What is mindfulness?

Read an interesting piece this morning Here

Interesting to read views around the monetisation of mindfulness. Also some examples of businesses using it in a non mindful way 

Currently, mindfulness is unregulated in the UK as it's not a medical service in the way that seeing a psychiatrist or a counsellor is, but it's still a service that can support vulnerable people and therefore a mindfulness teacher has a duty of care to ensure the safety and confidentiality of participants.

I'm hoping to develop my practice and ultimately take classes/sessions and would ideally provide at no cost.  Employers have to take care of their employees ( well I'm not sure they HAVE to, but the good ones do) and money is put aside for CPD in many organisations. Wouldn't it be great for mindfulness to be recognised as a great way to support people . Prevention better than cure and all that. 

Rather than pay lip service and offer a one hour mindfulness/yoga session every now and again or just as a one off so that it can go into the HR folder, why not investigate providing regular sessions for staff to support their wellbeing . Within the working day.

Being part of a group of around 80 mindfulness teachers nearing completion of the MTTC run by Christopher Titmuss and his daughter Nshorna with support from mindfulness teachers from the US, Germany and India is a real.ptivilige and I'm excited to see where we all take our mindfulness practice moving forward. 

What is mindfulness? Something worth exploring.

"Mindfulness isn't difficult, we just need to remember to do it."

- Sharon Salzberg

Happy New Year. 2017. To blog or not to blog? To Tweet or not to Tweet?

As I scroll through my timeline I see a wealth of teachers pledging to blog more regularly, weekly or otherwise. I feel slightly in awe of them and wonder how they manage to find the time to write so regularly and look over at my own blog and berate myself for my lack of posts.

It’s easy to feel disheartened when there are so many great blogs out there (see  http://blog.feedspot.com/teacher_blogs/ for a list of top education blogs around the world) and  http://www.teachertoolkit.me/2016/04/03/101educators/ ( Teacher Toolkit’s list- the most followed education blog in the UK)

BUT , and this is the important thing, IT DOESN’T MATTER if you blog weekly, monthly, randomly (or not at all!) What matters is that you do what works for you. I have a blog to reflect upon things that I have done and it is so interesting reading past posts and looking at how I have made changes or improvements to my teaching.  Unless I have something to say that hasn’’t already been said, I don’t tend to blog. So I don’t make lists of educators to follow or influential blogs but like to think that some of what I write will strike a chord with others and perhaps give them food for thought.

When I take part in forums on twitter (my favourites are #PrimaryRocks on Mondays 8-9pm, #ASEchat Mondays 8-9 pm #uikedchat on Thursdays 8-9pm and #SLTchat on Sundays 8-8.30pm ) It’s easy to think that this is where it is all happening- and a lot does happen in them for certain. I have met some amazing people as a result of twitter and had opportunities that I may not have come across otherwise.  And lots of those people aren’t on any lists but have so much to share and I am delighted to have the privilege to have met many of them as well as to interact online with them.

However, it is worth keeping in mind that the vast majority of teachers aren’t even on twitter; and that many of those who are don’t use it regularly. I have run several workshops about the benefits of using twitter which have resulted in teachers joining, but most of the teachers I work with don’t use it at all.

Here’s my list of why you should use twitter- I’d love to know yours.

1)      Fabulous networking tool (especially if you teach in a small school)

2)      Great way to share ideas and resources

3)      A sounding board where you know people will give their opinions

4)      Fast way to hear about policy changes (saves trawling through the almost-impossible-to-navigate gov.uk website)

5)      Ability to communicate with educators across the country and beyond

6)       Quick access to some excellent blogs about education

7)      Great way to keep positive through the changes

Why do I think teachers don’t use twitter?

1)      privacy issues- accounts can be made private, but this is an understandable issue for many

2)      spam spam spam- I don’t find this too much of a problem- I just block and report

3)      time- always an issue. Twitter is so different to facebook insofar as you can’t possibly ‘catch up’ on what has happened since you last logged on- hashtags are a fab tool to search for interests and it’s a case of going with what is happening at the time.

4)      Negativity/arguments  It can be all to easy to limit one’s followers and following to those who always agree with you/have the same outlooks . it can also be easy to get drawn into some , shall we say, scratchy discussions. For me, I follow a range of tweeters and don’t generally get involved in scratchy discussions- but it is always interesting to see a range of ideas and points of view. If someone doesn’t want to follow me, or I don’t want to follow someone then so be it- I don’t waste time worrying about it. I stick to positive tweets and sharing good practice which has worked well for me so far .

HAPPY NEW YEAR .  I’m planning to keep trying to persuade colleagues to give twitter a try- that’s my first NY resolution. Bring a friend to twitter.

Who else it up for this?

Final day of Space Camp

Day five
Dan talked about camp opportunities for visually impaired students. Lots of wider full opportunities for disadvantaged students.

We then watched a film in the IMAX about future plans for Mars exploration ( narrated by the lovely Patrick Stewart) . After that time for gift shop.

Evaluations and post event questionnaire were next.

Opportunities that space camp has offered came next, then ablative shielding. We had to make a shield to protect an egg from five minutes of welding torch. Our team was successful.
We had a range of materials... Foil, mesh ( steel and copper) filler , card, cork, pasta sheets.

Here's our team's

Ablative shield


This was followed by graduation rehearsal!

We then listened to ....who wrote 'Rocket Boys' ( later a film based on the book, October Sky, was released) . Another example of what can be achieved if you 'Dream big!'

https://goo.gl/photos/UzMxZtvqjmq3rNpPA


Graduation followed with awards for teams who had won missions and engineering challenges.

The evening closed with a meal and live band. I can count myself among the few who have danced under Saturn 5!

Have made great links with international teachers. United in our desire to make learning experiences relevant, stimulating, character building and fun, we will share how we take this collaboration forward.


Here are some other videos
Using the 1/6 chair Moon walk

Launching rockets Rocket

Mission simulator Capcom

Space Camp day four

Day four

Day begins with a simulation for a mission based in the past . Shuttle launch. We are representing Kennedy Space centre ( largest single storey building in the world , if no air con it would have its own climate with clouds!) . Also represent Houston and the Marshall operations centre. Their job was to monitor the astronauts and take once from Houston if their was a problem .
Our shuttle is called Atlantis which we will launch and dock with the ISS.
We have a training session in the morning and full mission in the afternoon. 👍
Rocket launch outside. Number 8
Following that , we did the 1/6 chair which gives an idea of what it is like to be in a low gravity environment.

We completed the mission. Our team were successful in docking and undocking the shuttle, but unfortunately crashed on landing. Oops! Houston, we have a problem

We listened to Honeywell ambassadors and completed activities on nano science.

Space Camp day three

Started with the mission. We were successful in our mission to swap a team on a lunar mission. Teams swapped and safely returned to Earth after experiments

After that we went on the space ride...scary!

Next rover and lander mission
 Have to protect an egg using materials provided. We have a budget and limited resources. Lander has to be dropped , rover transports the capsule. It will be dropped from the second floor of the building! All resources will be on the google drive.

After that we had lunch and then a trip in the cactus to the lake. There we took part in a range of activities .first was the zip wire. This was to simulate a crash landing in water. You climb a tower ( after being strapped in) and are then strapped to the zip wire. When clear to go you whizz down backwards into the lake which is a refreshing tonic to the heat. Once you have been un clipped you swim to the side where you clamber out.
The next activity was a simulated helicopter crash. Six in the dome which is plunged into the water and fills with water. The team leave via the door , one by one, and swim to a designated area. The whole team then swim to the landing area where one by one you climb into a landing net, are raised up and climb out.

Return to the centre and hear from Honeywell ambassadors. These are teachers who have previously attended space camp and share some of their activities.

First, Nadia from Romania. (11-18 physics teacher ) . She talked about activities she has carried out with her class. Also links with other schools in Europe . She has produced some resources to teach nano science. She also talked about ways that she has developed methodology in teaching to make mathematics more accessible.

Second ambassador talked about how he has used team work as his focus. Introduced a game called kahoot that can be used for multiple choice games. Discussed a range of team building games that he has used with children.

One of the main things that I have found from this experience is how similar our experiences are- assessment , funding, parental support, status of the profession. These were all shared. Interestingly there were no teachers from Finland, but this is a country recognised as having high standards and a well respected teaching profession. I would have loved to have had a conversation about this.  However, I have been privileged to speak to teachers from U.S.A. , Croatia, Brazil, South Africa, South Korea, Kenya, Turkey, Portugal, New Zealand, China, Romania, Germany, Canada. There are 25 countries represented in the group this week, but we are in smaller teams so I have not been able to talk to everyone! The team work, collaboration and shared passion to raise standards, to make teaching accessible and creative are something that the policy makers for the education systems in our countries could benefit from seeing.

Space Camp day two

Day two

 Team building activities at area five. Moving toxic waste without touching the bucket, balance board and confusion maze where we had to get across using three planks.
Team building
Team building 2
Team building 3

Followed by talk about ARISS communication wth the ISS via radio. Gives opportunities to talk to astronauts. Plus video from Tim Peake.

Rocket making. With high speed instructions! Will be lanced on fourth day. Good reminder of what it is like to be a learner.

G force spinner. Strapped in and spun to 4G . Very strange and not very pleasant feeling at all. But I did it!

Mission patch activity . Team activity to make a logo to represent the team. We have to create a patch that defines us as a team. Chosen a hexagonal outline which will include the six countries represented by our team .

Now space mission...

I am CAPCOM. This means that I communicate between places to tell the right team people what to do
We are doing a simulation set in the future where we have to swap over astronauts who have been on Mars with replacements.
We have a script to follow, but anomalies can occur. I am the only one on base control who can communicate with the module.  Did a practice run...hard to follow all the instructions and keep to time. Have to switch between channels and listen to what's happening in each section. Really interesting. Look forward to the full activity tomorrow.

Then feedback to each other on how to use activities in our classrooms.


Science on orbit.
How the ISS operates. Life size scale replica of the ISS. Fascinating insight into life onboard.
On board the ISS
Robotics workshop

Using Lego to make robotics. See some pics. Two wheels and 'make it easier to turn.
Now programming. Using a Lego programme which has drag and drop icons to make a programme that will move the robot.

Space Camp USA

Day one

I hadn't realised how significant Hunstsville was in the whole space programme. This is the place that the engines were developed and built for the first missions to space...those which flew unmanned, and those with chimps. Probably the most famous of all , the Apollo missions, all as a result of the work carried out in this once small , cotton trading town. President James Kennedy visited Hunstville and gave his pledge to support the Amercan mission to send a man to the moon.

It's somewhat surreal seeing the huge rockets reaching to the sky, but incredible to see the enormity of it all close up.

This is where I am staying :
Accommodation

First day included seminars from Ed Buckbee, part of the team who trained the astronauts on the NASA space program and Astronaut Dorothy Metcalf-Lindenburger. She was on the I.S.S in 2012 and had taken part in space camp here in Huntsville as a child!

Here's her presentation https://www.facebook.com/HoneywellEducators/

PSTT- what's it all about?

PSTT

Nope, I am not trying to get your attention ; PSTT is the Primary Science Teacher Trust (formerly known as the Astra Zeneca Teaching Trust)

Read all about the trust, their work and history here

I was thrilled to become a part of this fabulous college in 2012. This year I was lucky enough to be awarded one of the Primary Science Teacher of the Year awards alongside many other teachers . All sharing the same passion and enthusiasm for developing science teaching in their schools. What a fabulous group of people to be associated with.

The recent conference, held this year at the rather splendid University of Manchester, was truly inspirational. You can read about the conference on the above website, but I thought I would share some of the more memorable parts here. The conference was so packed that it has taken me a couple of weeks to reflect on the wealth of information shared.

The conference kicked off on Monday morning (after a very enjoyable dinner at a local Italian restaurant on the Sunday where the new college fellows had a chance to meet) with an introduction from Kathy Schofield, college director and a virtual appearance from Professor Dudley Shallcross whose vision to grow the trust to reach across every school in the country is gathering momentum.

We heard about successful projects from existing fellows such as Growing music at Shaw Primary ( see here ) funded by the PSTT.

New members then had a chance to share what they are doing in schools- so many fantastic ideas going on in schools across the country; a side of teaching that is all too often overlooked by a negativity driven media  (IMO) andnot enough time given to share and celebrate the fabulous work that is happening in our primary schools.


Following lunch, we were treated to a key note speech by Tony Hughes from Huthwaite International  (here ) "Logic is not persuasive. Neither is being right!"  where he talked about how to recognise verbal and non verbal signals. To be honest the hour he was given wasn't really enough  - a whole day, several days in fact could have been taken up with this. However, there was certainly lots of food for thought. Only two pm and already so many ideas to take away and build on!

There were various workshops going on and I had to choose which to go to; I plumped for the Making it Practical option. This was led by Tara Mawby (website ) and was full of great ideas.
My favourites were odd one out starter questions to get the children thinking . For example I am going to try one with my class following our earth in space topic :

Really like the idea that there are so many possible answers; great way to encourage children to be confident about having a go.

We also looked at how to use easily available pocket money toys to stimulate scientific enquiry.
 This was a great way to make me think outside the box when it comes to our resources. The new, slimmed down , curriculum gives so much more time to devote to working scientifically. Pocket money toys such as the above can lend themselves to so many activities. Children choose an object adn come up with a question that they could then test out.

I then went to a workshop which focused on KS1 (but everything could go across both KS1 and 2)
This was run by Pam Waite and was FAB. One of my favourites from the session was this ingenious way to make a Cartesian diver:



and this way to make branching databases with children more accessible: I often use objects to make these but had not thought of doing it on quite such a grand scale; fabulous way to do it!

 

Goodness me- and this was just on day one!
Day two to follow

I wish...

Now, stop; just for a moment ...
If wishes could come true here is what I would wish for today (not including the obvious ones like health, happiness, world peace etc)

An education system that was run by education specialists not civil servants.
An education secretary who had spent time in school teaching or at least shadowing teachers (for years not one off media stunts).
A system where the state and private schools were funded equally (or even just narrowed the gap).
A system where qualified teachers taught our children yet supported experts in their field to work alongside them.
A system where sports coaches and music teachers could take children for after school clubs IF THEY WANT TO! (the children that is!)
A system where the teaching profession was respected and trusted.
Schools which had their leaks and cracks fixed.
Headteachers who were trusted to bring the best out of their staff and pupils.
A system which limited class sizes and funded schools so that they could use staff where the need is highest.
A system which recognised the essential contribution made by teaching assistants.
A validation system which worked in partnership with schools to improve learning for children and provide CPD opportunities for teachers.
Secondments available to teachers (with a range of experiences- not just SLT) to get involved at LA , region or national levels  (hey, while I am wishing why not INTERnational levels too)

To be honest, the first one alone would have  (IMHO) a huge impact. The others... It is good to dream.

Of course all children are entitled to the very best education that we can give them; and that is what the vast majority of teachers are trying to do despite the never ending obstacles which stand before us.

Internet safety and our children

Since reading this article  posted by a fellow tweecher earlier in the week, I have been unable to stop thinking about the importance of education  regarding internet safety.

.http://www.dailymail.co.uk/news/article-2234956/Internet-porn-rape-suspects-aged-TEN.html

Along with the majority ( I think)  of teachers , I am a "digital immigrant" having been born and educated at a time pre social networking and internet access . Today's school children and students could be described as " digital natives" having been immersed in the super technological world we live in today.

Don't get me wrong; I am certainly not against social networking,  blogging (I would be somewhat hypocritical if I was!) and the use of the internet in schools. I am looking forward to a time in school when ICT is fully integrated into every aspect of my teaching. ( As it already is in many schools)

The article highlighted the dilemma we face in schools: to filter, or not to filter?

There are plenty who say not to filter because it is our role, as educators, to ensure that children are taught how to use the internet appropriately.http://ianaddison.net/flexible-filtering-in-school/ and http://www.josepicardo.com/2012/05/why-schools-must-teach-social-networking/    are most interesting reads and present a case for not filtering and embracing the use of social networking.

On the other hand there are those who say that we must act to protect the children we teach , so must block/filter web sites. http://www.esafety-adviser.com/blog/2012/08/31/a-pragmatic-view-of-internet-filtering-from-the-perspective-of-school-and-la/


I agree with both sides of the argument.
HOWEVER  I see the issue as a far wider one than we can deal with in schools. Yes, we can run parent workshops, we can send home guides, invite police and CEOP in...but that only works for the 'worried well' and certainly not everyone.

Children are accessing the internet from earlier and earlier ages ,http://www.childwise.co.uk/media/CHILDWISE%20MONITOR%202011-12%20press%20release.pdf

and are often more knowledgeable about the internet than their parents,  http://www.pcadvisor.co.uk/news/security/3283597/uk-kids-spend-42-hours-a-week-social-networking/



So, how DO we protect our children?

In my opinion we should be teaching children how to use social media safely, yes in primary schools too- children are using facebook and other social networking sites and not talking about it isn't going to stop it.

What is as (if not more) important is that  parents need to be taught how to help their children to be safe online and how they are responsible to monitor what their children are accessing.



This is a bigger issue than we as teachers can deal with.

In my opinion, this is something that needs to be tackled by the media which is accessed by the vast majority of the population. Nadine Dorries was mistaken in thinking that her time on , "I'm a celebrity" would get her message across . It is widely known that most of what goes on in "reality shows" never makes it past the editing room floor. However, she did have a point in so far as more people vote on these shows than in elections...http://www.bbc.co.uk/news/uk-politics-20441840

Viewing figures for soaps are at similarly high levels- is there a reason why they cannot do a public service and demonstrate safe and appropriate internet use as part of the "day to day life" they show. Not in wall to wall shock tactic storylines, but in a way that shows parents having open discussions with their children,

I am not suggesting that this will suddenly turn the situation around, but surely it would be a step in the right direction? As a primary school teacher I worry about the internet content that children can access. Have my hands tied about what I can and cannot teach them in schools.

I know that many schools and LAs have relaxed their filters and that this has worked well for them. How we can address the issue of what children are accessing at home I am not sure. I shall continue to follow developments through the news, twitter and education forums and remain optimistic that internet safety will be given a higher priority both within and beyond the education system.

Training teachers

This week's ukedchat is going to focus on - 'What should be taught to the next generation of trainee teachers?  http://ukedchat.com/

I am particularly looking forward to this as I have a trainee working with me in my class and do some tutoring sessions for the GTP and SCITT in the county.

School based training is where teachers learn the skills of working with others, with classroom management to name but two. However, as a class teacher I find my time being stretched to the limit (and beyond) as I try to support and guide my trainee as well as maintain a teaching role.

I'm not sure what the answer is- more funding to allow teachers who are involved with trainees to be able to fit in their feedback/paperwork in directed time would be a bonus. The strength of training in schools is that the person central to the training is actually doing the job on a day to day basis as opposed to the lecturer who knows all the theory (and may still teach  children to some extent) but is not immersed in the same way.

The pedagogy of learning , at the time of my training seemingly boring, but now often referred to, is as important as spending time in the classroom and ideally trainees need to spend their time both in college and in school. The SCITT course I am involved with http://www.dttpscitt.co.uk/ will be changing next year to 24 weeks in school. This is 2 more weeks than at present which will require a big change to the timetable.  Inevitably, some of the centre-led training will go . On a personal level I am saddened by this as I have led a DT session for the last 4 years. Feedback often indicates that the sessions from practising teachers are especially useful as they can share so many aspects of the subject.
I applaud the importance of the extra time in school, but wonder how this will impact on the overall experiences for the trainees.
So , Thursday's ukedchat I am hoping will provide some useful insight into effective training.

Another year...

Two more weeks with my class until they move onto their next class... Two more weeks of talking to parents that I have built up a partnership with before the summer break and return to new children.
It's a strange time of year; children feeling all sorts of feelings , teachers too. Why is that? We teach children to challenge themselves, meet new opportunities, look for the positive... But that sometimes falls on deaf ears.


I told my class that I had finished their reports and given them to the Head to read and comment on. Their faces fell, one or two put their heads in their hands. What was going on? I abandoned plans and went straight into a circle time to address this. My class looked at me in disbelief when I said that I had enjoyed writing their reports (bear with me) as it was a great opportunity to celebrate all the things they had done well over the year. Still one or two looking anxiously at me. "There wont be anything I havent already told you in them!" I continued. One of the boys piped up, "You're always telling us what we do well..."
 Another, "and we know what we need to get better at..." (Hurrah)
 "Exactly!" I replied, and went on to explain how the reports are for their parents to have an overview of the year. The discussion carried on with children talking about things they had achieved over the year and we made a start on the child report comment.


What this made me stop and think about was, with all the changes we have made in schools, all the technology, some things have not changed at all- there are still children (and parents?) who have a built in fear/dread of reports. Where does this come from? We try so hard to build a positive learning environment, celebrating achievements, having clear learning goals...So why do children still worry about taking the end of year report home? And how can I overcome this?


Well, next year I am going to talk to the children much earlier about reports and maybe ask them to write their own in the style of the school one. Our reports go home really late- last week- get them out earlier so we can talk about them in class (if they want to ? or just go for it?)


I felt that somehow I had missed a trick when I saw this response; not for the first time. Talking to colleagues it seems that many children respond similarly. I would love to know how others have dealt with this; are reports looked on in this way widely? And how can it be changed if that's the case.


I suppose it can be compared to a teacher having performance management. "Tell me what has gone really well this year." Much foot shuffling and fidgetting; we spend so much time looking at ways to improve that it seems self indulgent to talk about successes. Maybe this is the issue here, and something to look at how to change.


Target setting, assessments, top tips; all dwell on what needs to be done. I think I need to spend more time asking children to focus on the things that they can do really well. We have celebration assemblies, reflection time...but maybe celebration time is missing.  Something to think about over the summer and see where to go from now...


Next summer I don't want anyone in my class looking alarmed at the prospect of receiving their report . (And I WILL look my head right in the eye and say what I have done well too :) )

Trainee teachers

I have been writing the end of year report for the trainee teacher who has been based at my school since September. As part of a SCITT scheme, we have trainees for their Autumn/Summer placements or the Spring one.
I have been involved with this particular SCITT since 2002 and love it. To any teacher who has never worked alongside trainees, I can't recommend it highly enough.
I really admire those entering the profession via a PGCE as it seems an impossible amount to pack into a year. I did a four year B.Ed (back in the late 80's!!) and at the end of it felt that there was still so much to learn. Several of my colleagues came into teaching after other careers and found the PGCE route the most suitable for them.
Anyway, I digress, back to the trainee teachers...
Yes, there is a heck of a lot of work involved; I would be lying if I said otherwise,but it is well worth it. This year my trainee (I know there has been much animated discussion over the term trainee on twitter; it's the agreed term on the SCITT I work with having replaced student teacher!)  has really blossomed and it has been an absolute delight seeing the change over the year. She is only with me for three more weeks after half term and will be missed by all.
Having a trainee in your classroom really helps you to think about your practice deeply and having the opportunity for professional discussions about lessons is priceless. As a newbie to teaching there is a fair amount of support which dwindles as the career progresses. I feel lucky to be in a school where we all work very closely and peer mentoring is something we want to develop further, but the day to day discussions of classroom practice have certainly enabled me to constantly look at how I teach.
I am in the middle of writing a (very long) report and loving the fact that I can comment on all the progress that has been made. The next few weeks give a chance to consolidate and build on progress made and give me time to observe my class at work which tells me so much about them that I sometimes miss.