Em Holliday

Having completed the Bachelor of Education in Primary Teaching (Graduate Entry) at The University of Canberra I thought I'd give a run down on the in's and out's of this degree for future participants - an insiders guide to it all.

I loved this degree but it was two years of hard yakka. First thing to know is that you need to be prepared to put in a LOT of work and to really succeed you need to put in even more work outside the standard course requirements. If you're still reading then I haven't scared you too much and you're probably unshakeable enough to do this degree and be a teacher.

This degree is brillant in that you get the full qualifications in half the time but also means they are squashing 4 years work into 2 and naturally there are gaps which I'm going to help you leap over.

The lecturers of this degree are outstanding and great people to talk to and learn from. Also being a graduate means you don't have to worry about being overly keen or enthusastic - because everyone else is too. Think about this: all the students have previous degrees and 99.5% have been out in the work force or caring for family or both for any number of years. All these people then decide to take the risk of dropping everything, going back to uni full time for two years to change their lives. These are people with debt, children, spouse, pets - people with full lives who are risking alot (because it's almost impossible to work and do this degree - there's obviously a financial risk) to make a change. They care a lot about the work, want to get it right and graduate ASAP. Not to mention they are passionate interesting people who all lead different lives and I gained so much by learning about  and from my peers. Make friends with your peers - they will support you through the tough and confusing times and add a wealth of light and colour to your life and degree.

The classes you will take.

We quickly learnt that this truncated degree leaves out some valuable practical training so make sure in first semester you attend Reconstructing Mathematical Understanding (RMU). It's the first year maths subject which graduates don't do and you'll be lost if you don't get some of this knowledge. We walked into Mathmatical Education 1 (ME1) (2nd semsester) and the tutor was completely unaware that we hadn't done RMU, the prerequiste. So when we told her we didn't understand the terms she was using from RMU her reply was "That's your problem". Which, when a tutor has 90 students per week and 2 don't know what she's talking about I guess is a fair attitude but we felt rejected and lost at sea. We very promptly spoke to the RMU lecturer and got added to the WEBCT (see below) list and sat in on lectures - we didn't officially do the course but we did the course work and got the notes. (PS: we only survived ME1 by supporting each other, using mathematical dictionaries and more than one stand up fight with the tutor! I hope no-one else has the same troubles we did!) The moral: GET THE COURSEWORK FROM RMU AND LEARN IT IN YOUR OWN TIME!!!!

Health and Movement Education 1 is a great practical class where you do the activities you'll do with the kids and even get to go out and teach sport to some children. Embrace this class, keep the manual as it is a PE bible, and don't forget what you learn because you won't be seeing much sport again until your final semester on Internship.

Science and Technology is another great practical class - more informative on technology than science I found. You'll come out with some great technology ideas but if you're interested in science be sure to go to the science lectures and pay attention - I certainly don't feel capable of teaching science concepts having done this course - but I can make a mean kite!

Many people struggled to see the point of Education Foundations but trust me - the things you learn here and in Socio-cultural Politics will inform much of your teaching style and attitute. Education Foundations really started to make sense for me aboue halfway through 2nd year - but I can now see how valuable it was.

Responding to Individual Needs in Education is a class where you develop lots of tools for your 'virtual toolbag' and I've referred to activities in that and Promoting Positive Learning Environments again and again. They can both seem a bit of a drag at times but just write everything down and come back to it when you are on prac - you'll find the most amazing resources that you didn't even know you had.

Language Education is good. Misty (the Lecturer) knows full well that as graduates we are under huge pressure to be ready for the classroom in less than 2 years work. (Trust me, 2 years is a short time to become a teacher!). She hands you everything on a silver platter - grab her help and use it - you may never use her models in the classroom but they are a starting point if and when you have nothing else.

One thing Language Education doesn't do is teach you a lot about grammar or spelling. If you're anything like me and don't know the techniques of grammar make sure you do the Intensive Grammar and Writing Course during your first summer break. This was one of themost useful course I did at the uni - it cost me $25 and it would have been a bargin at $100. You get a folder with all the basic grammar stuff, excellent teaching and also half the course is dedicated to essay writing - how to write them well. I can't tell you how useful this class was - even though it was during the holidays - I personally think it should be compulsary.

Mathmatics Education is theory heavy. You will come out with lots of knowledge and the text book "Error Patterns in Computations" is fabulous - I worked it through cover to cover. The WEBCT activities also help you solidify your own understandings and opinions - trust everyone has a different opinions and half the fun is discussing and learning those of your peers.

WEBCT

This is the online portal where much of the communication for the degree takes place. It is vital to have good access to the internet and to use WEBCT all the time. When you get your OSIS login remember to forward your student email to the account you always use and never leave your email unchecked for too long. You can get training at the uni for help with WEBCT.

Prac's and Internship

Prac's are awesome - so much fun but hard work. Except to be exhausted and stressed and out of your depths. Uni really doesn't and can't prepare you for your role as a teacher in the classroom - it's such a different but wonderful environment. Remember it's okay to feel out of your depth and as if you're drowning - that's normal! Make sure you connect with your family, friends, dog - who or whatever you have in your life that keeps you grounded and makes you happy. The lecturers at uni are great and they know all too well how you are going - talk to them, take their advice, support and friendship because they've all been there too.

Internship is the highlight of the degree - the first time you're in a school long enough to really connect and become part of the family.

And don't feel bad if you go to your first prac and you decide teaching isn't all you thought it would be - it's not right for many many people and the reason they put you into the schools so early is so you have the chance to find this out and get out before you've wasted too much time. That's not to say that a bad prac means you're not cut out to be a teacher - it could have simply been a bad prac - be sure to talk to friends and lecturers before you make any big decisions.

Trying to get a job

Of course the point of the degree is to get a job and here is what I've learnt (and no I'm not claiming expertise - just tinsy bit of experience).

From your very first prac TAKE PHOTOS of the work you are doing with kids in the classroom. Writing a journal is also a great idea (I keep a blog) - photocopy examples of children's work both good and bad which you could show someone and explain and idea or connection. Keep them and all your prac reports in a safe place because in about April of 2nd year you need to interview for jobs and you must have evidence that shows how you teach and a DIVERSITY of experiences. Thay will all go together in your portfolio - which BTW doesn't have to be beautiful, just extremely well organised.

And Diversity of experience is the key - I'm a perfect example - I had tops grades, amazing prac reports and referees, years of experience with coaching children in sport plus tutoring, a great attitude but in my interview I spoke almost exclusively about this one child with whom I'd had a multitude of experiences and forgot to expand beyond him. I ended up with a hugely disappointing ranking and trust me - if I'd waited for a job from the department I'd still be unemployed at Easter I'm sure. As it is, I took things into my own hands and got myself a job at a private school.

That's another thing - don't put all your eggs in one basket when it comes to jobs - you may be told there are lots of jobs out there but at this point - ten days before school goes back - only those with the top ranking and early offers have been offered jobs - be prepared to be a relief teacher if you don't get the top ranking - at least for a while. Get the paper every Saturday for the second year of your degree and start applying for jobs.

Final Words

I adored this degree and I'm an enthusiastic young teacher ready to step out into the world, which has a lot to do with the wonderful environment UC education set-ups for its students and the great tutors and lecturers you'll meet along the way. Don't be scared by any of the not-so-pretty things I've highlighted here - it's better to go in knowing than being unplesantly surprised later on. I truly hope if you've read this far you go on to find out that teaching is an amazing experience and I hope do be able to do it for many years to come. And come back and tell me how you're going - remember that the greatest resources a teacher can have is her/his peers.

I'm not sure where I heard this trick from but I used it on a grade 6 class and it worked a treat.

Before school starts draw a circle on the board that represents 1 hour. (can be adapted for different lengths of time obviously)

Label each quater with 15 min intervals and colour in the first 30 mins like so:

This clock represents 'negoitated curriculum time' (free choice activity time in the old language).

As the children behave well - work quietly, show manners and kindness, think creatively etc etc they can earn minutes of free choice time.

Why start with 30 mins already? so they can loose time as a penalty - for talking, or rudeness, or misbehaving etc right from the beginning of the day. Be sure the class knows why they lost time and they see you take it away. (and see themselves earn it back again too!)

I found this works really well but you have to be careful not be too generous or too frugal with points otherwise you'll run out of reward time by midday or the kids will be disheartened and loose motivation.

I wouldn't recommend this for students under middle primary - although you could try. Hope you find it helpful!

TeachnReach posted a fear of hers (?) about generating respect in the classroom as a preservice teacher. It's a concern of many pre-service teachers, I think, of how to gain and maintain the students respect. Gaining respect in another teacher's classroom can be easy or hard and initally has everything to do with the respect the students give their normal teacher. It's easy if the children already respect the teacher and you can appeal to the teacher for support in generating respect, it's difficult if the classroom does not have an environment of respecting teachers and peers. The best advice I've heard is to stand up on the first day and set the standards for the best behaviour you expect - and ALWAYS expect it. Come down on 'em hard to begin with then you can ease up later. One of my favourite authors, Louanne Johnson, actually suggests that in the first week you wear a suit or something which conveys you are serious and professional. There's heaps of time later to make friends but in the first instance those kids will push every boundary you have to see where you stand.

On my eight week Internship I developed and fine tuned a behaviour management system I'd heard about and wanted to try. It was the perfect environment to trial strategies I was interested in and my mentor teacher pushed me to act on my words and not just copy her behaviour strategies.

Before I go on to describe my behaviour system this is my advice to pre-service teachers: think carefully about what kind of behaviour you expect in the classroom beforehand. Always expect it and don't worry that you spend the first couple of weeks disciplining and you might feel like an ogre, this is good it means you are setting and maintaining your boundaries - just make sure you smile lots and reward good behaviour at the same time. Hunt around for behaviour management  systems which intrigue you and honestly give them a go - you are there to practise so practise! Remember that kids want to know you are a human being - laugh when you make a mistake and don't be afraid to play tag once in a while and finally pray for a teacher who will let you make changes in the classroom to let you do this. And don't be worried if what you first try doesn't work - it's practise!

SMILIES

My behaviour system uses "Smilies" There are four kinds of cards and a recording chart to keep track.

Green card is the lowest level of behaviour card. Followed by yellow and then red. I have a discussion with the class as what it means if I put one of these cards on their desk. The green card is a warning for disruptive behaviour (usually talking when I've asked them to stop and work). Yellow is when you've already had a green card or the behaviour is rude and or a unsafe. Red card is the final straw and the student must take themselves to timeout. In the real world I'll give maybe 3 warnings before even using a green card, I've used a yellow card once and a red card is pretty much pointless because if a child is going to timeout they're not paying any attention to anything anyway. It is important to have all three cards though because it is a clear visual line of consequence. The cards are placed on the desk in front of the child and I walk away to give them time to think and calm down.

I place these cards high up on the wall next to the white board so the whole class can see when I'm heading to get one - this is often enough for  the student to stop the behaviour and get on with the work. The thing I love most about these cards is that they are non verbal I can hand them out without losing the track of an explanation or a lesson - useful when the kids are on the carpet too. I use them so sparingly that to get a green card is a really big deal and I rarely (as I mentioned) even need a yellow or red card. (you'll a couple of greens)

I also have a reward for good behaviour - a smilie card. I realised that this system only had negative connotations so I created a reward system. I have this smilie: which I simply hold in front of the children. When they get a smilie they can put a mark up on the record sheet (see below). The difference with the cards and the smilie is that the child must return the card to me so I can talk to them at a time more convienent to my lesson whereas the smilie I simply show them and they don't hold on to it and get too distracted from the great work/behaviour they are doing/showing. At the end of the week there was a prize for the most smilies - I gave simple toys or lollies but for grade 2 next year I think I'll give them stickers for a sticker chart and maybe a top five rather than a single winner (or multiple if there is a tie).

This record sheet is laminated with the kids names down the left hand side and on the right I sticky tape a paper grid where the children record their smilie and I record their poor behaviours. The beauty is that I can replace it weekly - everyone always gets another chance in my classroom, and I simply stick the used sheet into my diary at the end of the week then I have a concrete representation of in class behaviour to show parents or other teachers. Simple and effective.

Words of Wisdom:

I found certain children would only behave well when I was in sight so I explained that to get a simlie you had to show respect to peers, teachers, the school and I actively rewarded (and explained why) students who helped around the room without being asked, who tried hard with their work - did their best, who showed kindness and compassion and so on would get more smilies. It took me a while to have that conversation with the students and I found after that the classroom was less competitive and cleaner!

It can get expensive in prizes!

Literacy Exercise: This was great fun. The children were doing expositions and so we let them write an exposition to argue for keeping or getting rid of smilies after we'd been using them for several weeks. Not only was it an authentic experience in that the children were able to partake in the running of the classroom but it also meant they seriously thought about how the smilies worked and what it did and did not do for the students in the classroom. (they argued to keep them, BTW).

This system works well for me and I hope it helps someone out there too.

Keep SMILING!!!!

The constant call for proof that you are meeting your outcomes can be difficult to meet. This is an experiment I conducted which shows how well the students understood the unit I taught as well as clearly identifiying the areas I need to revisit with the students.

I wrote a maths unit with my mentor teacher (and I was away sick so didn't teach a single lesson of it!!!) and part of this unit was a pre and post unit test. The same test. Now I was very sceptical but I decided to record the results and see what happened.

We gave the pretest and I created an excel sheet with an arbitrary marking scheme. Against each section in the test the student got a mark of 0 -no understanding shown, 0.5 - some understanding shown or 1 - full understanding and correct answers. I then collated this into a graph which you see below...

So from this I know where the children have started from - just by looking where there are half or no lines (representing scores of 0 or 0.5) I can see areas which need work on. We then taught the unit. NOTE: there was to be an observational mid-unit assessment but because I was away and time was restricted it wasn't conducted. At the end of the unit we gave the students the same test again...

Wonderful! By comparing the number of full lines I can clearly see where understanding is complete by the class and what areas they didn't get. NOTE: half the class was away on this day so the data is incomplete but I was more interested in the exercise and this data is at least indicative of areas of continued need. Obviously the children did not understand the grouping section but since they are non-readers we think the wording of the problem was at fault here. So now, before we move onto division next term we will revise those areas that don't show complete understanding by most of the class.

Plus, each colour corresponds to a particular child and I can then identify areas of need for particular children if the need arises.

I also used the same data (same table in excel) to create a line graph which maps the student's improvement over the unit...

I know the quality is dreadful but you can just make out the lines which move dramatically upwards and those that don't. (flat lines are again the students who didn't do the test but some students only showed a 0.5 point improvement over the whole unit!) This graph is simply the total of the arbitrary scores from the previous data table. I can take this out at parent/teacher interviews and show the improvement in understanding and where there is little hopefully work with the parent to help or use the data (I'd have a graph per unit for maths) to support a plea for extra support from the school for the child.

At the very least it helps me plan my next unit and reminds me which children I need to give greater support to when introducing new concepts.

I've come across two interesting blog posts about using ICT to support teaching and more importantly organise the enormous amount of admin that teachers face daily. Being a beginning teacher I'm open to suggestions on organisation and maybe by using these resources I can reach the point where the computer on my desk is an instantly accessible and perfectly coordinated filing and admin system.

I love ICT - when it works. My problem with the above ideal is that my whole world freezes when something goes wrong with the computer (or my ability to communicate/put up with said computer!) And what if my files are corrupted or, heaven forbid, the hard drive dies or the whole thing is stolen! Take today, for example. I cannot access the blog posts and videos I felt like looking at (since I finally read my RSS feeds after how many weeks) because we've gone over the monthly download limit and so it would be faster to use snail mail than email until the 15th!

These two urls point to some useful tools for orgainsing electronically and once I have enough download credits again I'll download them and trial them and tell you how they go!

http://edublogs.org/10-ways-to-use-your-edublog-to-teach/

http://teacherlingo.com/blogs/cmcteacher/archive/2007/10/08/helpful-resources.aspx