Education Then and Education Now - Coursework Example

Assignment Three: The Reflective Practitioner Post Graduate Certificate of Education Friday 25th April 2008 Word Count:4,000. Number: 077106302 UNIVERSITY OF NEWCASTLE Post Graduate Certificate in Education. I certify that all the material in this assignment which is not my own work, has been identified and that no material in included which has been submitted for any other award or qualification. Signed: Date: 13/6/08 Contents Main text: Pg 4-16. Bibliography: Pg 17-20. Appendix A: Reflective Practitioner Summary, Pg 21-22. Appendix B: Reflective Diary. Appendix C: Pre-session Notes. Education then and Education now are two ends of the same pole with the many generations and changes in our society making the great difference! The 21st century has ushered in a new era with a total makeover in the field of education. While everyone are clamouring for the best kind of education, it makes one reflect on what we really mean by a “good education” or the “best teachers.” What is the view of education today? We have certainly moved away from the flimsy cane days and are now working towards educational field trips; the days of the chalk and board have long since vanished, paving the way for more sophisticated communicating materials. As adults we can retrospectively appreciate the importance of a challenging education in relation to our development by reflecting on the individuals we have become. Though we all agree that it is education that moulds and shapes our character and personalities, yet the importance given to it has mixed views. Then, what is good education? Should a good teacher follow the curriculum religiously? Moreover, should good education teach children how to be good people, as well as providing them with a good knowledge of the curriculum subjects (Moore, 2004, p. 34-35)? Should good education support teachers as reflective practitioners? Education in Britain is based on the National Curriculum, which is determined by the state and has undoubtedly raised the standard of education in Britain. Alexander (1993) blames ‘inadequate progress in schools, due to teaching strategies; According to him unsatisfactory levels of pupil’s progress was due to the poor levels of teaching’. Is it simply teachers that affect a child’s education? Teachers are constrained to work within today’s syllabus and curriculum that is set before them and don’t have the freedom to deviate from it, therefore the question to be discussed is, who is to blame and how best this problem could be solved. The question remains as to how to give each child a good education that would serve to lay a good and appropriate foundation for their future? What makes a “Good Teacher?” At the beginning of the 19th century, mass schooling appeared in Britain. Teachers were looked at very differently from how they are looked at today. What was seen and referred to as a good teacher then, meant that a teacher was looked upon as a good person, a role model and a good community member. This definition does not hold good in today’s society for the simple fact, that times have changed and hence people’s views have also changed to a great extent. It has now become evident that this definition lacks a clear objective and today’s view of a good teacher is highly contestable. In the present times, the media’s perception and the statistics they give us are highly critical of the teachers, as well as the schools in the state. This may hold relevance and importance in today’s society but it should by no means contribute to the belief of what makes a good teacher or a good education. Teaching is a difficult profession to enter, and unfortunately today’s education system defines an effective teacher by student results. ‘Education must be orientated not towards the yesterday of a childs development, but towards its tomorrow’ (Vygotsky, 1962), implying that teachers need to be reflective in their practice. Today’s teachers should reflect upon their work critically, in order that every individual succeeds in the educational system. Is a Good Teacher a Reflective one? So what does make a good teacher? The debates and controversies over this subject makes this question rather difficult to answer, although according to the B.B.C education website, sometimes the hardest questions are the easiest to answer. Teachers nowadays are continuing to reflect upon their teaching in order to benefit every individual whom they teach. Clark (1998) believes in the last decade that the ‘reflective practitioner has emerged with the growth of research on teachers’ thinking and teachers’ practical theories’. As reflective practitioners, we should apply a ‘spiralling process which aims to monitor, evaluate and revise upon their own practice continuously reviewing their pedagogical reasoning and action’ (Clark, 1998). Is one who continues to reflect upon their work contributing to the making of a good teacher? Possibly, but after years of being told in precise detail how to teach, will teachers feel ready to devise their own ways of teaching, engaging students, constantly evaluating and adapting their own teaching methods? (BBC website). Teachers should not wait until the end of the lesson to analyse its outcome but rather make the changes as and when they are required. Kyriacou (1995, p.15) supports this notion, stating that it is crucial we do not allow our skills to ‘rest on the back burner’ for too long. For practitioners to become effective teachers there is a need for them to continue to refresh their thoughts and ideas to ensure professional development. So what kind of reflective practitioners should we become? The demands of today’s National Curriculum have ensured the move of schools away from the traditionally academic and towards a more social re-constructionalist pattern. A good teacher should therefore consider the political and social conditions in order to ensure his/her pupils have a good understanding of the world around them. A teacher cannot be defined in terms of either ‘good’ or ‘bad’ just by observation, but rather analysing the interactions with the children. Through interacting with children, teachers create an active and healthy learning environment for children to engage in effectively. Moreover, a good teacher would regularly change their teaching style in order to plan and implement activities in the classroom so as to meet their objectives and create an active learning environment which would not be boring or monotonous. Shulman (1986 b) believes as teachers, one should reflect using pedagogical reasoning. He states that this involves the ‘most useful forms of representation of these ideas, the most powerful analogies, illustrations, examples, explanations and demonstrations, the ways of representing and formulating the subject, that makes it comprehensible to their students. It is very important that teachers should aim to continue to use representations in order for students to understand the subject matter well, and make learning easy for them. Reflecting using pedagogical reasoning, will contribute to children succeeding in all aspects of their lives. A teacher’s pedagogy should include differentiated activities, personalised learning and individual attainment targets. Using the pedagogy mentioned above, they will undoubtedly contribute greatly not only in the making of a good teacher but also students of good character. Despite the obvious necessity, for an NQT at the beginning of their career, it can be somewhat challenging to continually reflect upon their methods of teaching. Being placed on a PGCE course, we have studied learning theories; however with the notions in the journal ‘The pedagogy of a Realistic Teacher’, I agree that there is a wide gap between theory and practice. As trainees, we need to know how the theory translates into the making of a good teacher and how we can carry forward this knowledge into our classrooms. In the article, ‘Training for Europe’, (Lange, 1994) Britain has been accused of having a poor training system. ‘Critical voices accuse the British education and training system of not being sufficiently prepared to measure up against the other European training systems, notably that of Germany’. Current investigations into the British training system are trying their best to overcome any weaknesses that may appear in the findings. The psychology behind a ‘Good Teacher’, understanding learning theories. ‘Today you cannot afford not to know psychology; it touches virtually every day of your life’. R.L Atkinson. The study of psychology gives us a means of appraising individual children’s similarities and differences which would greatly help to create a better and efficient learning environment. Educational research is not distinct from social research, but however, the influences of Piaget and Vygotsky continue to influence the various learning approaches found in the National Curriculum. Some teachers focus too much on where learning may go wrong, but instead, it would be much better if teachers concern themselves with how learning develops and progresses as the child grows and matures looking at each child individually. Over the years, research has focused on the influence of a teacher’s style in teaching. This growing body of classroom research looks at the pedagogy behind teaching and the influence this has upon children’s development while taking into consideration their learning outcomes. ‘Since teaching and learning are social activities it is reasonable to assume that teaching will be based upon an understanding of the learning and the specifics of child development’ (Hitchcock, 1995 p.4). A degree in psychology has given me an in-depth insight into the development of a child and its capacity for acquiring new knowledge. This has without doubt contributed greatly to how I teach in the classroom. The developments of their emotions and personalities have a profound effect upon their capacity to learn. ‘The development of pupils, spiritually, morally, socially and culturally plays a significant part in their ability to learn and achieve’ (White, 2003 p.4). An important aspect of teaching is the awareness of different stages of child development and the creation of a stimulating environment where personalised teaching and learning can take place. Every teacher should understand that each child learns differently and at a different pace, so therefore different strategies and approaches are necessary to guide the children to a higher level of intelligence. This unique and intentional kind of teaching uses a wide variety of methods, experiences, assignments and materials which is what makes a teacher outstanding and ensures that their students are achieving cognitive objectives. Research about learning styles is contested. However, I value the importance of Dryden and Vos’ (Bartlett, 2007 p.188) learning theories. Dryden and Vos express the importance of accelerated learning through the implementation of Visual, Auditory and Kinaesthetic learning. Children are categorised into their learning abilities in order for them to learn effectively. Learning in a classroom, is related to children gaining success. Effective teaching and learning must ensure that the gifted and talented children gain success, as well as those children who struggle with the success criteria. Effective teachers must teach through various strategies so that every child gains success. As a practitioner I have used various strategies in the classroom and have seen positive outcomes among the children. When introducing new concepts in Math, I model various techniques for each child based on their capabilities and I endeavour for children to demonstrate to the class how they would tackle the problem at hand. I believe that good teachers have certain set patterns of interactions that consistently produce desirable student outcomes, increase problem solving techniques and improve their learning skills through the use of different teaching strategies. The need for teachers to focus on individual differences and constantly interact with children has been supported by Cronback and Snow (1986) who state that ‘individual differences and methods raise student performance’; qualities of a good teacher include possessing the knowledge of knowing how to scaffold activities to ensure that maximum learning occurs. Scaffolding arises from the Vygotsky theory of intelligence. Vygotsky believed that the purpose of education is to introduce and expose children, to the full range of cultural tools and show how to use them, to analyse reality quickly and successfully. According to the theory, a child builds on their intelligence through the zone of proximal development. The (ZPD) is "the place where the child and adult meet” (Littledyke, 1998 p.9). Vygotsky believed that the role of the teacher in education is crucial. In developing childrens abilities, teachers can guide them towards performing actions or tasks which are just beyond their current capacity. With such guidance, children can perform beyond their own ability. Teachers should promote effective learners. Effective teachers should always aim to promote effective learners in the classroom. Psychologists have provided theories where children attribute meaning to their failure. Furthermore they have provided answers for teachers to tackle this issue. ‘Attribution theory assumes, that children, pupils and indeed all learners try to understand why they succeed or fail’ (Leadbetter 1999, p.51). This theory continues to say that children can become poorly motivated or perform poorly in exams due to them trying to construct an understanding of their learning - for example, they may think they are hopeless at maths, but the real fact would have been that the test was above their ability. An effective teacher should address these issues, (Borich and Tombari, 1995 p.234). Teachers should support the development of positive attribution, by ‘expressing sympathy at failure’, ‘show excitement at success and give unsolicited help and encouragement to the student at all times. Furthermore, effective teachers should support the development of learning strategies by using encouraging phrases such as ‘your handwriting is very much improved, and ‘I appreciate the effort you’re putting in’ rather than ‘here’s a smiley face for that neat work’. It is imperative to develop children’s meta-cognitive awareness. This involves the children tackling a variety of tasks and through evaluation they can improve their future strategies and techniques for effective learning. Classroom inclusion. I see the need for an effective teacher to believe in classroom inclusion. Each teacher needs to value the importance of every child and the experiences they bring and share in the classroom. ‘The individuals who make up these groups have their own identities, perceptions and values’. ‘What is required is an individual teacher-pupil interaction where direct teaching, interactive and problem solving evolve through the use of various communication patterns (Leadbetter, 1999 p.12). We as trainees, have come to understand and experience the importance of teaching through the ethos that every child matters and therefore the education that is imparted should essentially be child – centred. This is both relevant and important in today’s system of education and should continue to be the top most priority in a teacher’s agenda. This notion is supported by Zeichner and Tabachnick (2002 p.9) who discuss the ‘conceptions and preconceptions of students of different ages, backgrounds or needs bring with them to the learning’. Inclusion must be effected across the school policy in order for it to be implied. In my last placement, I worked alongside children who came from various backgrounds and had different experiences of life and also some who had learning problems. In order to overcome this situation ‘Individual Education Plans’ were introduced to create an environment, where support and learning is centred around each and every child, creating a place where they could call upon their prior knowledge in order for them to come to a new place of learning. Ainscow (1997) believes that Britain has failed to progress towards inclusive schools. For this to be achieved he quotes ‘that it needs to be at all levels, both within the education system itself and throughout society’. Effective teachers in schools across the United Kingdom strive for their children to have intrinsic motivation towards learning. But in order for children to achieve this, teachers must understand why some children lack this motivation. Psychology has been a driving force in understanding human motivation. Maslow, in his ‘theory of human motivation’, suggests every human needs a sense of belonging. This is our basic need; ‘children need to feel part of a group not different’ (Leadbetter 1999, p.7). We can clearly see that segregation would have a profound effect on children’s learning in the classroom. From my experience in teaching I witnessed this, when one particular child was segregated from the rest of the class. The teacher thought she was helping the child by taking him out of the classroom in order to lend extra support; but I felt that this left the child being excluded from the classroom setting which not only affected his social development, but also was detrimental to his emotional development. Working within the National Curriculum, the education system aims to overcome what some schools may struggle with, in particular those children with special needs, Leadbetter (1997, p.9) believes that the National Curriculum takes into account all aspects of the individual and therefore providing a framework for the teachers to work in; moreover ‘the National Curriculum provides a yard stick against which children’s attainments and their rates of progress can be monitored. The DfEE has implemented a code of practice that helps teachers to identify children who experience difficulty and provide support for the individual child. A good teacher must look at equality? It was not until 1918, that education became compulsory for everyone in England and Wales under the age of 14. Prior to that, the aristocracy had attempted to withhold education from the working class, for fear that they might get ideas that are above their stations. The Church too tried to limit education, afraid it would lead people away from religion (Carr and Hartnett, 1996). Today education is on another platform, and is easily and readily available to all who pursue it. Yet, it still poses a problem, in the sense that it is not an easy task to educate the masses. Bourdieu (1991, cited Bartlett, 2001) claims that education is aimed at the middle-class and with English Literature’s concentration on Shakespeare, a subject is most likely to fall into the cultural experiences of the middle-class child, or as the case would be. Having to look at education from different angles and understanding what makes a good teacher, I am very much of the opinion that psychology plays a major role in the teaching learning process, while contributing to the making of good teachers. Looking at it from another perspective, I must agree, that equality for all is a very important factor to be taken into account, since children come from various different backgrounds. We are now a multicultural society and therefore this research cannot represent today’s society. Our National Curriculum needs to tap into other cultures, and relate to children according to their background and culture. I can see that the government has tried to overcome inequalities in our education, but as Bartlett points out ‘there remains a fundamental weakness’. (Bartlett 2007). Maybe a solution to this could be to employ staff from among the ethnic minorities/working class in primary schools. Though there are many factors that contribute to the making of good teachers, yet if equality for all is not promoted then our education system could be of little value because the need of the hour is to represent today’s multicultural society. ‘Good education’. In the Middle Ages, a good education for the serfs consisted of knowing how to handle farm implements, and for the nobles, how to fight on horseback, which is certainly a far cry from the Classics, Rhetoric and Philosophy that Greek and Roman city dwellers tried to teach their youth. In the modern era, a good education requires more than the ability to read and write. Today’s modern world requires an education that teaches children how to be ‘good people’ as well as, providing them with good knowledge of the curriculum subjects (Moore, 2004, p. 34-35). Not only should a student know his core syllabus and curriculum but he must also have a firm grounding in the liberal arts, in order to equip himself with a strong critical mind to keep pace with a rapidly changing world. A good education includes a synergy of up to date technical know-how, together with a sophisticated classical education. National Curriculum. Today’s controversy over the National Curriculum is a result of the unresolved issues of tensions in history. The National Curriculum is based on the constructivist approach of Piaget (1955). Piaget’s theory of learning focuses on the developmental needs of children. Piaget believed that each child moves through each stage as and when they develop. Piaget believed that children learned through interaction with new experiences. Donaldson (1978) criticised this theory, stating that learning is more complex. Nevertheless I believe that Piaget’s theory is well established and continues to influence the stages of learning within the National Curriculum. Over the last decade, there has been a new direction in Britain’s education system. The year 2000 was revolutionary for education in England. It was the first time that we saw a state school framework for the curricula aims. The curriculum aims to ‘provide a broad and balanced education for all pupils between the age of 5 and 16’, (Bartlett, 2001 p.82). What is left to be seen is, how well these aims are carried out, or how effectively they are implemented. However, the new curriculum has been criticised because the aims of 2000, need more precision. For example, I recognised that they do draw attention to the personal qualities, but more detail of how this can be achieved is required. Highly contested issues within the curriculum, lie with the selection of material for each subject. We continue to see problems with the content, for example, many of the subject aims need to be reviewed. History aims to educate all its citizens on a national and global level and make them aware of the rapid cultural changes taking place in the world. However, the contemporary issues in the 20th century are still not properly addressed. Nevertheless, I believe that Britain’s education system, has vastly improved since the introduction of the new Primary Framework and the 2000 Curriculum. We have seen time allocation for each subject, the introduction of LEA and how the parents have the freedom to view the results of every school and learn of a school’s success. Controversially ‘it was the politician’s lack of confidence in child-centred learning, that led to the creation of the National Curriculum and with it, a system of national testing to handcuff teachers to a framework of required knowledge’ (BBC website). As a trainee, I disagree with this comment and I applaud the education system in place. The system has identified individual needs across schools, and provided frameworks, where teachers can plan and deliver quality work. Teachers should continue to strive and create the holistic child-centred environment and help bring back the confidence to Britain’s education system. I see the National Curriculum 2000 as a good start for England, as this contributes to paving the way for good education. It has chartered a good set of objectives that would work well for a democratic society. However it needs to foster social and cultural changes in order to benefit children’s learning and take it to the next level. Britain’s education system must continue to aim towards the well-being of its citizens and help to prepare them for the next step in their education, and provide them the opportunity for responsibility, and challenges that prove them worthy of being a British citizen. Assessment not only gives shape to the curriculum but also reflects how the curriculum has satisfied the aims and objectives laid down in its agenda. But, needless to say, it is the driving force within the curriculum that poses a problem. If it is lacking, SAT’s may add pressure to children; however, I believe that it highlights children’s success at the end of Key Stage 1 and 2. Although I see that there are other ways to highlight success, yet teachers should try to assess via a more formative assessment. Primary schools and teachers endeavour to produce these results, but unfortunately, achievements are not recognised until they reflect further education - example, the G.C.S.E. Our education system however, will be a politician’s decision but yet, as practitioners we continue to work with the 2000 curriculum and give the children the best education we possibly can. The State and Education. The State has a responsibility to assist in providing a good education for all, but is it shouldering this responsibility? Today, according to statistics, there are still some under-achieving schools, most of which have been closed down, but there are still others who need intervention from the state. A private school must satisfy parents or it will suffer, but a poor state school can continue regardless (Bartholomew, 2006). The introduction of league tables has led to increased suffering for schools in poorer areas, as parents are now able to send their children to better schools, which in turn gets more money (Gobbet D, 23/11/94). Gavin Poynter (2003) has argued that because of this, education is now more in line with the business or commercial world. This is a fair assessment of the education system as it is today. However, what happens to those parents who can’t send their children to better schools? What support can they receive from the state? There needs to be more assistance from the State, be it monetary or otherwise, to ensure a fair, consistent education for all. The Education Reform Act of 1988 is quite possibly the most important single piece of education legislation in England, Wales and North Ireland, since the ‘Butler’ Education Act of 1944. It effectively standardized education in most of the United Kingdom. Not only did it provide considerable autonomy for local school authorities, but also standardized the national core curriculum. Conclusion According to me, the factors that contribute to the making of an effective teacher are, that they must be aware of the theories in psychology, that help them make progress towards learning and ensuring that the education given, is child – centred, where every child matters. This will not only guide the teachers but give them insight as to how they can ensure that they are effective teachers in the classroom. Besides this, as pointed out earlier, it is important and vital that the teachers understand deeply the psychology of children which would make it easier to achieve their goal. Another important point to be adhered to is the promotion of equality, where every child, white or of a different race must be allowed to learn at par and on the same platform, despite their different cultural backgrounds. Keeping all the principles of teaching in mind, and understanding the kind of education that is required today, there is hope that education within the classroom would be taken to a higher level. Moreover, if every practitioner continues to pursue their goals and reflect upon their practice, they can endeavour to foster effective learning in children. Psychology which is both dynamic and effective could be utilized as a potent tool in education to make it a grand success. The application of the discipline of psychology to education, could open great avenues of endless possibilities which could bring about the desired change that we envision for the children who make the future. Bibliography Education Act of 1988 Armstrong, M. 1973, The Role of the Teacher, in Buckman, P. (Ed.) Education without Schools, London, Souvenir Press Ltd. Bartholomew, J. Time to realise the state is useless at running schools. Daily Express 16/06/06. In Reflective Practitioner: Pre-session Reader. Bartlett, S., 2001, Education Studies, London, Paul Chapman Publishing. Bigge, M. L., 1999, Learning Theories for Teachers. 6th edition. Longman. Burblues, N.C., 2002, The Dilemna of Philoshopy of Education: Relevance or Critique? Journal of Educational Theory, Volume 52, Issue 3, P 257-261, Child, D., 1997, Psychology and the teacher. 6th edition. Cassel Education. Carr, W, and Hartnett, A., 1996, Education and the struggle for democracy: The politics of educational ideas, In Reflective Practitioner: Pre-session Reader. Donaldson, M., 2001, In Palmer, 2001, 50 Modern Thinkers on Education: From Piaget to Present, London, Routledge. Eggen, P., 1994, Educational Psychology, classroom connections. 2nd edition. Macmillan College. Fox, C., 2004, The Philosophy Gap, in Hayes, D. (Ed.), Key Debates In Education, London, Routledge. Froome, S., 1990, Putting Primary Education Back on the Right Track, in Lofthouse, B. and Connor, C. (Eds) The Study of Primary Education: A Source Book, vol. 1: Perspectives, Bristol, Falmer. Gillard, D.,2005, Rescuing teacher professionalism. Forum 2&3. In Reflective Practitioner: Pre-session Reader. Haralambos., M. 1991, Sociology: Themes and Perspectives. Routledge. Hitchcock, G., 1995, Research and the teacher. Routledge. Holst, J., 1997, Supporting Change in Schools. British Journal of Special Education, Volume. 24, No. 2, p. 76-79(4) Blackwell Publishing. Kyriacou, C., 1995, Essential Teaching Skills, 2nd Edition, Cheltenham, Stanley Thornes Ltd. Lange, T., 1994, Training for Europe - Should Britain Follow the German Model? Journal of European Industrial Training, Volume. 18, No. 2, 1994 , p. 4-11(8) Emerald Group Publishing Limited Lieberman, A. and Miller, L. (eds.), 2001, Teachers caught in the action: Professional Development that matters, New York, Columbia University. Littledyke, M., 1998, Constructivist ideas about learning, In Reflective Practitioner: Pre-session Reader. Moore, A., 2004, The Good Teacher, London, Routledge. Newman, E. et al., 2004, You just can’t do it like that - it’s just wrong!, European Journal of Teacher Education, Vol. 27, No. 23, In Reflective Practitioner: Pre-session Reader Pollard, A., 2002, Reflective Teaching, London, Continuum. Poynter, G., 2004, The interventionist State and the state of the UK, In Reflective Practitioner: Pre-session Reader. Vygotsky, L. 1996. Thought and Language. Cambridge: MIT Press. Wragg, E.,(ed.), 1984, Classroom Teaching Skills, London, Croom Helm Ltd. White.J., 2003, Rethinking the Curriculum. Values, aims and Purpose. Routledge. Zeichner, K.M. & Tabachnick, B.R, 2002. Reflections on Reflective Teaching in Pollard, A. (Ed) Readings for Reflective Teaching, London: Continuum. Websites www.bbc.co.uk/education. School leaving age set to be 18 avalable at http://news.bbc.co.uk/1/hi/education/6254833.stm The Beacon Schools programme http://www.standards.dfes.gov.uk/beaconschools/ Derek Gillard http://www.dg.dial.pipex.com/history/index.shtml A Rising China (May 6, 2005) http://www.nytimes.com/2005/05/06/opinion/06fri1.html Reflective Practitioner. I see reflection, as a growth in professional activity, in this controversial education system, and aware of it’s historically diverse implications and unsure of its future, I have become a reflective practitioner, where I review my strategies, pedagogies, planning and assessment on a daily basis. I see these as an integral part of the teaching and learning process. Faced with a substantially huge amount of literature on what makes a good teacher and how children learn, has undoubtedly impacted upon my practice. I endeavour to assess each child’s individual needs, aware of the prior knowledge they bring to the classroom and the learning techniques they need in order to bring them to a higher level of intelligence. I will continue to use aids, (visual, auditory and kinaesthetic) whenever required. I have been faced with dilemmas and challenges in the classroom, and so I have learned to be more flexible, open and responsive, in particular situations. I aim to create a classroom inquiry setting, in order to assess pupil performance. I will work towards making myself more approachable while seeking to gain free interaction between my students and myself. This would form the basis for my reflection as I analyse, interpret and apply my findings in my classroom. I see great importance, in both formative and summative assessment which I would make use of in my class. I will set individual targets for the children and work towards them, by praising them for their achievements. As a trainee teacher, my aims are to develop each child intellectually, physically, emotionally, socially, morally and culturally. I will endeavour to be in constant engagement with the children all through their growth and development. I will use evidence based enquiry to judge future plans. I aim to create an active and healthy learning environment which would hold aim and consequences and will be under constant review. I aim to benefit from other colleagues, through close teamwork, by sharing rich experiences and comparing different techniques, strategies and methods. I see planning not as static but as an ongoing process. This is constantly adapted and tailored according to the needs of the children and keeping it open to modification at any point in the course of my career and will change upon evaluation as situations present themselves. As a trainee it is important to be aware of research and current trends that are taking place which I may adapt in the classroom, whenever the need arises. It is imperative to be aware of children’s development, such as their thoughts and language, which can be used as potent tools for learning. I aim to challenge their Meta -cognitive awareness and act upon it. From this assignment, I understand the importance of the progressive attitudes of equality, diversity and opportunity. I continue to use my knowledge, in order to adapt the curriculum to the day – to – day needs of the children. The meaning of identity is different to everyone and hence, I will continue to have a classroom where every child matters by respecting the identity of each child, irrespective of their caste, colour or creed. As a reflective practitioner, I aim to have a dialectic model, shared between the individuals and society, so that my work will help to mould and shape society while contributing generously towards it. This module has expanded my knowledge by highlighting all the factors that contribute towards the making of a good teacher and a good education. I will continue to implement my skills and knowledge, to create an effective learning environment through reflection which will contribute to a successful education for all. Read More

In the present times, the media’s perception and the statistics they give us are highly critical of the teachers, as well as the schools in the state. This may hold relevance and importance in today’s society but it should by no means contribute to the belief of what makes a good teacher or a good education. Teaching is a difficult profession to enter, and unfortunately today’s education system defines an effective teacher by student results. ‘Education must be orientated not towards the yesterday of a childs development, but towards its tomorrow’ (Vygotsky, 1962), implying that teachers need to be reflective in their practice.

Today’s teachers should reflect upon their work critically, in order that every individual succeeds in the educational system. Is a Good Teacher a Reflective one? So what does make a good teacher? The debates and controversies over this subject makes this question rather difficult to answer, although according to the B.B.C education website, sometimes the hardest questions are the easiest to answer. Teachers nowadays are continuing to reflect upon their teaching in order to benefit every individual whom they teach.

Clark (1998) believes in the last decade that the ‘reflective practitioner has emerged with the growth of research on teachers’ thinking and teachers’ practical theories’. As reflective practitioners, we should apply a ‘spiralling process which aims to monitor, evaluate and revise upon their own practice continuously reviewing their pedagogical reasoning and action’ (Clark, 1998). Is one who continues to reflect upon their work contributing to the making of a good teacher? Possibly, but after years of being told in precise detail how to teach, will teachers feel ready to devise their own ways of teaching, engaging students, constantly evaluating and adapting their own teaching methods?

(BBC website). Teachers should not wait until the end of the lesson to analyse its outcome but rather make the changes as and when they are required. Kyriacou (1995, p.15) supports this notion, stating that it is crucial we do not allow our skills to ‘rest on the back burner’ for too long. For practitioners to become effective teachers there is a need for them to continue to refresh their thoughts and ideas to ensure professional development. So what kind of reflective practitioners should we become?

The demands of today’s National Curriculum have ensured the move of schools away from the traditionally academic and towards a more social re-constructionalist pattern. A good teacher should therefore consider the political and social conditions in order to ensure his/her pupils have a good understanding of the world around them. A teacher cannot be defined in terms of either ‘good’ or ‘bad’ just by observation, but rather analysing the interactions with the children. Through interacting with children, teachers create an active and healthy learning environment for children to engage in effectively.

Moreover, a good teacher would regularly change their teaching style in order to plan and implement activities in the classroom so as to meet their objectives and create an active learning environment which would not be boring or monotonous. Shulman (1986 b) believes as teachers, one should reflect using pedagogical reasoning. He states that this involves the ‘most useful forms of representation of these ideas, the most powerful analogies, illustrations, examples, explanations and demonstrations, the ways of representing and formulating the subject, that makes it comprehensible to their students.

It is very important that teachers should aim to continue to use representations in order for students to understand the subject matter well, and make learning easy for them. Reflecting using pedagogical reasoning, will contribute to children succeeding in all aspects of their lives. A teacher’s pedagogy should include differentiated activities, personalised learning and individual attainment targets.

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