The final entry....

I have come to realise many things throughout the duration of this course.  I have thought about the young people I work with and how they learn....then I have also thought about myself, my practice and how I learn.  I have come to realise that for me to develop as an educator I  need to connect and reflect on both the theory and the practical.  At this stage of my career I reflect a lot more on my own classroom and life experiences - using professional dialogue to help however I have come to realise that I need to develop my understanding of theory.  I am not confident to quote what I have read here - I don't have that skill yet...I suppose it is a skill I have not needed in many years!

So how do I finalise this module....I can't!  It isn't possible to finish with just one post.  I have many doors in front of me now...which one to choose and where to go.  Each door is a question I want answered...and each door is a different pathway for me to start the next part of my journey.  So many ways to choose.

This module was not what I expected.  However I have reflected on my practice and started to consider how to improve it - perhaps more importantly for me I have made connections with other people to help share the next part of my journey with.  Where I will go I don't know - what I do know is I have some friends to help me find my way. 

Voices in the Park - Functional Grammar

Grrr - grammar - the one thing I always hated.  I didn't really ever understand grammar in primary school.  It wasn't until I went to secondary and had to learn lists of verbs that I gained a better understanding.

I was surprised by the simplicity of colour coding a text....however I feel I was using my own background knowledge of language to do this.  It would be interesting to complete this with a child who doesn't know about verbs...could they break the sentence up?  Or was I only able to attempt it because I knew about verbs?  Was I bringing my prior knowledge - and was I even doing it correctly??

I can see this being very useful when critically analysing texts...however is that what I would do in class or with a group of EAL children?  Would I do this before sharing a text with a child?

I would hope that a child would select a text that interests them - then if it is a text that stereotypes a culture that would form a basis of the conversation.  A poor book can be used as a poor book to highlight similarities and differences. I wonder if that makes sense?

--This post was in draft form- I am just back from the final input and feel like adding that I don't think the time is there to break down a text using functional grammar before choosing to share it with a group of children.  I feel you have to try and share a variety of texts and if it doesn't work then that becomes a discussion point with the young people.

I think I would love to see it in use in the classroom and find out a bit more about the impact it has had...I think it is like any idea - seeing it in practise is better than reading about it.

Cox Report 1989

"Bilingual children should be considered an advantage in the classroom rather than a problem. The evidence shows that such children will make greater progress in English if they know that their knowledge of their mother tongue is valued, if it is recognised that their experience of language is likely to be greater than that of their monoglot peers and, indeed, if their knowledge and experience can be put to good use in the classroom to the benefit of all pupils to provide examples of the structure and syntax of different languages, to provide a focus for discussion about language forms and for contrast and comparison with the structure of the English language. We endorse the view of the Kingman Committee: "It should be the duty of all teachers to instil in their pupils a civilised respect for other languages and an understanding of the relations between other languages and English. It should be made clear to English-speaking pupils that classmates whose first language is Bengali or Cantonese, or any other of the scores of languages spoken by the school population ... have languages quite as systematic and rule-governed as their own".

http://www.educationengland.org.uk/documents/cox1989/cox89-10.html

How is it that after over 20 years the education system still hasn't fully accepted any of this?

If I could do any initiative to improve attainment it would be to work with the teachers who still are not aware of any of this.

I almost feel that an initiative HAS to also educate the educators.

Saturday - day with children

In today's session we worked with a lovely group of young children.
I must be honest and say that I chose to sit back and do a lot of observation today - working as a teacher I feel I am always "hands on", I don't get the time to sit back and observe.

Observation is interesting - especially when you don't know the people.  I had not really met anyone in my group before today thus I was able to have a very objective view point.

We were to bring in a culturally diverse book - which I found challenging to find.

My group chose  "We All Went on Safari", author Laurie Krebs.

Yes this book is culturally diverse, it is set in Tanzania and has illustrations of people walking through the grasslands...but how does this book challenge our thinking?  How would it challenge our children's thinking.  Not once did any of the children mention anything of culturally difference.

In one of England's policies they state that the type of fiction we share with our children should include:

• everyday stories featuring British-born characters from various
ethnic, cultural and religious backgrounds;
• stories set in children’s heritage countries;
• traditional stories from their cultures;
• biographies of people from diverse backgrounds who have made
outstanding contributions of various kinds;
• dual-language books;
• poetry and drama from a range of cultures;
• stories which explore or provide a stimulus to explore discrimination,
racism, feelings of isolation, justice and equality, change, loss,
friendships across cultures, living within two cultures, etc.

Primary National Strategy

Everyday stories - this is what we are missing from our libraries - from our schools!  Everyday Stories.

Cummins 1986

I could see posts on Moodle and wondered how this paper had such a huge impact on others - I am having issues with it - I do agree with all his points but there is something....

"Students who are empowered by their school experiences develop the ability, confidence and motivation to succeed academically" (Cummins, 1986)

I have this statement highlighted and I now realise my issue with it...I feel this is true of ALL children.  I think that in a way this paper is short sighted as it is targeted at EAL only...but this statement is true for EVERY child. 

I do totally agree with Cummins - I just believe it to be true for every child.  It is how we "empower" our children that is where schools/educators have been mistaken.  I just wish it hadn't taken so long.

Choosing a culturally diverse text!

I have just explored my mini-library at home - I don't have any books that I consider "culturally diverse" :(

I have always bought books based on theme and price.  I tend to rummage charity shops and look for books that will interest children....I have never thought to look at the diversity of a text....

I actually feel ashamed, how can the children I teach feel empowered - when the books I have do not show a diverse culture?  How can ALL children in school become responsible citizens, having respect for others by understanding their cultures...when the texts in schools are not diverse.

The four capacities

 I have always chosen books with enjoyment in my mind - however I think that these texts are just the stepping stones into literacy.  That yes children need more exposure to more complex texts that engage their thinking.....and that children need to be taught to critise texts??? 

Stated in the National Primary Strategy in England:

Children also need to be explicitly taught how to critically approach

texts used across the whole curriculum. They need to learn that

language is never neutral or impartial.

National Primary Strategy 

How do we teach this to children from a young age?  And what text do I now take with me tomorrow?  Perhaps I shall see what is available and what others will bring?