I created this image to illustrate a point that I believe shows a disconnect between some of those who write reports and those who get their sleeves rolled up and are employed to work with children in the early years.  Government departments, think tanks, charitable foundations and some research groups are very accomplished at observing, assessing (although that word doesn't appear on this image...) and making suggestions.<br />
162. <br />
163. As I've mentioned before there is a plethora of advice and recommendations on how to be a more effective teacher or early years leader but I argue that there are fundamental issues of data quality that are clouding the observations in the first place.  After all, nobody is denying the fact that there are still issues in children's progress in the early years despite the billions of words that have been written about it in the past century.<br />
164. <br />
165. If we consider judgments made on pupil out-turn at the end of early years education we often see some quite predicatable results.  There is a spread of attainments, some groups make better progress, the families with the most chaotic lives tend to correlate with the poorest progress etc etc.  These are signals, yes, but they are also modulated by a myriad of factors relating to the early years practitioners. These may include: <br />
166. <br />
167. <ul>
168. <li>staff morale and commitment</li>
169. <li>the quality of the learning environment</li>
170. <li>the availability of additional staff and helpers</li>
171. <li>quality leadership</li>
172. <li>personal health, life and work life balance</li>
173. <li>the professional's experience and ongoing training</li>
174. <li>biorhythms?</li>
175. </ul>
176. <br />
177. Factor in the child-related variables (which are largely accounted for) and there are a significant number of influences that can determine pupil out-turn.<br />
178. <br />
179. I argue that the balance of early years educational analysis focuses on child and pedagogic variables, and that the subtle but vitally important ones that modulate a professional's desire and ability to deliver a child-centred learning experience are lost in the noise of the principle signals.  They need to be deconvolved.<br />
180. <br />
181. A quick check of Google scholar shows very few recent academic research papers that include 'morale' and early years education.  One has to ask why this is...  Naturally there is a fear that entering an establishment and investigating the morale of staff will raise contentious issues regarding working conditions. It can be subjective, deeply personal and hard to quantify accurately.  There are whingers in every workplace after all!  Perhaps morale is not considered by some, who see ECE professionals through rose-tinted glasses?  Why don't governmental ed teams address staff morale, for example?  Possibly they don't want to open a can of worms...   But this, among many other factors is integral to having a productive, motivated staff.<br />
182. <br />
183. Sears, the US retail giants, take staff morale seriously, according to many on the internet. They even had a system called <a href="http://blog.hreonline.com/2014/12/03/finger-employee-pulse/" target="_blank">Project MoodRing</a> that aimed at obtaining daily feedback to help managers and leaders connect with maintaining staff focus and enjoyment.  As long as this is used carefully, it seems like a fabulous way of connecting the working team with their less hands-on bosses.  But how many school leaders are truly aware of staff morale?  What methods (other than listening at the staffroom door!) could school leaders use to quantify morale in a non-threatening way?  And would ECE leaders have the courage to address these issues in a timely and constructive way?<br />
184. <br />
185. I would love to see research focusing on the convolved issues that have such a subtle but profound impact on children's experience in early years education.  And more importantly, I'd like to see practical solutions coming from this work. <br />
186. <br />
187. Andy<br />
188. <br />
189. ps.  check out this amazing free <a href="http://timdream.org/wordcloud/" target="_blank">wordcloud </a>generating page.  It can take sources from web pages to text documents. Fantastic.<br />
190. &lt;br /&gt;&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/4758169911295184390/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/03/deconvolving-early-years-education.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/4758169911295184390'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/4758169911295184390'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/03/deconvolving-early-years-education.html' title='Deconvolving early years education -  extracting signals from the noise to improve children&#39;s learning'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7-lnf_10wFLH_SUlel6V1WhwisCPabWGCs5lmgHUiv8L-uiOYxDfZGwUFo7qb2JsOLpWhyAZz_NGLK7mkprpjquWfQKkNMNzupcdJbvEsiVGEdcfHd1cFldHz5TJwLlX_R4N0YPqOZXzj/s72-c/wordcloud(2).png" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-3595074389456684372</id><published>2015-03-25T23:19:00.002+00:00</published><updated>2015-03-25T23:19:58.574+00:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="discussion"/><category scheme="http://www.blogger.com/atom/ns#" term="early years"/><category scheme="http://www.blogger.com/atom/ns#" term="early years leaders"/><category scheme="http://www.blogger.com/atom/ns#" term="ECE"/><category scheme="http://www.blogger.com/atom/ns#" term="explanation"/><category scheme="http://www.blogger.com/atom/ns#" term="language"/><category scheme="http://www.blogger.com/atom/ns#" term="modelling conversation"/><category scheme="http://www.blogger.com/atom/ns#" term="primary education"/><title type='text'>Raising achievement in the early years through words alone</title><content type='html'>I read a report recently of a study in to &lt;b&gt;socio-economic variation in pre-schooler&#39;s achievement and development&lt;/b&gt;.&amp;nbsp; The really positive headline that I took away from it was that children from less privileged backgrounds were not leaving early years education behind their more well-off peers.&amp;nbsp; However, in the very lowest deciles, the report went on, the gap was already clear.&amp;nbsp; A gap that, for many children, will never be closed.&amp;nbsp; The reseachers had also looked at the educational level of those providing the early years childcare and the analysis showed that in the most deprived settings the staff were less likely to have degree-level qualifications.&amp;nbsp; I&#39;ll dig out the article and post it here later.&lt;br /&gt;
191. <br />
192. Having worked in very deprived areas in the UK I know that any judgement placed on professionals working with children in these areas must be very carefully levelled. There are a multitude of factors that determine a child's trajectory through education, and many of these are outside of a teacher or nursery staff's control.<br />
193. <br />
194. <a href="http://www.hslda.ca/assets/images/preschool/preschool_landing_web_page_smaller_image.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="http://www.hslda.ca/assets/images/preschool/preschool_landing_web_page_smaller_image.jpg" border="0" height="133" src="http://www.hslda.ca/assets/images/preschool/preschool_landing_web_page_smaller_image.jpg" width="200" /></a>However the one resource that costs nothing to implement is quality language.  And often (and again I write this with caution, as there should be no type casting of families from deprived backgrounds) it is a high standard of language that is missing in the family homes of children who struggle at school.<br />
195. <br />
196. <br />
197. In many countries this has already been identified (for example Priorities for Children’s Learning in ECEs: Good Practice (November 2013) highlights questioning of children and modelling of conversations as being important assessment criteria for monitoring in early years settings).  But how easy is this to actually monitor and regulate, as an early years leader, and what does it 'look like' in practise?<br />
198. <br />
199. I think we need to consider, firstly, the types of language and (very importantly) non-verbal communication that are often missing in the homes of children who live in very stressed and volatile homes:<br />
200. <br />
201. <br />
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637. <span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="color: black; mso-themecolor: text1; mso-themeshade: 191;">Language or behaviours that may be rare or absent</span></b></span></div>
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643. <span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black; mso-bidi-font-weight: bold; mso-themecolor: text1; mso-themeshade: 191;">Empathy</span></span></div>
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649. <span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black; mso-bidi-font-weight: bold; mso-themecolor: text1; mso-themeshade: 191;">Explanation</span></span></div>
650. </td>
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655. <span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black; mso-bidi-font-weight: bold; mso-themecolor: text1; mso-themeshade: 191;">Patience</span></span></div>
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661. <span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black; mso-bidi-font-weight: bold; mso-themecolor: text1; mso-themeshade: 191;">Praise</span></span></div>
662. </td>
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667. <span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black; mso-bidi-font-weight: bold; mso-themecolor: text1; mso-themeshade: 191;">Boundaries</span></span></div>
668. </td>
669. </tr>
670. <tr style="mso-yfti-irow: 5;">
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673. <span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black; mso-bidi-font-weight: bold; mso-themecolor: text1; mso-themeshade: 191;">Accurate phonology or syntax</span></span></div>
674. </td>
675. </tr>
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679. <span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black; mso-bidi-font-weight: bold; mso-themecolor: text1; mso-themeshade: 191;">Appropriate pragmatics models</span></span></div>
680. </td>
681. </tr>
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683.  <td style="border-bottom: solid black 1.0pt; border: none; mso-border-bottom-themecolor: text1; padding: 0cm 5.4pt 0cm 5.4pt; width: 154.0pt;" valign="top" width="205">
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685. <span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black; mso-bidi-font-weight: bold; mso-themecolor: text1; mso-themeshade: 191;">Playfulness</span></span></div>
686. </td>
687. </tr>
688. </tbody></table>
689. <br />
690. <br />
691. This is not an exhaustive list, of course, but it's clear that we all in some way should be addressing these issues with our cohort from day 1.<br />
692. <br />
693. I would like, in particular, to discuss the power of explanation.<br />
694. <br />
695. Children can, let's face it, be quite demanding in their "why?" questions.  With my own kids I have at times cursed my own refusal to ever offer a "Because it is." or "Because I said so." answer! Shortcuts are timesavers but do no justice to a developing mind.  I've often seen colleagues dodge youngster's questions because they could not be bothered to even try explaining something that has intrigued a child. But a child's questions are an outward expression of their desire to understand the world around them.  By denying an explanation a parent or professional inhibits a quantum of a youngster's cognitive development but multiply this by the dozens of times that a 3-4 year old, for example, asks questions during the day and the damage of <b>denied explanation </b>is significant.<br />
696. <br />
697. As early years and primary teachers were are very skilled at patience, praise, verbally applying boundaries and playfullness. But I suggest that denied explanations do occur more often than we wish to admit, largely because of the pressure of time in the classroom.  It's easy to brush off a child's question or agree to an inaccurate or confused response simply because we are too busy juggling other tasks. <br />
698. <br />
699. The reason I raise this today is that I believe that focusing on children's spoken and non-verbal communication (when did you see that discussed in mainstream best practise advice from government?) is the key to not only being truly inclusive but also to nourishing the brain of children who grow up in a linguistically empoverished environment.   It costs nothing, after all.<br />
700. <br />
701. So, early years leaders, have you ever had an observational focus on language used by staff in the classroom?  How would you evaluate a member of staff's verbal and non-verbal interactions with children? Is your focus biased towards the social and emotional aspect of interaction and if so would you consider looking to somehow measure the quality of explanation?<br />
702. <br />
703. There are, of course, difficulties in ensuring parity of provision across a setting, and in particular we have to factor in workloads and a professional's own language skills and proficiencies before making any comments.   But a whole staff focus on never denying an explanation to a child's question could be a really powerful tool for repairing the language development damage that occurs outside of pre-school or school.<br />
704. <br />
705. I'd love to hear some feedback on this issue, which a particular interest of mine.<br />
706. <br />
707. Andy  <br />
708. <br />
709. <br />
710. <br />
711. &lt;br /&gt;&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/3595074389456684372/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/03/raising-achievement-in-early-years.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/3595074389456684372'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/3595074389456684372'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/03/raising-achievement-in-early-years.html' title='Raising achievement in the early years through words alone'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-8725741623066082224</id><published>2015-03-23T16:49:00.000+00:00</published><updated>2015-03-23T22:23:15.136+00:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="early years"/><category scheme="http://www.blogger.com/atom/ns#" term="early years leaders"/><category scheme="http://www.blogger.com/atom/ns#" term="inclusion"/><category scheme="http://www.blogger.com/atom/ns#" term="monitoring inclusion"/><category scheme="http://www.blogger.com/atom/ns#" term="professional standards in early years teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="whistleblowers"/><title type='text'>Safeguards and alarm bells in early years inclusion practise.   Whistleblowers need protection.</title><content type='html'>&lt;b&gt;There is no doubting that this century has seen a step-change in the attitudes of the majority of education professionals towards inclusion&lt;/b&gt;. Not only is the physical environment now safer and more supportive for those with a range of inclusion issues, it&#39;s clear that planning and monitoring the needs of children, particularly those in the early years, who need a little more help is firmly embedded in good practise. And this is so vital in ECE settings where children often don&#39;t have a voice or the ability to comprehend when their treatment is prejudiced. &lt;br /&gt;
712. <br />
713. <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; text-align: left;"><tbody>
714. <tr><td style="text-align: center;"><a href="http://www.ero.govt.nz/National-Reports/Inclusive-practices-for-students-with-special-needs-in-schools-March-2015/Findings" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;" target="_blank"><img alt="Inclusiveness report smmary cover" border="0" src="http://www.ero.govt.nz/var/ezero/storage/images/media/images/inclusiveness-report-summary-cover/3538959-1-eng-NZ/Inclusiveness-report-summary-cover.png" height="200" title="Inclusiveness report smmary cover" width="141" /></a></td></tr>
715. <tr><td class="tr-caption" style="text-align: center;">The latest inclusion report NZ</td></tr>
716. </tbody></table>
717. <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; text-align: right;"><tbody>
718. <tr><td style="text-align: center;"><a href="http://www.inclusiontrust.org.uk/wp-content/uploads/2015/02/PRESS-RELEASE-Our-most-vulnerable-young-people.pdf" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;" target="_blank"><img alt="Front Cover" border="0" class="size-medium wp-image-1949 alignleft" src="http://www.inclusiontrust.org.uk/wp-content/uploads/2015/02/Front-Cover-204x300.jpg" height="200" width="136" /></a></td></tr>
719. <tr><td class="tr-caption" style="text-align: center;"><a href="http://www.inclusiontrust.org.uk/wp-content/uploads/2015/02/PRESS-RELEASE-Our-most-vulnerable-young-people.pdf" target="_blank">Some way to go in the UK?</a></td></tr>
720. </tbody></table>
721. <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: left;"><tbody>
722. <tr><td style="text-align: center;"><a href="http://www.worldforumfoundation.org/working-groups/inclusion/" style="margin-left: auto; margin-right: auto;" target="_blank"><img alt="Inclusion and Special Needs" class="attachment-thumbnail wp-post-image" src="http://www.worldforumfoundation.org/wp-content/blogs.dir/4/files/2014/03/wfinclusion-120.jpg" height="200" title="A more global perspective of inclusion" width="200" /></a></td></tr>
723. <tr><td class="tr-caption" style="text-align: center;">A more global perspective.</td></tr>
724. </tbody></table>
725. <br />
726. <br />
727. However, there are still some very profoundly negative attitudes within our profession that have not<br />
728. come out of the dark ages.. <br />
729. <br />
730. Here's an example:<span style="color: #741b47;">  Over coffee the other day I was talking to a friend who worked until recently in a primary school not far from here.  She was employed on additional funding to support a youngster with social and behavioural difficulties.   She has an innate empathy with children and is experienced at supporting children with special educational needs. Being new to the school she spent the first few weeks finding her feet, understanding the routines and trying her hardest to match the suggestions of the inclusion teams to the needs of the child and class.  After the initial trust gaining period was over, my friend was warmly accepted by X, and his parents in particular were delighted that he was enjoying school and the there were finally positive reports coming home.  However soon the lack of a cohesive inclusive approach within the school appeared.  It was made clear that X was not wanted in the classroom - teaching had to occur in the hall, he was not allowed to participate in PE because he disturbed the class, he was given ridiculous tasks to achieve by the teacher (ones that guaranteed failure). When one day he lost his temper and lashed out, hitting my friend, the school were more interested in using this as an excuse to exclude the child than they were in making sure that she was ok.  The paperwork she had to file was evidence to exclude X, not focused on understanding the incident and learning from mistakes.   Her greatest problem was that she had nobody to turn to. The school was outwardly inclusive (Their prospectus states that they put children first and see each child as a member of the school family...) yet with a teacher who clearly viewed X as a nuisance and showed no appreciation of his challenges and corporate view that the school would be better off without him, she had no professionals on site to share her concerns with.  She considered discussing the matter with her union and with local authority inclusion professionals but was, quite rightly, terrified that there would be recriminations from any investigation. So with a heavy heart she made her excuses and left. </span><br />
731. <br />
732. I raise this today because my friend's story has great resonance throughout the UK social, health and childcare services at the moment.  Who can we trust to report un-inclusive behaviour to?  How can members of staff raise issues without damaging their reputation or threatening their own financial future? Indeed, do those who work in inclusion services take the time to independently view practise in the classroom to make sure that the review meetings they attend aren't just full of flannel?<br />
733. <br />
734. These are very important issues that cut to the heart of protecting the most vulnerable children and those who sincerely care for them. <br />
735. <br />
736. If you are an <b>early years leader</b> and this issue troubles you -<br />
737. <br />
738. <ul>
739. <li>Are you aware of how inclusive your staff are when doors are shut?</li>
740. <li>Do your staff know who they can talk to about non-inclusive practise?</li>
741. <li>Have you considered having a reciprocal agreement with a neighbouring head to allow staff to contact an outsider to discuss inclusion or other issues?</li>
742. <li>Do you have a policy on staff implementation of inclusion? If not, is this something to discuss with HR or your governors?</li>
743. </ul>
744. <br />
745. <br />
746. If you are a<b> teacher or other early years professional</b> -<br />
747. <br />
748. <ul>
749. <li>Do you have someone you can trust with inclusion concerns?  </li>
750. <li>Do you know what you would do if someone voiced a concern to you?</li>
751. </ul>
752. <br />
753. We all like to think we have a zero tolerance approach to hideous professional behaviour but in reality there are often strong personalities, corporate attitudes and emotional realities to deal with when tackling issues like this in the workplace. I would hope that every leader in every childcare setting is fully inclusive in action, not just word, and that they would deal decisively and constructively with issues of prejudice.  Knowing that this is not the case there is clearly a lot of national discussion to be had regarding the options available to those who, in the media parlance, would be whistleblowers.<br />
754. <br />
755. <br />
756. <br />
757. <br />
758. <div class="separator" style="clear: both; text-align: center;">
759. </div>
760. &lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/8725741623066082224/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/03/quality-control-in-early-years.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/8725741623066082224'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/8725741623066082224'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/03/quality-control-in-early-years.html' title='Safeguards and alarm bells in early years inclusion practise.   Whistleblowers need protection.'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-5239736943418432103</id><published>2015-03-22T23:25:00.000+00:00</published><updated>2015-05-06T21:06:04.996+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="contextualise learning"/><category scheme="http://www.blogger.com/atom/ns#" term="early years"/><category scheme="http://www.blogger.com/atom/ns#" term="early years education"/><category scheme="http://www.blogger.com/atom/ns#" term="early years leaders"/><category scheme="http://www.blogger.com/atom/ns#" term="early years teachers"/><category scheme="http://www.blogger.com/atom/ns#" term="ECE"/><category scheme="http://www.blogger.com/atom/ns#" term="ece leadership"/><category scheme="http://www.blogger.com/atom/ns#" term="educational standards"/><category scheme="http://www.blogger.com/atom/ns#" term="free online journals"/><title type='text'>Challenges to overcome in achieving sustainable success -  early years education in action</title><content type='html'>I&#39;d like to start by condensing what I&#39;ve discussed recently :&lt;br /&gt;
761. <br />
762. <blockquote class="tr_bq">
763. <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
764. <tr><td style="text-align: center;"><a href="http://www.windermereschool.co.uk/images/Windermere_Prep_School_EYFS.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="" border="0" src="http://www.windermereschool.co.uk/images/Windermere_Prep_School_EYFS.jpg" height="185" title="early years children learning and talking" width="320" /></a></td></tr>
765. <tr><td class="tr-caption" style="text-align: center;">Rewarding but time intensive: Life in the early years classroom.</td></tr>
766. </tbody></table>
767. Early years professionals are often so encumbered by the child-facing part of the role that they have little time to truly reflect on practise or discuss and embrace new initiatives or methodologies.  Few professionals have the time outside of work to sacrifice family and social commitments in order to be deeply reflective and plan accordingly. Smarter working practises are needed for sustainability. (and sanity!)<br />
768. <br />
769. Philosophies of education are important in our profession and are worthy of regular discussion within a setting. They can encapsulate our most important drivers, and we all periodically need reminding of these to keep our motivation up. <br />
770. <br />
771. Access to peer-reviewed academic research in early years pedagogy is limited for most teachers, as it's either locked up by the publishers or perhaps not shared effectively.<br />
772. <br />
773. Although Open Access journals are slowly becoming part of the zeitgeist this movement faces considerable challenges and is in its infancy.  Until all professionals have equal access to the wealth of intellectual output regarding early years and primary education there is a strong argument that at regional or government level teaching staff should be given free access to online journals as part of CPD.  <br />
774. <br />
775. There is a clear need, in the UK at least, for a punchy regular digest of the latest academic research. This should not simply be delivered to each setting, but should be given to every staff member.<br />
776. <br />
777. <a href="http://www.greenenergynetworks.co.uk/wp-content/uploads/2011/09/green-network-300x223.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="http://www.greenenergynetworks.co.uk/wp-content/uploads/2011/09/green-network-300x223.jpg" border="0" src="http://www.greenenergynetworks.co.uk/wp-content/uploads/2011/09/green-network-300x223.jpg" height="148" title="Professional connections within early years and primary settings" width="200" /></a>School leaders are multiply connected, both within and outside the setting.  As the number of children on roll increase it is very likely that the number of interactions or actions demanded of a leader rise at a non-linear rate.  This squeezes the leader's time towards the inevitable role of manager, not leader. <br />
778. <br />
779. Early years and primary school leaders need to beware of Parkinson's Law and set themselves and others realistic but sometimes controversial time frames for achieving tasks.  Although difficult, and often requiring great interpersonal relationship skills, this should free up time for more child-focused and strategic activities.  Leaders need to build time in to the working day to allow timely tasks to be completed.  This, from my own professional experience, is often overlooked.<br />
780. <br />
781. <span style="color: #990000;">One of the more empowering tasks that an ECE leader can do is to relieve a teacher so that they can simply become invisible observers in their own class.  This fuels new insights, passion and good will.</span></blockquote>
782. <br />
783. <i>In the next few blogs I will be looking at the role of the school leader and discussing how a whole-school ethos can maintained in a sustainable way, drawing upon the wealth of recommendations in the literature..  There are many lessons to be drawn from outside of education and I believe that ICT use by professionals and learning from small and medium sized business models can teach us a lot about how we should be planning and working strategically in the early years, and I shall be looking at that too.</i><br />
784. <br />
785. <i>Best wishes</i><br />
786. <br />
787. <br />
788. Andy <br />
789. <br />
790. <br />
791. &lt;br /&gt;&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/5239736943418432103/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/03/challenges-to-overcome-in-achieving.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/5239736943418432103'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/5239736943418432103'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/03/challenges-to-overcome-in-achieving.html' title='Challenges to overcome in achieving sustainable success -  early years education in action'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-9202456760921556961</id><published>2015-03-22T10:31:00.002+00:00</published><updated>2015-03-23T15:12:52.336+00:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="early years"/><category scheme="http://www.blogger.com/atom/ns#" term="early years education"/><category scheme="http://www.blogger.com/atom/ns#" term="early years teachers"/><category scheme="http://www.blogger.com/atom/ns#" term="ece leadership"/><category scheme="http://www.blogger.com/atom/ns#" term="EYFS"/><category scheme="http://www.blogger.com/atom/ns#" term="Parkinson&#39;s Law"/><category scheme="http://www.blogger.com/atom/ns#" term="time management"/><title type='text'>Early Years leaders -  how Parkinson&#39;s Law is worth knowing</title><content type='html'>&lt;table cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;tr-caption-container&quot; style=&quot;float: left; margin-right: 1em; text-align: left;&quot;&gt;&lt;tbody&gt;
792. <tr><td style="text-align: center;"><a href="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcR9zV6Y0v9q0k0ITjSz-rUYgi_qURIu2laeDDufSvgIscn46Wydaw" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="Parkinsons law in education early years leadership cover of original publication" border="0" class="irc_mut" height="320" src="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcR9zV6Y0v9q0k0ITjSz-rUYgi_qURIu2laeDDufSvgIscn46Wydaw" style="margin-top: 0px;" title="Parkinson's Law is as relevant to early years education as it is to business" width="196" /></a></td></tr>
793. <tr><td class="tr-caption" style="text-align: center;">Parkinson in paperback</td></tr>
794. </tbody></table>
795. If you've never heard of this before, Parkinson's Law started out as a casual first sentence in a satirical magazine back in the 1950s.  Rephrased now his law states that :<br />
796. <br />
797. <div style="text-align: center;">
798. <i><span style="font-size: x-large;"><span style="font-family: Georgia,"Times New Roman",serif;">work expands so as to fill the time available for its completion</span></span></i></div>
799. <br />
800.  ou can find out more about it in this <a href="http://en.wikipedia.org/wiki/Parkinson%27s_law" target="_blank">Wiki </a>article.<br />
801. <br />
802. In the light of yesterday's blog about interactions that an early years leader has during the day, I believe it is very important to consider work load management as one of the greatest barriers to effective leadership. <br />
803. <br />
804. To give an example of Parkinson's Law in action, if we're given a month to complete end of year reports most of us will work up to that deadline - even if we could, with plenty of coffee and non-contact time do it in a couple of days.   Parkinson provides a great way of summing up our experience (although it's probably more relevant to an office than to a classroom full of energetic pre-schoolers) of 'time' at work.  And yet, as trivial as the law sounds, it's actually found a use in business management.<br />
805. <br />
806. In an attempt to defeat Parkinson's Law, those who schedule work from others are encouraged to have a very good understanding of the time that the job actually takes before allocating a deadline to their colleagues. Whilst this still requires firm management/leadership to enforce, the general principle of giving an employee a realistic but not too loose deadline makes good sense and frees up otherwise wasted work time.   I can see that in pre-school or nursery settings this could be a useful tool for middle and senior managers and leaders.   The tricky bit is, however, having the time without children to complete the tasks during working hours...  That's a leader's job to sort out.<br />
807. <br />
808. I would argue that when working directly with young children this sort of application of Parkinson's Law is not as relevant, as we're all limited to our time away from the class for job completion,.  But, it's certainly true that the routine job of working with little people follows Parkinson's.  How often do we get a chance to sit back for a few minutes and simply observe the class, take in the dynamics of the children, their paths around the room, their subtle non-verbal interactions?  Parkinson's dictates that these times are not given to us, because someone will want to ask our opinion, fill in a form or see to a child's needs. <br />
809. <br />
810. <span style="color: #741b47;"><span style="color: black;">Defeating Parkinson's Law, even in a small way, is probably one of the most worthwhile things we can do - to have the time as an early years professional to watch, listen and reflect is surely integral to maintaining a healthy philosophy of teaching? </span><b> If an ECE leader could take your class for just five or ten minutes a week, and tell everyone to leave you alone for that time, imagine the things you could see or consider doing that otherwise would not happen.   Just a thought.  Any ECE leaders want to run with this one?</b></span><br />
811. <br />
812. <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; text-align: center;"><tbody>
813. <tr><td style="text-align: center;"><a href="http://www.cooperativeindividualism.org/calvin-on-craftsmanship.gif" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://www.cooperativeindividualism.org/calvin-on-craftsmanship.gif" height="204" width="640" /></a></td></tr>
814. <tr><td class="tr-caption" style="text-align: center;">Calvin on professionalism and Parkinson's Law!</td></tr>
815. </tbody></table>
816. &lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/9202456760921556961/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/03/early-years-leaders-how-parkinsons-law.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/9202456760921556961'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/9202456760921556961'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/03/early-years-leaders-how-parkinsons-law.html' title='Early Years leaders -  how Parkinson&#39;s Law is worth knowing'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-2558426682031888319</id><published>2015-03-21T23:21:00.000+00:00</published><updated>2015-06-17T22:10:15.953+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="early years education"/><category scheme="http://www.blogger.com/atom/ns#" term="early years leaders"/><category scheme="http://www.blogger.com/atom/ns#" term="early years teachers"/><category scheme="http://www.blogger.com/atom/ns#" term="ece leadership"/><category scheme="http://www.blogger.com/atom/ns#" term="nursery leadership"/><title type='text'>The pressures on leaders in Early Childhood Settings and nurseries.</title><content type='html'>I&#39;ve been thinking a lot about my own professional experiences of Early Childhood settings, and the leadership of them.&amp;nbsp; Referring back to the diagram I introduced recently, which gave a very rough view of some of the interpersonal interactions in a typical ECE work place, it is clear that the setting leader is a hub for a huge range of inputs and requests.&lt;br /&gt;
817. <br />
818. <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
819. <tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijolU897DTVDqJ8wKeiG9CmakWd-V245eVOl9K2qkQJMaZXSvDsBRbO0MBdM6vHJ5nSVOCS9SEJqMGckCcdgxI8y6uxT9uvGFMlbA764an5OEuhuxyNbdDn6kW-U4rLg0_3fVmJW45lm49/s1600/Rough-structure_442kij8a.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="" border="0" height="526" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijolU897DTVDqJ8wKeiG9CmakWd-V245eVOl9K2qkQJMaZXSvDsBRbO0MBdM6vHJ5nSVOCS9SEJqMGckCcdgxI8y6uxT9uvGFMlbA764an5OEuhuxyNbdDn6kW-U4rLg0_3fVmJW45lm49/s1600/Rough-structure_442kij8a.jpg" title="Representation of Inter-adult interactions within an Early Years Setting " width="640" /></a></td></tr>
820. <tr><td class="tr-caption" style="text-align: center;">(C) Andy Ross 2015  Adult interactions and influences within an Early Childhood Education setting</td></tr>
821. </tbody></table>
822. <br />
823. <br />
824. I can see now that in focusing on the more professional human inputs placed on ECE staff I have completely forgotten the invaluable admin staff, the frequent phone calls, emails and printed correspondence, dealing with catering issues or medical emergencies, time spent on newsletters or chasing unpaid fees.  The list is massive...<br />
825. <br />
826. <span style="color: #741b47;">The leadership of an ECE setting is a vitally  important role but the impact of the leader on the experience that children receive in all probability decreases with the number of children on roll. </span><br />
827. Why? Having more children creates more potential for outside agency needs, more parents and carers to communicate with, more paperwork, more phone calls and so on.  Even with secretarial staff it is quite easy for a leader or head to be bogged down all day and hardly have a minute to visit the classrooms.<br />
828. <br />
829. So this begs the really important question -  <i>how much does an early years leader influence the daily professional work with children that occurs in their setting</i>?<br />
830. <br />
831. And, on a more positive note, <i>what can be done to maximise the professional help that a leader can provide?  </i> A vast amount of literature exists on the subject of setting leadership, but how much of it has actually been converted in to real world impact?<i><br /></i><br />
832. <br />
833. <br />
834. To somehow empirically quantify this organisational size effect, I have considered the various interactions that occur during a school leader's day.  I group them in to<br />
835. <br />
836. <ul>
837. </ul>
838. <blockquote class="tr_bq">
839. leader ↔ teaching staff<br />
840. leader ↔ children<br />
841. leader ↔ parents or carers<br />
842. leader ↔ admin and other staff<br />
843. leader ↔ external agencies (anything from social work to education dept or HR)</blockquote>
844. <br />
845. Now each of these will intrinsically have a proportional relation to the number of children in the early years setting, call that <span style="font-size: large;"><i>c</i></span><br />
846. <br />
847. For this simple formulation let's take each separately<br />
848. <br />
849. <blockquote class="tr_bq">
850. <b>Teaching staff</b> -  the number of interactions will have a baseline (social and greetings) plus a work related component, and this will depend upon how often the head gets to the classroom/staffroom or the staff sees the head.  But crudely this will be fairly fixed by simply the number of children in the school (ratios determine absolute numbers of staff)</blockquote>
851. <blockquote class="tr_bq">
852. <b>Children </b>-  the number of interactions with children should have a baseline (greater than zero one hopes!) but as the role increases it is likely this will decrease because pressures on the leader mean less time spent out of the office. So the number of leader-child interactions has the form of  being proportional to<span style="font-size: large;"><i> c</i></span> multiplied by  (<i>baseline </i>- <i><span style="font-size: large;">c</span></i>/s<i>ome constant>0</i>).  The second term here in the brackets is the key:  as c increases this term increases, hopefully never taking the sum of the brackets to zero, but at times approaching it.<br />
853. <br />
854. <b>Parents </b>-  this has the same format as the children.  There is a weighting that takes in to account a baseline of interactions (say talking to 10% of parents a day) but as the number of kids increases the office role increases, so the school leader is less able to spend transition times with parents or find time to meet with them.   So this is of the form<span style="font-size: large;"><i>  c</i></span> multiplied by (<i>another baseline</i> - <i><span style="font-size: large;">c</span>/another constant</i>)<br />
855. <b><br /></b>
856. <b>Admin staff </b>-   regardless of how many children are in the early years setting there will be admin work but as the number of children increases this will rise proportionaly.  So this term takes the form of a constant plus some factor multiplied by the number of children.<br />
857. <br />
858. <b>External agencies</b> -  this relationship has the same form as admin staff.  There are always going to be interactions (in person, or by phone, letter or email) but as the number on roll increases the external agency frequency of contact will rise.  It's inevitable.</blockquote>
859. <br />
860. The total number of interactions that the school leader makes every day is the sum of all of these. So, when you put this all together you get a crude back of the envelope model that shows that the number of interactions that the head teacher or early years leader is exposed to takes the form:<br />
861. <br />
862. <blockquote class="tr_bq">
863. <blockquote class="tr_bq">
864. <blockquote class="tr_bq">
865. <span style="font-size: x-large;">αc + βc<sup>2</sup>+γ   <span style="font-size: small;">or </span> c(α +β c)+γ</span></blockquote>
866. </blockquote>
867. </blockquote>
868. <br />
869. Now although this looks a bit daft and a world away from the reality of early years learning you can see that in this expression there is a term in <i><span style="font-size: large;">c</span></i><sup>2</sup>.  And β is in all likelihood greater than zero, so it's important.<br />
870. <br />
871. What does this mean?  It is supposed to illustrate what we all know - that the number of interactions that a school leader has does not grow linearly with the number of children on roll,  there is a quadratic factor in this model which leads to a disproportionate number of inputs being placed on the leader with every increase in setting size.<br />
872. <br />
873. Here's a simple graph to illustrate this<br />
874. <br />
875. <br />
876. <br />
877. <div class="separator" style="clear: both; text-align: center;">
878. <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0nazatriFkNoFudmJANJ4FvudZVMHfn-CK4Cp_A-2tW7NdBCvWV4vjGnrYVk2UKpbsSPI1cXqLUKWs2uQau5QksPfrq3uZnouGdq_-Rfb2opD9y65kGiYaIdVVdbTQknuzLDBs0Qf4vUU/s1600/image.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0nazatriFkNoFudmJANJ4FvudZVMHfn-CK4Cp_A-2tW7NdBCvWV4vjGnrYVk2UKpbsSPI1cXqLUKWs2uQau5QksPfrq3uZnouGdq_-Rfb2opD9y65kGiYaIdVVdbTQknuzLDBs0Qf4vUU/s1600/image.png" width="640" /></a></div>
879. The red line incorporates a strong quadratic component to the number of leader's interactions, whilst in the blue line case this is minimal, giving a linear relationship.  Blue is good, red is very bad here. Now I make no claims over the validity of this very simplistic model, but I feel confident that evidence in the real world would back it up.  I have included this today because I am passionate about the importance of the leader in early years settings but frustrated that in many cases truly excellent early years practitioners who have fallen in to the role are squandering their skills on un-necessary interactions.<br />
880. <br />
881. I argue that models such as this highlight the need to separate the roles of manager and leader.  The interactions that a leader has need to be biased significantly towards impacting children's learning and development in the nursery environment.  Leaders need to lead, to teach, to model, to coach and mentor, not field phone calls, arrange catering or listen to long narratives from external agencies.<br />
882. <br />
883. We all have a finite number of interactions that we can sustainably carry out every day.<br />
884. <br />
885. Let school leaders make theirs count.<br />
886. <br />
887. <br />
888. <br />
889. &lt;br /&gt;&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/2558426682031888319/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/03/the-pressures-on-leaders-in-early.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/2558426682031888319'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/2558426682031888319'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/03/the-pressures-on-leaders-in-early.html' title='The pressures on leaders in Early Childhood Settings and nurseries.'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijolU897DTVDqJ8wKeiG9CmakWd-V245eVOl9K2qkQJMaZXSvDsBRbO0MBdM6vHJ5nSVOCS9SEJqMGckCcdgxI8y6uxT9uvGFMlbA764an5OEuhuxyNbdDn6kW-U4rLg0_3fVmJW45lm49/s72-c/Rough-structure_442kij8a.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-2255973216931137820</id><published>2015-03-19T13:32:00.002+00:00</published><updated>2015-06-16T16:23:45.148+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="access to research"/><category scheme="http://www.blogger.com/atom/ns#" term="education research"/><category scheme="http://www.blogger.com/atom/ns#" term="Finch Group"/><category scheme="http://www.blogger.com/atom/ns#" term="free online journals"/><category scheme="http://www.blogger.com/atom/ns#" term="Google Trends"/><category scheme="http://www.blogger.com/atom/ns#" term="open access"/><category scheme="http://www.blogger.com/atom/ns#" term="peer review education"/><category scheme="http://www.blogger.com/atom/ns#" term="professional development"/><title type='text'>Access to Research  - gain access to peer-reviewed early years education journals at your UK library</title><content type='html'>Access to academic research for Early Childhood Educators is, as I&#39;ve recently discussed here, extremely difficult to achieve at no cost.  In the UK at least.&lt;br /&gt;
890. <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
891. <tr><td style="text-align: center;"><a href="http://i.guim.co.uk/static/w-620/h--/q-95/sys-images/Guardian/Pix/pictures/2011/5/24/1306251797490/Computer-reference-librar-006.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://i.guim.co.uk/static/w-620/h--/q-95/sys-images/Guardian/Pix/pictures/2011/5/24/1306251797490/Computer-reference-librar-006.jpg" height="192" width="320" /></a></td></tr>
892. <tr><td class="tr-caption" style="text-align: center;">Access To Research full journal access at public libraries in the UK</td></tr>
893. </tbody></table>
894. <br />
895. However, many local libraries have now signed up to the Access to Research initiative in Britain. (Shamefully, the list for my county, E Sussex, includes only half a dozen...)<br />
896. <br />
897. On their website you can browse for academic texts online (as per Google Scholar) but to view them in full you need to go to the library. Great if you've got the time and lifestyle that allows this sort of pleasure, but for most of us family and social lives simply make this impractical.  A great idea though, and apparently kicked off by the UK's <a href="http://www.researchinfonet.org/publish/finch/" target="_blank">Finch Group</a> report, which finally persuaded the government to acknowledge that publicly funded research should be accessible to the public.   Mind you, with the big publishers worried about lost revenues, it's not surprising that the scheme has only be trialed in local libraries, perhaps...  It's not exactly opening up journals to all, is it? (See the debate regarding the Finch Report findings in this <a href="http://www.timeshighereducation.co.uk/420454.article" target="_blank">Times Higher Ed article</a>)<br />
898. <br />
899. Anyway, if you live in the UK and are interested in looking at peer-reviewed academic research in early years or any aspect of education, the <a href="http://accesstoresearch.pls.org.uk/" target="_blank">Access to Research</a> site is below (or on this link).  <br />
900. <br />
901. <br />
902. <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
903. <tr><td style="text-align: center;"><a href="http://accesstoresearch.pls.org.uk/" imageanchor="1" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgj7OOv8UwSPEDJOfHv4XjL8xJQJBgJp5tNNVMn4bwjG0IcK6GeGPS1t1r25fdtGYEk8QGiQMesBcrjr0Hw5cNmvu5FxNPxYzyIVfljZmB7X8nJeeQz1qJle_qyOV-B3HaAwrBCSBwoV5gv/s1600/accesstoresearch.png" width="640" /></a></td></tr>
904. <tr><td class="tr-caption" style="text-align: center;"><a href="http://accesstoresearch.pls.org.uk/" target="_blank">Access peer reviewed early years education journals online in the UK through Access to Research</a></td></tr>
905. </tbody></table>
906. <br />
907. &lt;br /&gt;&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/2255973216931137820/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/03/access-to-research-gain-access-to-peer.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/2255973216931137820'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/2255973216931137820'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/03/access-to-research-gain-access-to-peer.html' title='Access to Research  - gain access to peer-reviewed early years education journals at your UK library'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgj7OOv8UwSPEDJOfHv4XjL8xJQJBgJp5tNNVMn4bwjG0IcK6GeGPS1t1r25fdtGYEk8QGiQMesBcrjr0Hw5cNmvu5FxNPxYzyIVfljZmB7X8nJeeQz1qJle_qyOV-B3HaAwrBCSBwoV5gv/s72-c/accesstoresearch.png" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-7919455467223944275</id><published>2015-03-18T17:02:00.000+00:00</published><updated>2015-03-23T15:15:10.239+00:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="education research"/><category scheme="http://www.blogger.com/atom/ns#" term="free online journals"/><category scheme="http://www.blogger.com/atom/ns#" term="observation"/><category scheme="http://www.blogger.com/atom/ns#" term="peer review education"/><title type='text'>early years teachers  - in or out of the research and resource loop?</title><content type='html'>Today I&#39;d like to raise a question that I think will have two very differing answers. &amp;nbsp; How connected are we, as early years educators (be that teachers, assistants, childminders or reception teachers), to both the latest research in our profession and to the best practise advice being created by education departments?&amp;nbsp; I suspect that there are several very important issues determining this - more of this below.&lt;br /&gt;
908. <br />
909. <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQsI-MTTmvmxxq2p-qIOKI-r8kx7qkzBZ4zRUL3zxuy66odtzWcVPlWLpgWLBr4PL6ur3xWwK4Xvw0TLYirYBeAH4CLfIdOvkm-D_7A5U9veFDMC2rg2Ywh4TTKElbFTSA8W8-Sf5_LEOg/s1600/news_b.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQsI-MTTmvmxxq2p-qIOKI-r8kx7qkzBZ4zRUL3zxuy66odtzWcVPlWLpgWLBr4PL6ur3xWwK4Xvw0TLYirYBeAH4CLfIdOvkm-D_7A5U9veFDMC2rg2Ywh4TTKElbFTSA8W8-Sf5_LEOg/s320/news_b.jpg" /></a>My experience, both in primary education and early years, is that we are often so busy simply doing our very best in the classroom that we don't have the time in our work life to carry out study of the latest research findings or advice.  Likewise, staff meetings are often so packed with the mundane management of where we work that they rarely feature any outside news or academic topics.   Although we now have a much more engrained culture of continuous professional development in my experience (again, this is important to stress) this often focuses on taught courses aimed at specific areas of need and has little room for individual study.<br />
910. <br />
911. As I wrote about in my last blog, we as professionals have only very limited access to education research.  Are there free education research digests that schools and early years settings can have access to? (I shall investigate that and report back) Are local authority or education advisors accessing new research findings and building them in to their work in ECE settings or are they too busy just trying to enforce or support national expectations?<br />
912. <br />
913. I would love to think that there are pockets in either the UK, NZ, Australia or other countries where education research is discussed, reflected on and brought in to professional use, and would love to hear from you if this happens in your setting.<br />
914. <br />
915. In the mean time, to get the ball rolling on this I have sketched out a rough connections map for a typical early years setting.   I have included the principle stakeholders, and agencies who have a major or minor say on the life of an ECE setting.  The diagram needs more work because I'd like to change the line width to reflect the relative magnitude of each interaction. However, here it is:<br />
916. <br />
917. <img alt="" height="640" 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width="634" /><br />
918. <br />
919. I am not for one moment saying that this is a model for all early years or nursery settings, but I am introducing this network image here as a starting point for discussion.<br />
920. <br />
921. There are many services and stakeholders who have direct input in the classroom or nursery, however none larger and more important than the teacher or assistant (That's why I need to change the line width).  However, what I want to focus on today is the cluster up on the right corner. Here I've put government, early years research and the local education authority.  In general, I would say, these institutions are far removed from those who have the greatest influence in the classroom.  Advisors may run staff meetings or occasionally observe or work alongside ECE professionals, but often their time and focus is going to be on the leadership of setting.   And often they are portals for disseminating the latest education department advise, after they have themselves distilled it.<br />
922. <br />
923. So, what does this professional network map (rough as it is) gain?  I think it - or a personalised one for your setting - would be a great discussion point for training days.   As professionals we deserve access to the very latest and best research and advice but does this happen?  I fear that it doesn't.<br />
924. <br />
925. When I was looking at OpenAthens (a UK-portal used to link academic publications to subscribers) I was shocked to see not one education authority listed.  See for <a href="https://auth.athensams.net/list_orgs.php" target="_blank">yourself </a>- there are NHS and GPs services galore, unversities, colleges, even a few Sixth Forms, social work teams but only one professional body related to childhood education.    So how are are advisors in the UK getting access to the latest academic research?  Are they?  How can ECE professionals get more in to the research loop if they are not opted in by their employers?  It's completely understandable that Doctors and GPs have access to the very latest university research, so why should those who work with children be treated differently?  Is it that we don't have a unified voice or that we are so far down the professional network that our voice is never heard?<br />
926. <br />
927. I will continue this discussion again soon, but wanted to see if anyone has any feelings on this subject and feels that we are as a profession not benefitting from the wealth of research that is being carried out globally?<br />
928. <br />
929. <br />
930. Food for thought, I hope.<br />
931. <br />
932. Andy :)&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/7919455467223944275/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/03/early-years-teachers-in-or-out-of.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/7919455467223944275'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/7919455467223944275'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/03/early-years-teachers-in-or-out-of.html' title='early years teachers  - in or out of the research and resource loop?'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQsI-MTTmvmxxq2p-qIOKI-r8kx7qkzBZ4zRUL3zxuy66odtzWcVPlWLpgWLBr4PL6ur3xWwK4Xvw0TLYirYBeAH4CLfIdOvkm-D_7A5U9veFDMC2rg2Ywh4TTKElbFTSA8W8-Sf5_LEOg/s72-c/news_b.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-5058955917577827501</id><published>2015-03-13T14:53:00.000+00:00</published><updated>2015-06-17T22:10:55.053+01:00</updated><title type='text'>Directory of Open Access Journals</title><content type='html'>These guys have a really forward-thinking inclusive website - it is a definitive jumping off point for finding and viewing Open Access academic journals on the internet.&amp;nbsp; Thanks so much!&lt;br /&gt;
933. <br />
934. Love it.  Will be exploring it in the next few days to find material that is directly relevant to education research.<br />
935. <br />
936. Have fun. Feedback welcome, as always<br />
937. <br />
938. Andy  <br />
939. <br />
940. <br />
941. <br />
942. <iframe height="800" src="http://doaj.org/" width="100%"></iframe>
943.  
944. &lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img alt=&quot;Blog Directory &amp;amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; /&gt;&lt;/a&gt;&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/5058955917577827501/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/03/directory-of-open-access-journals.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/5058955917577827501'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/5058955917577827501'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/03/directory-of-open-access-journals.html' title='Directory of Open Access Journals'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-3872758986483430412</id><published>2015-03-12T13:12:00.003+00:00</published><updated>2015-03-12T13:20:18.313+00:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="academic journals"/><category scheme="http://www.blogger.com/atom/ns#" term="Andy Ross"/><category scheme="http://www.blogger.com/atom/ns#" term="CPD"/><category scheme="http://www.blogger.com/atom/ns#" term="Dr AN Ross"/><category scheme="http://www.blogger.com/atom/ns#" term="early years"/><category scheme="http://www.blogger.com/atom/ns#" term="early years education"/><category scheme="http://www.blogger.com/atom/ns#" term="ECE"/><category scheme="http://www.blogger.com/atom/ns#" term="educational standards"/><category scheme="http://www.blogger.com/atom/ns#" term="EYFS"/><category scheme="http://www.blogger.com/atom/ns#" term="free online journals"/><category scheme="http://www.blogger.com/atom/ns#" term="philosophy of teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="trends in education"/><title type='text'>Early Years Teachers and ECE professionals -  accessing online educational research</title><content type='html'>&lt;table cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;tr-caption-container&quot; style=&quot;float: right; margin-left: 1em; text-align: right;&quot;&gt;&lt;tbody&gt;
945. <tr><td style="text-align: center;"><a href="http://aboutus.aju.edu/images/ouimages/guidedtourimages/library2.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="http://aboutus.aju.edu/images/ouimages/guidedtourimages/library2.jpg" border="0" src="http://aboutus.aju.edu/images/ouimages/guidedtourimages/library2.jpg" height="150" width="200" /></a></td></tr>
946. <tr><td class="tr-caption" style="text-align: center;">The school library?! If only... </td></tr>
947. </tbody></table>
948. There is no disputing that there is a wealth of research being carried out across the world into early years educational practise and pedagogy.   <a href="http://www.researchgate.net/post/How_many_institutions_of_higher_education_are_there_in_the_world" target="_blank">Estimates </a>claim that there are over 16000 higher education facilities globally, and with a good proportion of these having teacher training or education research remits, this amounts to a vast pool of talent, ideas and experience.<br />
949. <br />
950. However, stand back from this research and think about where most of this should be aimed:  the average woman or man doing their best in the classroom or ECE setting.  At present most of the research that is published is in specialist journals or in print publications.  If, like me, you have spent many years in schools and early years settings think about whether you and your colleagues were ever given access to this wealth of knowledge?<br />
951. <br />
952. Yes many schools will have <a href="https://www.tes.co.uk/" target="_blank">TES </a>or something similar, and there are scholarly articles that are specific to early years research and practise.  But what about the truly reflective practitioner's needs?  Does a weekly teacher's paper on the staffroom table meet these?<br />
953. <br />
954. You can go on to <a href="http://scholar.google.co.uk/" target="_blank">Google Scholar</a>, for example, and search for your area of interest, but you'll soon get incredibly frustrated.  A search for 'early years pedagogy' since 2011 threw up nearly 30000 articles, which sounds impressive.  However, without an academic institution's online access facilities you won't be able to get more than the title, or at best an abstract.  Books that show up on Google have a few snippets available, but again you can't read the text.<br />
955. <br />
956. I was wondering if there are other teachers and ECE professionals out there who have been tearing their hair out with this<b> intellectual ceiling</b> that is placed upon us. A few years ago I approached my employer, a local government authority, requesting access through their corporate online academic account (which I could see was registered online).  I was refused, as I was a teacher, even though I made the case that this was for Continuous Professional Development. And I am sure that I'm not alone in this frustration.<br />
957. <br />
958. Despite the public's perception to the contrary, teachers are not well off.  We can't afford to spend $20-$40 to read an article that may be completely irrelevant. All professionals who work with children deserve the opportunity to undertake study for their own development, and to help their pupils.<br />
959. <br />
960. Some solutions?<br />
961. <br />
962. <ul>
963. <li>There are some free online educational journals.  Check out <a href="http://openjournals.library.usyd.edu.au/index.php/IEJ/index" target="_blank">International Education Journal: Comparative Perspectives</a>, for example. Wouldn't it be great if the main education research groups in every country collaboratively established <i>The </i>International Journal of Early Years education and published almost exclusively to it.  Then everyone, no matter their individual circumstances could have access to the wealth of knowledge and skills in this research area.   CPD would never be the same again.</li>
964. <li>Teaching unions should use their influence to lobby government and in particular the departments of education to demand that funds are made available for free professional access to online academic resources.</li>
965. <li>Higher education institutions need persuading, through their own senior staff, to look at ways to not only open up online access to practising teaching professionals as well as students and staff but also see if, at the least, all abstracts of all papers published by staff can be placed on a publically accessible database.</li>
966. <li>National Teachers' Councils or other professional bodies should be able to include online access to academic journals as part of the annual registration.  This seems very reasonable when for many teachers they see these bodies as purely bureaucratic organizations that do little to improve the day to day life of those they are supposed to represent.</li>
967. <li>Be-friend an academic or student and ask them to help out with your online research! </li>
968. </ul>
969. <br />
970. Any ideas or thoughts on this would be great to receive. (Some links to 'free' online research can be found at the NZ's Min Ed Leadership website, <a href="http://www.educationalleaders.govt.nz/Problem-solving/Online-tools-and-resources/Free-online-education-journals" target="_blank">here</a>.)<br />
971. <br />
972. Andy  <br />
973. &lt;br /&gt;&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/3872758986483430412/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/03/early-years-teachers-and-ece.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/3872758986483430412'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/3872758986483430412'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/03/early-years-teachers-and-ece.html' title='Early Years Teachers and ECE professionals -  accessing online educational research'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-3228448725527998535</id><published>2015-03-10T23:22:00.001+00:00</published><updated>2015-03-10T23:22:30.977+00:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="early years"/><category scheme="http://www.blogger.com/atom/ns#" term="ECE"/><category scheme="http://www.blogger.com/atom/ns#" term="educational standards"/><category scheme="http://www.blogger.com/atom/ns#" term="nursery"/><category scheme="http://www.blogger.com/atom/ns#" term="pre-school"/><title type='text'>Quality of work, not quantity</title><content type='html'>Working in Early Years is hard.&lt;br /&gt;
974. <br />
975. I've worked across the age ranges, and ECE is by far the toughest. You don't get a break.  You are constantly having interactions. You need to be energetic and enthusiastic whenever you are with the children.   It is a mentally and physically demanding job.  
976.  
977. And somewhere amongst the basic needs and requests that pre-school children put upon us we have to do our professional tasks of nurturing, encouraging development, teaching, observing, reflecting.... and being held accountable.<br />
978. <br />
979. There really is barely enough time to make notes, be reflective and spend time one-to-one with any child.  And at the end of the hands-on time you are expected to write reports, do planning, attend meetings, see parents and somewhere, at some point, pull together your observations and evidence, those of your colleagues and plan with all of that in mind.<br />
980. <br />
981. Even writing that paragraph makes my pulse race. I think we must all run on adrenalin all day.  
982.  
983. But how can anyone, anyone with a social and family life anyway, do all the above day-to-day jobs of working with pre-school children AND still be a truly reflective practitioner?  Something has to give.<br />
984. <br />
985. <b>Perhaps to be truly professional early years teachers we need to do less at work.  Cut the paperwork, slash it.  Put the effort in to simple, tightly focused objectives against the basic goals, and the nurturing stuff we're really good at. </b><br />
986. <br />
987. <a href="https://wandsworthlearningjournals.files.wordpress.com/2014/05/photo-2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="149" src="https://wandsworthlearningjournals.files.wordpress.com/2014/05/photo-2.jpg" width="200" /></a>What's more important -  having some pretty, labelled and mounted picture to show Mrs Blogs when she comes in to look at her daughter's learning journal, or having spent that time saved by talking to little Megan and helping her to learn a new word, cut up her food at lunch or make a friend?  Which one will pay dividends in the future?   The Learning Journal or helping Megan make a friend?<br />
988. <br />
989.  
990.  
991. Early Years professionals need control over their work life.  It's very easy to say yes to every well-meaning national strategy but the most important part of the job is spending time with children and nurturing their developing skills, not writing the narrative of their day or printing out pictures for a parental vanity document.  
992.  
993. I will write more about this soon and although I don't like to take sides in discussions such as this,  I am sure that the vast majority of us who work in Early Years would admit that the work demands that are placed upon us need reviewing if we want quality work output.<br />
994. <br />
995. Best wishes,<br />
996. <br />
997. Andy&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/3228448725527998535/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/03/quality-of-work-not-quantity.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/3228448725527998535'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/3228448725527998535'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/03/quality-of-work-not-quantity.html' title='Quality of work, not quantity'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total><georss:featurename>Furner&amp;#39;s Green, East Sussex, UK</georss:featurename><georss:point>51.030005504294422 0.016736984252929688</georss:point><georss:box>51.025012504294423 0.0066519842529296873 51.034998504294421 0.026821984252929688</georss:box></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-3369022836726721331</id><published>2015-03-10T16:25:00.000+00:00</published><updated>2015-03-10T23:23:05.424+00:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="early years"/><category scheme="http://www.blogger.com/atom/ns#" term="ECE"/><category scheme="http://www.blogger.com/atom/ns#" term="educational standards"/><category scheme="http://www.blogger.com/atom/ns#" term="Google Trends"/><category scheme="http://www.blogger.com/atom/ns#" term="inclusion"/><category scheme="http://www.blogger.com/atom/ns#" term="nursery"/><category scheme="http://www.blogger.com/atom/ns#" term="pre-school"/><category scheme="http://www.blogger.com/atom/ns#" term="trends in ECE"/><category scheme="http://www.blogger.com/atom/ns#" term="trends in education"/><title type='text'>Trends in Early Years Education - what can Google tell us?!</title><content type='html'>There&#39;s a fantastic, but not well known tool on Google. It&#39;s called Google Trends.&lt;br /&gt;
998. <br />
999. It analyses what we're searching and how often we're looking at it.  Great for finding out who's hot, and who's not, but it also has some surprising research potential.<br />
1000. <br />
1001. <br />
1002. <br />
1003. <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
1004. <tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsEXL-dfulePMTyaRz-Tsot0bDoNkk4hhyphenhyphenKftVDUubDluOIs49c3xUojDPMz6qtbZWezCt4oRAQbNV6AuTRLb7UmIRMh-gcu7PzsuyDlWqIMU0wlWPm1tFsKIZA4QnLxwBjG1CX25Pe7ys/s1600/googlesearch.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsEXL-dfulePMTyaRz-Tsot0bDoNkk4hhyphenhyphenKftVDUubDluOIs49c3xUojDPMz6qtbZWezCt4oRAQbNV6AuTRLb7UmIRMh-gcu7PzsuyDlWqIMU0wlWPm1tFsKIZA4QnLxwBjG1CX25Pe7ys/s1600/googlesearch.png" height="255" width="400" /></a></td></tr>
1005. <tr><td class="tr-caption" style="text-align: center;">Search trend on Google for 'child-centred'</td></tr>
1006. </tbody></table>
1007. <br />
1008. Above is the graph that Trends produces for a search on 'child-centred'.  Interestingly this peaks in November.  Now I could understand this pre-Christmas rush if the search term was 'popular toys' or 'stocking fillers' but November?  Perhaps this reflects a global surge in teacher training students going on line to find out more about child-centred eduation?    Maybe someone out there can enlighten us?...<br />
1009. <br />
1010. <br />
1011. I've only just started to explore Google Trends as a research and information tool.  It has some fantastic features, such as exploring a country's trends through time.  The data goes back to 2007-8, so it's only useful for comparatively recent trends but I will post back with anything interesting or worrying that pops up.<br />
1012. <br />
1013. Below I've included an interactive graph for searches related to 'inclusion'.  If you want to find out more click <a href="http://www.google.co.uk/trends/" target="_blank">here</a>.  Out of interest, look at "interactive white board" - all the rage a few years ago, now.... not so cool.<br />
1014. <br />
1015. <br />
1016. <iframe height="500" scrolling="no" src="http://www.google.com/trends/fetchComponent?hl=en-US&q=inclusive+education,inclusion+nursery,inclusion+school%20&cmpt=q&content=1&cid=TIMESERIES_GRAPH_0&export=5&w=640&h=330&w=640&h=330" style="border: none;" width="640"></iframe>
1017.  
1018. <iframe height="500" scrolling="no" src="http://www.google.com/trends/fetchComponent?hl=en-US&q=inclusive+education,inclusion+nursery,inclusion+school%20&cmpt=q&content=1;geo=gb;&cid=TIMESERIES_GRAPH_0&export=5&w=640&h=330&w=640&h=330" style="border: none;" width="640"></iframe>
1019. &lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/3369022836726721331/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/03/trends-in-early-years-education-what.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/3369022836726721331'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/3369022836726721331'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/03/trends-in-early-years-education-what.html' title='Trends in Early Years Education - what can Google tell us?!'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsEXL-dfulePMTyaRz-Tsot0bDoNkk4hhyphenhyphenKftVDUubDluOIs49c3xUojDPMz6qtbZWezCt4oRAQbNV6AuTRLb7UmIRMh-gcu7PzsuyDlWqIMU0wlWPm1tFsKIZA4QnLxwBjG1CX25Pe7ys/s72-c/googlesearch.png" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-7181204509762417778</id><published>2015-03-10T11:23:00.002+00:00</published><updated>2015-03-10T23:23:56.872+00:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="childcare costs"/><category scheme="http://www.blogger.com/atom/ns#" term="early years"/><category scheme="http://www.blogger.com/atom/ns#" term="ECE"/><category scheme="http://www.blogger.com/atom/ns#" term="educational standards"/><category scheme="http://www.blogger.com/atom/ns#" term="Linda Richardson"/><category scheme="http://www.blogger.com/atom/ns#" term="nursery"/><category scheme="http://www.blogger.com/atom/ns#" term="nursery costs"/><category scheme="http://www.blogger.com/atom/ns#" term="nursery fees"/><category scheme="http://www.blogger.com/atom/ns#" term="pre-school"/><title type='text'>Access to Early Childhood Education:  overcoming barriers to child development</title><content type='html'>The principle of free access to Early Childhood Education in developed countries is well established.&amp;nbsp; On paper, and in election leaflets, this provision for parents and children looks great.&amp;nbsp;&amp;nbsp; But is this simply a feel-good headline?&lt;br /&gt;
1020. <br />
1021. <a href="http://www.kindercare.co.nz/site/kindercare/images/originals/Kindercare0089.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="http://www.kindercare.co.nz/site/kindercare/images/originals/Kindercare0089.jpg" border="0" src="http://www.kindercare.co.nz/site/kindercare/images/originals/Kindercare0089.jpg" height="200" width="133" /></a>Nobody can dispute the benefits of ECE - from the vital social aspect of play with peers and developing lasting friendships through to the impact that good provision can make on supporting a child's early language and understanding of the world, early childhood education is an important (but, some would argue, not essential) scaffold for most children.  <br />
1022. <br />
1023. However for many ECE is a financial barrier that can't be overcome, even with free government entitlement.   Not all childcare facilities offer the free entitlement and there are reports (see <a href="http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10868835" target="_blank">this article in the NZ Herald</a>) that some providers are slapping exorbitant fees on to parents for additional hours of top up care.  The maximum daily entitlement under the current rules is 6 hours but for many parents on low incomes the fees that are charged outside of this make working uneconomical, even with additional top ups.   And even if the top up hours are not financially crippling, many parents in vulnerable groups are subject to inflexible working hours which make nursery attendance very difficult to plan for.<br />
1024. <br />
1025. Of course for most of us childcare costs are something that we just take on the chin - it's a fact of life and we budget for it.  But for a minority the actual or imagined costs are an immovable barrier.  Single parents, parents with disabilities or without the skills to enter the job market and those who don't have the language or social skills to seek employment or help are the most vulnerable. Here in the UK I have met many middle class parents who baulk at the cost of childcare, considering it a universal entitlement and one that should be free for all.  We don't live in a utopian world, so someone has to pay the salaries of those employed to look after pre-school children.  But maybe we don't have the correct formula yet?<br />
1026. <br />
1027. Take a look at this very thorough and informative  international survey, which looked at the costs of childcare (as a % of family income)<br />
1028. <br />
1029. <br />
1030. <iframe height="450" src="http://www.ifs.org.uk/docs/OECD%20countries_Richardson.pdf" width="100%"> </iframe>
1031.  
1032. <br />
1033. <br />
1034. This <a href="http://www.ifs.org.uk/docs/OECD%20countries_Richardson.pdf" target="_blank">impressive body of work</a> by Linda Richardson shows that for countries such as New Zealand, Australia, the US and the UK even after state subsidy and other cost reductions the cost of child care is a sizeable % of a family's income.  And for many this is THE barrier that puts them off using ECE.<br />
1035. <br />
1036. There is a strong argument to be made for government to cover the costs of childcare beyond 20 hours and up to the national 40 hour per week of the Minimum Wage Act.  The principle behind this being that it would then free up a large number of parents to gain employment or undertake additional training in preparation for doing so.   Of course to make this sustainable there would need to be some degree of means testing applied, to assess the family income and circumstances as a whole, and this would be bound to upset a few people who either expect parity of entitlement or dislike means testing as invasive.<br />
1037. <br />
1038. You can't please everyone, and that is a universal truth.<br />
1039. <br />
1040. However, if we as developed countries want to tackle poverty and improve access to services for deprived communities and individuals we need to including taking a long hard look at how we fund early years childcare.   Not only does this need political willpower but it also requires a very joined up network of professionals, from the ECE providers themselves to social workers and community leaders.  Quite rightly a lot of parents don't want to work, but would rather dedicate their time to looking after their children or doing the domestic chores whilst the kids are at nursery. This is human nature and not an area for heavy-footed politicians to trample over without careful thought.<br />
1041. <br />
1042. So, let's lay out the facts and figures and see if we can come up with some ideas - post comments, I'd love to hear your opionions :  <br />
1043. <br />
1044. 1.  <span style="color: #38761d;">For many<span style="font-size: xx-small;">*</span> families (no matter the size) the cost of early childhood education is too high, even after government top-ups and funding.</span> * How many people? it's hard to estimate, that's for sure.<br />
1045. <br />
1046. 2.  <span style="color: #6aa84f;">Some ECE providers charge hours outside of the 20 hours entitlement at higher rates than average.</span><br />
1047. <br />
1048. 3. <span style="color: #38761d;">Not all communities have ECE providers who can offer the 20 hours service. </span>Why?  Possibly because they don't have the skills, support, time or motivation to do the additional study or paperwork required for registration for the 20 hours service.<br />
1049. <br />
1050. 4.  T<span style="color: #38761d;">he importance of ECE to children's social and personal development is a subjective matter</span>.  Some parents consider it essential for their kids to meet others, build friendships and learn the early building blocks of education before they start school. For others these skills are built in the community and at home.  But guaranteeing the positivity and level of social, personal and educational development for the latter group is impossible, and that is where a minority of children are most vulnerable.<br />
1051. <br />
1052. <i>Do the communities where children are most vulnerable have a voice at a national level when it comes to early years education issues?  Do they have ideas and princples which are are not being listened to?  <span style="color: #38761d;">Is it time to look at ECE from a new perspective and admit that if cultural or practical issues are inhibiting some children from having access to quality formal ECE there needs instead to be a more radical approach to the early years in school instead?</span></i><br />
1053. <br />
1054. Having worked in socio-economically deprived area I have seen the enormous differences in baseline primary school entry that can occur if children have not had a suitably nurturing start to life (be that in ECE or with thoughtful parenting).  Typically in the first year of school children have one teacher and maybe two teaching assistants in their class, plus a few parent helpers (some great research can be found in t<a href="http://www.nzcer.org.nz/research/publications/class-size-first-years-school" target="_blank">his study)</a> .  The ratio of children to adults is significantly higher than those in ECE, particularly if the teaching assistants are deployed to work with children with learning or behavioural challenges. I would postulate that having one more skilled practitioner in the new entrant's class coupled with a robust assessment and planning regime would in the long run provide good value for money and could tackle under-achievement or development issues in a robust and cohesive way.  If this cuts down the need for academic intervention programmes later in the school then everybody wins.<br />
1055. <br />
1056. It is my assertion that we can do little to tackle the impact of barriers to accessing ECE without huge political will, a shift in mindset from tax payers and a massive and very intrusive intervention in the lives of parents in deprived areas.<b> We can, and should, make it easier for those who run home-based childcare to train and qualify for providing 20 hour childcare.  </b>In the UK this is a very grey area. Some local authorities will provide a huge amount of help and subsidy to help childcarers meet the criteria for providing government subsidised hours.  But in many parts of the country being able to provide the 'free' childcare that parents are entitled too requires independent study and what is often seen as an intimidating amount of quality control and intervention.   This shouldn't be the case, should it?  If the demand from parents for 20 hour childcare exists there needs to be parity across the nation in terms of support and training for early childhood educators and carers who want to provide this service.  This is in no way a political message. It's about the importance of investing in people if we want to provide good quality ECE.<br />
1057. <br />
1058. <i><span style="color: #6aa84f;">In the long term, is it possible that the most efficient way to overcome inclusion issues in early childhood would be to focus on ways of re-deploying staff in the first years of formal education, instead of trying to reach those who are unreachable? Carrying out focused baseline assessments, strategically using teachers and teaching assistants to tackle key barriers to learning and development, and encouraging community involvement in this will perhaps be the solution to raising attainment issues that arise from children who suffer by not attending ECE?  Just a thought.  Would love your opinions on this.</span></i><br />
1059. <br />
1060. This is not rocket science, and it is already being done in places, but if early intervention is tackled by throwing large numbers of trained adults at new entrant classes in a coherent national strategy we may finally start to make in roads in to the impact of poverty on child development.  ECE providers do work their hardest to provide an inclusive and supportive environment for their youngsters, but for those falling through the net more needs to be done.<br />
1061. <br />
1062. <br />
1063. <br />
1064. <br />
1065. &lt;br /&gt;&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/7181204509762417778/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/03/access-to-early-childhood-education.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/7181204509762417778'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/7181204509762417778'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/03/access-to-early-childhood-education.html' title='Access to Early Childhood Education:  overcoming barriers to child development'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/11209258339305919597</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-3525029419902580880</id><published>2015-03-07T23:27:00.002+00:00</published><updated>2015-03-10T23:25:01.990+00:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="classroom observation"/><category scheme="http://www.blogger.com/atom/ns#" term="early years"/><category scheme="http://www.blogger.com/atom/ns#" term="early years education"/><category scheme="http://www.blogger.com/atom/ns#" term="ECE"/><category scheme="http://www.blogger.com/atom/ns#" term="EYFS"/><category scheme="http://www.blogger.com/atom/ns#" term="observation"/><category scheme="http://www.blogger.com/atom/ns#" term="observing children"/><category scheme="http://www.blogger.com/atom/ns#" term="planning and assessment cycle"/><category scheme="http://www.blogger.com/atom/ns#" term="reflective teaching"/><title type='text'>The power and process of observation in the early years and primary classroom</title><content type='html'>&lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Helvetica Neue&amp;quot;,Arial,Helvetica,sans-serif;&quot;&gt;Observation&lt;/span&gt;&lt;/b&gt;&lt;br /&gt;
1066. <br />
1067. If you work in early years or lower primary <span style="color: #cc0000;"><b>OBSERVATION </b></span>is part of your bread and butter routine. But it's a task that needs careful reflection. Let's start with the dictionary definition:<br />
1068. <br />
1069. <blockquote class="tr_bq">
1070. <i>the action or process of closely observing or monitoring something or someone.</i></blockquote>
1071. <br />
1072. <a href="http://www.ece-units.org/wp-content/uploads/13.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="http://www.ece-units.org/wp-content/uploads/13.jpg" border="0" src="http://www.ece-units.org/wp-content/uploads/13.jpg" height="134" width="200" /></a>So far, so good.  This is what we do. We pick a child, or a group, and we watch them. Intently. And due process dictates that we record copious notes.  After some practice we all become quite skilled at this - hastily scribbled quotes, the things to follow up, the timings or frequencies even.  It's part of the job. <br />
1073. <br />
1074. However, I suggest that (from my experience at least) we look again at the definition of this word and think about this task more deeply.<br />
1075. <br />
1076. All we are doing in an observation is <span style="color: #cc0000;">recording</span>, nothing more.  I'm sure that most practitioners have slogged through long, tedious observation sheets delivered by our peers and desperately tried to be positive about the second-by-second account of a few minutes of a child's day.  But what do we do with this <span style="color: #cc0000;">information</span>?<br />
1077. <br />
1078. More often than not it is added to the bank of 'evidence' that is required as part of an accountability trail, and there is stays.  Ready to be referenced if a senior member of staff or stakeholder requires it.<br />
1079. <br />
1080. But to be truly effective early years and primary teachers we need to gain something from this task.  After all, it took a member of staff time to produce, and we want to be sure that their time is being used effectively, regardless of their rank within the organisation.<br />
1081. <br />
1082. We need to extract the data from the observation and <b>reflect </b>and <b>act </b>upon it.<br />
1083. <br />
1084. <blockquote class="tr_bq">
1085. <i>Ask yourself, what happens to observations where you work? Are they filed or are they  used?  Are observations excessively narrative in nature (which is, in my experience, largely worthless unless it's relevant to a child's social, behavioural or linguistic development) and do you generally ignore them as a consequence?</i></blockquote>
1086.  An observation needs to have a tight focus. It needs a purpose.<br />
1087. <br />
1088. So, whether you're asked to do a single classroom observation or observe a whole group of children, first of all establish the <b>purpose </b>of the task. <br />
1089. <br />
1090. If it's for tracking developmental progress have clear indicators for these on your observation sheet - know which <b>strand</b>, <b>goal </b>and <b>indicative learning outcome</b> you are focusing on.  Stick to this.  <br />
1091. <br />
1092. If you feel confident you should expand the learning outcomes to <b>differentiate </b>up and down - the child may be performing above or below expectations, after all.  List these on your observation sheet - they are valuable  indicators too. Make your recording sheet tick box only - that's all you need.  You can include an extra info box but don't get sucked in to writing down peripheral things unless they are important.  The key is to focus on the observation.     <br />
1093. <br />
1094. <a href="http://www.eduguide.org/education/article_images/istock_wsphotos-5-toddler-girl-concentrating-on-a-puzzle-c.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="focus on learning goals and objectives during observations" border="0" src="http://www.eduguide.org/education/article_images/istock_wsphotos-5-toddler-girl-concentrating-on-a-puzzle-c.jpg" height="200" title="Focus on the child during an observation, no matter what!" width="200" /></a>When you start the observation,  remind yourself of what you are watching for.  If you are a passive observer try not to get distracted by other classroom activities.  <span style="color: #a64d79;">Imagine a bird watcher, patiently staring at a nest for hours on
1095. end.  If they start casually watching the clouds go by or chat to a
1096. colleague they could miss the moment that a much awaited fledgling
1097. leaves the nest.   It's the same in the early years classroom</span>.  Keep
1098. your eyes and hearing focused. What you are doing, if done correctly, is valuable. Remember that.   <br />
1099. <br />
1100. If the observational focus is not being met and you can do so, intervening discreetly is fine if that is what is needed to get the information you need. But don't interfere. Your task is to observe, not teach.<br />
1101. <br />
1102. You may, as you get more experienced wish to add to your observation sheet.  Having a box with expected developmental milestones can be helpful. So, for example, if you note that a child is having problems with fine motor control or understanding simple instructions this can be of prime importance. Sometimes class sizes or challenging cohorts can lead to all of us overlooking basic issues.<br />
1103. <br />
1104. So, eventually, the task finishes.  <b>But this is only the end of the observational phase</b>. It is now up to you, as a reflective practitioner, to make sure that this raw <b>data </b>is turned in to <b>information</b>. <br />
1105. <br />
1106. Look at this definition of information: <br />
1107. <br />
1108. <blockquote class="tr_bq">
1109. <i>facts provided or <u>learned about</u> something or <u>someone</u>.</i></blockquote>
1110. <br />
1111. Facts learned. That's the key here.  You on your own, or with your classroom teacher's help, have to turn your observations in to something that can be discussed and acted upon - otherwise your work has, on balance, been for nothing.  Your focus in all of this is, after all...? <b>HELPING THE CHILD  </b><br />
1112. <br />
1113. So, if you've been looking at <span style="color: #38761d;"><span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">t</span></span></span><span style="font-family: Georgia,"Times New Roman",serif;"><span style="color: #38761d;"><span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">he ability to make decisions, choose their own materials, and set their own problems</span></span></span></span>  then you will either have seen this ability or you won't have.  If this goal is clearly being achieved then the planning needs to make opportunities for this child to be involved in goal 2 activities, or at the least encourage some other aspect such as verbalising their reasons for making decisions   If the goal was not seen in the observation then planning needs to reflect this - the child possibly needs more scaffolding with decision making, or to feel free to set their own problems and not be dictated to by others.   Here you have clear <b>outcomes </b>from the observation.  These are the <b>actions </b>that the observation creates.  And they are focused and unambiguous.<br />
1114. <br />
1115. <br />
1116. <div class="separator" style="clear: both; text-align: center;">
1117. <a href="http://www.ideachampions.com/weblogs/Confused.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="effective observation in the early years ECE classroom" border="0" src="http://www.ideachampions.com/weblogs/Confused.jpg" height="200" title="" width="137" /></a></div>
1118. <br />
1119. <span style="color: #741b47;">Confused?  Overwhelmed?  Let's recap... </span><br />
1120. <br />
1121. <br />
1122. <blockquote class="tr_bq">
1123. <b><span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">PLANNING  </span></b>When you are asked to do an observation make sure that it has a <b>clear focus</b>, such as a learning or developmental goal or a particular range of behaviours or social interactions.  Even if you are performing a whole-child observation to look at a spectrum of aspects of a child, it is very helpful to have a <b>tick box proforma</b>, as this allows you to be precise about the data being collected.  <br />
1124. <br />
1125. Include the goals above and below the one you are observing if you can - <b>differentiate</b>.  This will never be a waste of time, as few of us hit all the goals at the exact chronological age expected!<br />
1126. <br />
1127. For some observational foci you might find it helpful to record if they are hitting the goals consistently, erratically or<b> not at all</b>.  This is useful information. <br />
1128. <br />
1129. <b><span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">OBSERVATION</span></b> Focus on the task.  Try to ignore the world around the child.  <br />
1130. <br />
1131. Intervene if the child you are observing is clearly not going to get near to doing the activity you are observing them in.  But do it gently, and with due deference to any adults working with the child. If the child is not in the correct frame of mind to do the activity, repeat another time. <span style="color: #444444;">Never state categorically that they can't do it, unless you've seen them attempt the task or a differentiated version of it. </span><br />
1132. <br />
1133. Keep any <b>notes brief and factual</b> - don't tell a story unless you are going to use this information.<br />
1134. <br />
1135. <b><span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">OUTCOME</span></b> Have a <b>discussion </b>about the data, either with your colleague or yourself.  A simple format is "I observed X doing this consistently/erratically.  X is definitely meeting this goal or X is still working within the previous goal. " <br />
1136. <br />
1137. <b>ACTION</b>  Discuss how this information will be used.  When planning make sure that the observational focus is included, and differentiated to meet the needs of the children that you observed.   If you are a trainee find out where your observational <b>formative data </b>will be recorded and offer to help with this. </blockquote>
1138. <br />
1139. If you are still in the early stages of your teaching career please don't panic when asked to perform a classroom observation.   Most teachers would love to have the time to sit and watch children in such a focused way.   Make your observation sheet tick box simple and keep it professional by assessing against agreed objectives.  Don't be afraid to ask the teacher what they will do with the information that you've worked so hard to gather.  Offer to help with the planning related to this observation so that you can have a say in how your work is used.  If the teacher shows no sign of using your work (and it was of suitable quality, not just a quick one off) then it might be worth discussing this with your visiting tutor or mentor - this demonstrates good reflective practise.<br />
1140. <br />
1141. <b>Next time</b> -  some suggestions for observation forms and ways to use the information gathered effectively.<br />
1142. <br />
1143. Thanks for your interest in this page<br />
1144. <br />
1145. Andy  <br />
1146. &lt;br /&gt;&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/3525029419902580880/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2015/03/the-power-and-process-of-observation-in.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/3525029419902580880'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/3525029419902580880'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2015/03/the-power-and-process-of-observation-in.html' title='The power and process of observation in the early years and primary classroom'/><author><name>Unknown</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-6101874789569112704</id><published>2014-09-22T14:18:00.000+01:00</published><updated>2015-03-10T23:25:45.364+00:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Andy Ross"/><category scheme="http://www.blogger.com/atom/ns#" term="contextualise learning"/><category scheme="http://www.blogger.com/atom/ns#" term="Dr AN Ross"/><category scheme="http://www.blogger.com/atom/ns#" term="philosophy of education"/><category scheme="http://www.blogger.com/atom/ns#" term="philosophy of teaching"/><title type='text'>My current philosophy of teaching</title><content type='html'>&lt;br /&gt;
1147. As my teaching career progressed it became clear to me that I was developing a philosophy of teaching, rather than simply being a regurgitator of the curriculum.  Interestingly, in the UK this seems to be a somewhat unheard of facet to a teacher’s self-development. However I thought I’d share mine with you, as it plays a significant role in how I teach and perhaps highlights that I don’t do the job solely for the salary.<br />
1148. <br />
1149. In a two sentences it can be summarised as:<br />
1150. <br />
1151. <blockquote class="tr_bq">
1152. <span style="color: #741b47;">The children in my care learn best when I <b>contextualise </b>the learning, match the <b>pace </b>to their speed of comprehension and make no assumptions about an individual child’s <b>language </b>skills.  If I build on the work of others and empower a child with the correct <b>skills</b>, <b>confidence </b>and  language, they will become a successful self-motivated learner.   </span></blockquote>
1153. <br />
1154. <span style="color: #741b47;"><b>CONTEXT</b></span><br />
1155. <br />
1156. As adults we switch off in meetings if the subject matter is irrelevant to us. It makes us fidgety and perhaps even non-compliant.  Children are no different, so integral to my planning and teaching is the need to relate subjects to a child’s life and experiences.   As an example, with a class of 6-7 year olds, rather than just draw a picture of the Great Fire of London, we spent several sessions making detailed paper models of Tudor buildings and then took them on to the school field and set them alight.  It was worth the health and safety minefield simply to hear the children talking about the fire ‘jumping’ and ‘leaping’ between the buildings.  The real world model burning made more sense to them than an historic painting, but after the event it gave it new meaning because they now had a context for understanding it <br />
1157. <br />
1158. That’s just one little example, but in all aspects of teaching I believe it’s critical to contextualise the subject matter, where possible, in to ways that link to prior knowledge gained in life, not just in school. Then, even the least academic child can make a contribution or have an aspect to which they can relate.    <br />
1159. <b><br /></b>
1160. <span style="color: #a64d79;"><b>PACE</b></span><br />
1161. <b></b><br />
1162. <b></b>
1163. I’ve learnt from observation of others, and my own early teaching practise, that it’s way too easy to focus on the timing of a lesson and forget about the audience.  If an English lesson, for example, only needs a short recap from the previous day and then we launch in to the work, I’ll do that – rather than talk away the first fifteen minutes because that’s the norm or what an ‘advisor’ has recommended.  In a more lengthy lesson I’ll make sure that I move right across the room for example, talk for two minutes about something tangential or simply ask a child for a joke, and in doing so I reset the audience and make them more receptive.   Again, there are so many staff and training meetings need that kind of treatment!  When I’m aware that there is a high range of abilities in the class pace is critical.  I differentiate the teacher-led component, get the more able working independently and then take the time to go-over the subject again with those who need a little longer to understand the learning points.   If we run out of time, so be it – we’ll pick it up again next time if it’s truly important<br />
1164. <b></b><br />
1165. <b></b>
1166. <b><span style="color: #c27ba0;">LANGUAGE</span></b><br />
1167. <br />
1168. Spoken language is the scaffolding of the written word.   When a
1169. child is talking I listen critically and challenge them on
1170. unclear comments, ambiguous statements or poor vocabulary choice. My
1171. hope in doing this is that it will not only build the individual's oracy
1172. skills but that it will provide a model for other members of the class. With <a href="http://www.independent.co.uk/news/education/education-news/exclusive-computer-and-television-screens-are-blighting-family-life-warns-childrens-tsar-9688643.html" target="_blank">studies </a>showing that parents are spending less time talking to children it feels increasingly important to bring some constructive criticism to young people's spoken langauge when appropriate.<br />
1173. <span style="color: #cc0000;"><b></b></span><b><span style="color: #c27ba0;">  </span></b><br />
1174. In addition to engaging children in the highest possible level of spoken language, I differentiate orally. I never assume that a child will understand complicated vocabulary. Taking the time to explain the meaning of words, or check that children understand them, is essential.  In my experience a lot of children will give a nod of acknowlegment in class when they don't actually understand the words that have been spoken.   <br />
1175. <br />
1176. <br />
1177. <span style="color: #cc0000;"></span>
1178. <span style="color: #e06666;"><b>SKILLS</b></span><br />
1179. <b></b><br />
1180. <b></b>
1181. When I’m teaching I’m just the latest in a line of adults who are trying to build a child’s skill sets.  It’s my job to make sure that no critical ones have previously been missed out.  These are <b>barriers to learning</b>.    I have to then make sure that during my time with any child I have high expectations and embed as many skills as a I can.   Apart from the curriculum subjects it’s beholden upon me to make sure that social and communication skills are also honed.<br />
1182. <b><br /></b>
1183. <span style="color: #674ea7;"><b></b></span><br />
1184. <span style="color: #674ea7;"><b>CONFIDENCE</b></span><br />
1185. <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
1186. <tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeVXNclkvxEfsDBBqUQebsfcf4NLRrRx0avd7jUUqu1nCwcfeKEu3dmG1Oyo-SrdKAdx9eVWzXIcgl1RnoNsIJ-ZSooeORoJ2jZPEBV6_vVzud19AqTxTD-a2xL2OB9GobCF4dXdxv2FGj/s1600/historysteppeddesks.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeVXNclkvxEfsDBBqUQebsfcf4NLRrRx0avd7jUUqu1nCwcfeKEu3dmG1Oyo-SrdKAdx9eVWzXIcgl1RnoNsIJ-ZSooeORoJ2jZPEBV6_vVzud19AqTxTD-a2xL2OB9GobCF4dXdxv2FGj/s1600/historysteppeddesks.jpg" height="140" width="200" /></a></td></tr>
1187. <tr><td class="tr-caption" style="text-align: center;">Mistakes not tolerated</td></tr>
1188. </tbody></table>
1189. <b></b><br />
1190. I’m no psychologist but I can tell when a child is lacking in confidence, disaffected or distracted.  Using humour, personalising interactions with children and drawing children with low self-esteem in to class activities in a way that highlights their hidden skills or interests goes a long way to increasing confidence.  For some young people intrinsic motivation can be nurtured this way, but even extrinsic motivation pays dividends at times.  Under 'confidence' I also include a child's right to make mistakes without fear of being unduly punished or humiliated.  We all get things wrong at times, but it's the consequence of these that's important.   Through building strong relationships with my pupils I create an environment in which mistakes are learning points. Sometimes these are shared with the class for all to appreciate, at other times a quiet constructive word is needed.  Even the brightest of kids gets things wrong (especially if they are challenged properly) and it's particularly important, in my philosophy, that the very highest achievers are helped with this so that in later life they don't implode when they make mistakes.<br />
1191. <br />
1192. <i><br /></i>
1193. <i>My philosophy of teaching is deeply routed in my practise, and doesn't usually warrant writing down. I reflects my experiences as a child, my personal understanding of children as learners and my desire to provide an education that is fun, constructive and valuable.  If you are writing a philosophy of teaching I'd love to receive your comments on this page - I'll post them all.   In my mind there are no right or wrong philosophies - some are focused on attainment, others on fitting in with school expectations and some focus heavily on a child's emotional well-being. It's all interlinked, as far as I'm concerned. The key issue is that of making sure a philosophy is your own, is flexible and has the children's future as its outcome. </i><br />
1194. <b><br /></b>
1195. <b><br /></b>
1196. <b><br /></b>
1197. &lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/6101874789569112704/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2014/09/my-current-philosophy-of-teaching.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/6101874789569112704'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/6101874789569112704'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2014/09/my-current-philosophy-of-teaching.html' title='My current philosophy of teaching'/><author><name>Unknown</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeVXNclkvxEfsDBBqUQebsfcf4NLRrRx0avd7jUUqu1nCwcfeKEu3dmG1Oyo-SrdKAdx9eVWzXIcgl1RnoNsIJ-ZSooeORoJ2jZPEBV6_vVzud19AqTxTD-a2xL2OB9GobCF4dXdxv2FGj/s72-c/historysteppeddesks.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7293316085187622401.post-668478434316437297</id><published>2014-09-22T13:11:00.000+01:00</published><updated>2015-03-08T00:08:34.409+00:00</updated><title type='text'>&quot;What is your philosophy of teaching?&quot;</title><content type='html'>&lt;i&gt;In writing this blog I can only draw upon my experiences so will try really hard not to make generalisations about the English primary education system.&amp;nbsp; I will at a later date write about my &lt;a href=&quot;http://primary-ed.blogspot.co.uk/2014/09/my-current-philosophy-of-teaching.html?view=flipcard&quot; target=&quot;_blank&quot;&gt;&#39;philosophy of teaching&#39; &lt;/a&gt;but in this post I would like to pose some questions and give my reflections on what I consider to be an important aspect of being a teacher.&lt;/i&gt;&lt;br /&gt;
1198. <br />
1199. <br />
1200. <b>"What's your philosophy of teaching?"  </b><br />
1201. <br />
1202. That's a question I've probably had put to me three times, at most, in my ten year teaching career in the UK.  <br />
1203. <br />
1204. The first occasion was during initial teacher training, where it was perhaps rather niavely pitched as a discussion point to get the mixed bag of twenty to thirty year old graduates thinking about why they want to teach and elicit any particular driving forces.  I vaguely remember numerous 'because I like children' and 'to see the spark of understanding' responses...   Yoiks. In hindsight, every proto-teacher was so naive.<br />
1205. <br />
1206. Subsequent to that, I've only heard these words dished out as one of those interview questions where the potential employer is simply ticking off cliched buzz words.  It's strange, isn't it,  how if this question was so important it never once figured in staff meetings, performance management or lesson observation follow up?   Shame really, as there's a lot to this question that both teacher and manager can learn from.<br />
1207. <br />
1208. <br />
1209. <b>What does 'a philosophy of teaching' mean?</b><br />
1210. <br />
1211. My view is that it's the fundamental attitudes and principals which determine my translation of the curriculum in to teaching, how I deliver it in the classroom and the driving forces behind this. <br />
1212. <br />
1213. A philosophy of teaching, to my mind, is a product of musing on our own life experiences and understanding all aspects of children minds and needs.   Reflecting on the lessons of life is important in education. It helps put what we do with children in to perspective, and allows us a chance to pass on more than what is printed in the curriculum.    <br />
1214. <br />
1215. <b>Forming a philosophy of teaching </b><br />
1216. <br />
1217. Coming up with our philiosopy of teaching doesn't need to be an enormous intellectual and mental exercise.<br />
1218. <br />
1219. <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
1220. <tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhokr0nzRl8W8ffVC6aRgsdd9x4ISCAGkvVP-8_RRKynmGxeBE72tY-ltg-2IH3wN6EF4IMtDDrXQGhHqVlxZFwERpxl8ffa6ZBEn1F3WajOAEqzChU7icoFJZ2SbMyb7hZfCi8UJvRKHD8/s1600/THINKER_side_columns.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhokr0nzRl8W8ffVC6aRgsdd9x4ISCAGkvVP-8_RRKynmGxeBE72tY-ltg-2IH3wN6EF4IMtDDrXQGhHqVlxZFwERpxl8ffa6ZBEn1F3WajOAEqzChU7icoFJZ2SbMyb7hZfCi8UJvRKHD8/s1600/THINKER_side_columns.jpg" height="200" title="Devoloping a philosophy of teaching isn't an enormous intellectual exercise" width="140" /></a></td></tr>
1221. <tr><td class="tr-caption" style="text-align: center;"><i>Developing a philosophy of </i></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"><i>teaching?</i></td></tr>
1222. </tbody></table>
1223. Take the adults who we as young people had to sit in front of to gain our education.  We all remember the lovely teachers and lecturers who took the time to talk to us, to entertain and motivate us and nurture enthusiasm in learning. Likewise the humourless, dull, overly critical teachers who plagued our compulsory schooling days, or the university lecturers who simply copied the set text on to the OHP all lurk in our memories, associated with dread, misery and limited commitment to helping us.  On my first teaching practise I had my own year 6 primary teacher (the cruel, boring Mrs G)  in my head as I introduced myself to the quizzical  year 3 class.  She was the anti-template of what I wanted to be.  Lurking in my mind too was Professor E, who at university showed an awareness of his often hung-over, sleep-deprived undergraduates by deliberately introducing short interludes in to his hour of lecturing. This reset his audience's concentration and made having his lectures on quantum mechanics worth getting out of bed for.<br />
1224. <br />
1225. These two teachers were integral to the beginnings of my philosophy of teaching. Even though I'd never stood at the front of a classroom I subconciously had years of experience of how to teach (and how not to) stored away, and in my greenhorn days drew on these memories to help mould my teaching style and beliefs.  I don't remember discussing our past experiences of education on my PGCE but if I had to plan an Initial Teacher Training course, encouraging students to look to their past would be a far better start to developing an ideology than dipping in to the theories of educational academics.<br />
1226. <br />
1227. <br />
1228. <br />
1229. <b>Why should we have a philosophy of teaching? Is it important?</b><br />
1230. <br />
1231. A philosophy of teaching helps shape our practise and gives us a principles that make us question what we're asked to deliver.<br />
1232. <br />
1233. It is not a difficult thing to stand in front of an audience and talk, once the nerves issue is conquered. Give someone a curriculum, text books and a black board and they could quite easily have a go at being a teacher.   But does that make them a teacher?  Probably not in the modern definition of one.<br />
1234. <br />
1235. A contemporary teacher reflects on what they are teaching, understands that children are complicated with unique learning profiles, has to juggle academic and social issues and of course needs to build a relationship with children.    Some old-timers think that schools have gone too soft ("No discipline"..."Too much talk"..."Not like my day") but it is easy to see that individual needs are now addressed, and that if one wants more than rote learners this is a great leap forwards.<br />
1236. <br />
1237. Having a philosophy of teaching only builds on this historical progression in pedagogy.  To have thought about your own motivations, skills, and the needs of all children adds to the huge improvements in education made over the last few generations.  So, yes, to me it is important. <br />
1238. <br />
1239. In my philosophy one of the key tenets is that of <b>contextualising </b>learning for children.  At university I sat through three years of oh-so-dull thermodynamics courses without once being shown how the theory allows steam engines, heat pumps or refrigeration systems to work.  The lecturer was singly unmotivating and showed no interest in his audience but thankfully I had the maturity to understand that this course was a stepping stone to a degree so I parrot fashion learned the equations and passed the exams. But imagine a child in the same situation.... Feed a child a diet of any subject delivered in a way that has no relevance to their life, or that they don't have the foresight to realise will be of use for them in the future and you are setting them up for under-achievement and being disengaged.  Making the curriculum seem pertinent to children is, to me, as important as ensuring equality within the classroom.<br />
1240. <br />
1241. Here's an example of this part of my philosophy in action:  As part of geography I was required to teach the water cycle.  Most primary school teachers at some point, I'm sure, will draw the classic mountain-to-sea river picture and add in clouds, rain and evaporation.  But my class were a little fidgety at the best of times, so I knew that I needed something to make this important phenomenon seem relevant to them.  After some badgering, the caretaker agreed to shuttle the class up to the top of a local hill in our battered minibus.  From there we could see all of the features that the map would have included, but we could also watch the clouds bubbling up and feel the sun's heat that drives this process.  What would have been an hour's colouring exercise with many interruptions became a slightly longer but far more meaningful experience for the children.  It was contextualised for them, and the vast majority remembered it.    If they wanted to, the children could thank my philosophy of teaching for this lesson, because I'm pretty sure that the majority of teachers would have simply covered the water cycle without ever considering making it seem relevant or useful to their audience.<br />
1242. <br />
1243. <br />
1244. <br />
1245. <b>Meshing a philosophy of teaching with a school's expectations.</b><br />
1246. <br />
1247. Most state schools in the UK have now gone through the process of setting 'mission statements' and rebadging themselves with well-meaning slogans.  And yes there are times when school staff need to sit down and think about the job and refocus on the purpose of education.  But from my experience, and talking to staff in many other schools, the mission statementing does not in itself change the philosophy of teachers towards their job.  Changes inevitably bring new systems (usually of accountability) and new foci but how often do they reduce a teacher's paperwork load and free them up to be more dynamic and child-centred in the classroom?<br />
1248. <br />
1249. In one school I know well there was a sudden push towards encouraging critical thinking amongst the children.  Great in principle. Kids need to break away from being spoon-fed learning.  However not all aspects of this sat comfortably with the staff.  The new approach became little more than a corporate branding handed down from County Hall. Teaching style was expected to reflect the new model and a lot of hard-learned individualism in teaching was deemed to be out of line with the new school approach.   Whilst we all need refreshing in our practise, this was for some a step too far. There was no longer a place for a philosophy of teaching,  the only 'philosophy' accepted was that of the critical thinking course trainers.   Those who didn't adhere to its methods rigorously, or questioned the relevance of some of the principles, were seen as trouble-makers.   Who was to blame?  Desperate, career-minded school leaders looking for a magic sticking plaster to undo the years of sliding attainment or un-reflective teachers?<br />
1250. <br />
1251. Whoever was to blame in that example, there is an issue of making space for individual philosophies in any school, and ensuring that these do not inhibit any whole school initiatives.   Yet there also have to be checks in places to make sure that the most fundamental elements of our philosophies of teaching are incorporated.<br />
1252. <br />
1253. <b><br /></b>
1254. <b>The shortest philosophy of teaching I know</b><br />
1255. <br />
1256. A few years ago I was part of a senior management team in a large primary school.  One of my colleagues was nearing the end of her career and with three decades of experience behind her was, I think it's fair to say, bored of the shower of new strategies, working methods and 'experts' who were pushing and pulling the school in all directions.  She rarely spoke in our meetings, and I didn't blame her for that.  At times she even had her eyes closed, and nodded or mumbled according to the mood.   A couple of months before retiring I was sat across the head's table from her as he frantically tried to implement another layer of unnecessary paperwork to our work load. Suddenly Mrs X sat straight up in her chair, banged her hand on the table and barked:  <i>"But how's this going to help the children?"</i><br />
1257. <br />
1258. Taken aback by this comment we all stopped in our tracks. Her reaction was so visceral and heart-felt it threw us all.  And yet even now her wise words ring in my ears.  <i>How's this going to help the children? </i>  It's a kind of mantra for me now, and it succinctly encapsulates everything a philosophy of teaching aims to achieve. <br />
1259. <br />
1260. We need to stop, think, review, let ourselves be children again and reflect on whether any lesson, or programme or change in how we teach in a school will impact the kids.  Will it move their learning forward?  Will they engage with it?  How much of an improvement will this make to their happiness, interest or achievement?  And, just as importantly, will I as a teacher be able to deliver this lesson or new strategy in a way that won't exhaust me or fill up my time, and in doing so leave me less enthusiastic for doing the job?<br />
1261. <br />
1262. So, thanks to Mrs X for your Big Picture. Thanks to Mrs G for being such an awful, vindictive, child-hating dragon that I modeled my teaching persona on your mirror image.  Thanks Professor E for teaching me that students need breaks and tangents in a lesson .  You've all done your bit to help me create a philosophy of teaching that I own and stick to every time I'm in school. <br />
1263. <br />
1264. <br />
1265. &lt;br /&gt;&lt;div class=&quot;blogger-post-footer&quot;&gt;&lt;a href=&quot;http://www.ontoplist.com/&quot; target=&quot;_blank&quot;&gt;&lt;img src=&quot;http://www.ontoplist.com/images/ontoplist30.png?id=550405c3de07f&quot; alt=&quot;Blog Directory &amp; Business Pages - OnToplist.com&quot; border=&quot;0&quot; /&gt;&lt;/a&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://primary-ed.blogspot.com/feeds/668478434316437297/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://primary-ed.blogspot.com/2014/09/what-is-your-philosophy-of-teaching.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/668478434316437297'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7293316085187622401/posts/default/668478434316437297'/><link rel='alternate' type='text/html' href='http://primary-ed.blogspot.com/2014/09/what-is-your-philosophy-of-teaching.html' title='&quot;What is your philosophy of teaching?&quot;'/><author><name>Unknown</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhokr0nzRl8W8ffVC6aRgsdd9x4ISCAGkvVP-8_RRKynmGxeBE72tY-ltg-2IH3wN6EF4IMtDDrXQGhHqVlxZFwERpxl8ffa6ZBEn1F3WajOAEqzChU7icoFJZ2SbMyb7hZfCi8UJvRKHD8/s72-c/THINKER_side_columns.jpg" height="72" width="72"/><thr:total>0</thr:total></entry></feed>

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