Juggling Jargon

Schools’ language can be baffling. Most desire a language of their own – Many of our London primos use a combination of their own; the local authorities and titbits from a variety of courses. With pride they speak of; they display; share and impart buzz terms and phrases, in the hope that the children grasp sooner, the necessary learning. Laminated, bold displays adorn each classroom: each notice peering at you as if to enter your brain telepathically. One of the latest school trends is to uniformly display educationalists’ buzz words and phrases. Classroom walls, windows and ceilings are now besieged by them, in place of children’s work. The idea is these spangled, carefully-laminated Literacy terms support children’s writing. Emphasis clauses, onomatopoeia, WOW words; sentence openers; time connectives and subordinators are but a few of the groups of grammatical terms surrounding our youngsters as they learn. Maths (a struggle for many) boast terms such as: Chunking Method; Bus Stop Method; Grid Method; Place Value: Hanging Man; Decomposition; Fizz-Buzz; RUCSAC and all sorts of terms are familiar to children as they develop maths skills through games and the latest calculation strategies. A lot of the maths ideas used in primary education, today, have been very beneficial to so many children: better helping them to easily grasp some much older methods that did not always show, for example, the relationship between operations and the value of each digit in a number. In the same regard literacy resources today consolidate the high level of vocabulary and textual composition children encounter in the vast array of books far more available than they ever were, twenty or thirty years ago. Juggled any jargon recently?

Returning after the summer

After working a full year at a south east London school, as PPA cover,(quite the ideal role for someone that has done years of the donkey slog), I returned after the summer break. The 'temporary' feel was ideal for me and is ideal for my state of mind. My evening and weekends are absolutely mine; no compromises necessary. -- Back to the main point: I received a hug from the headteacher to whom I was extremely grateful. She had given me immense support through some tricky situations as a visiting teacher. Many of the chidren, some well-rared (and a few less so) greeted me with beaming smiles. 'I must have done some things right then,' I thought to myself:. One particular child that I had had to speak to quite firmly, on occasions, met me in the corridor (mid-lunchtime). With gleaming eyes and keeness he greeted me. When I asked how HE was and called his name. He was gob-smacked that I had remembered his name. He gingerly walked away from me, with several others, saying, 'I'm touched!'. This really tickled me. I had never seen this young lad (now Year 5) so demonstrative; and in fact melodramatic. Some new faces (children as well as adults); some new classes (one previously the detention room) added to the feel of unfamiliarity, a feeling I suspected would be short lived. After all, once you're not on contract and you don't have that class of your own, you're bound to take a little longer to settle back in. WISH ME LUCK for the next two terms!

Where do I put the class' Christmas tree?

LOBBY OVER LOADED! and continuing to grow at an horrific rate. As I dash through the lobby; leaving for another day of supply work, I notice that the 2 foot Christmas tree jutting out of a navy-coloured, heavy-duty, rubble bag. Not that the description was necessary, but this detail was simply staring me in the face as I realise the preposterousness of the situation. Bought the mini tree a year and a half ago, when I had a long-term position in a SEN school - that's how commited I was - wanted the kids to feel the spirit of the impending seasonal celebration. Albeit, I was naffed-off that my home is becoming overrun with stuff from the job. Please don't look in the boot of my car! Ummm, so embarassing when I go to the car was and my car boot is the only one that can't be hoovered properly from the cr_ _ expoding from within (it seems). Oh no! - face up to it girl! It was me putting the hoard in from outside. I DON'T WANT TO BE A HOARDER! boo-hoo! - I'm going to have to approach one of the TV programmes for help - It's the only way. Will any other teacher (or other professional) fess up to having hoarding tendencies due to the job?

INTRODUCTION TO THE HEAD?

Worked at a school recently; someone walked in to the Y6 class where I was (in full swing of teacing Literacy) and annouced succinctly announced, as she glanced at me for a nano-second and then diverted eyes to a paper register, 'These children are not late - I just found these children taking the register down - It stays in class until SIX minutes past 9. -Wow-we! I though, 'Thanks for that bit of tat - How absolutely NOT FABULOUS, but RIDIC! More crucially, ever thought of saying 'Good morning'? - even to set a good example to the pupils whose education is ultimately in your, clearly unprofessional, hands As the day went on the plot thickened in terms of over-zealous staff, that evidently wanted to be noticed as part of management. BEST PART OF MY DAY WAS: 1- Bumping into an old colleague, who was a gem, however, was ill-treated by a particular headteacher. - She took off; walking out of a 17 year long role in the school. 2- The end: as several Y6 children, who I had reprimanded for being disruptive (early part of afternoon), came to me and said, 'Oh miss, are you leaving our class now? - oohhh! - You were so funny - We're sorry for our behaviour.' these are the sorts of experiences that keep you ticking over in this profession that is continually putting so much demand on our personal lives. - LONG LIVE THE TEACHER!

Traffic Lights? -or- Raffle Tickets?

Still looking for that virtually fail-proof Behaviour Reward Scheme. Which do you use: individual points, table points, raffle tickets, traffic light chart or the archaic behaviour card? Yes, we all know that different strategies work for different children in relation to their work and behaviour, but what works overall as a class strategy? Do you think certain strategies work best for certain age groups? - or certain abiities? - or even certain types of schools? I personally feel that TOUGH LOVE is long lost and needs to return swiftly in order to deal with some current styles of classroom behaviour management - Yep! That's right, don't let Johnny go on the school journey if he's got himself into double deep poop trouble and again after the 15th warning Johnny's long gone, off the Richter scale for all behaviour charts - Namely, the traffic light system . . . . . . 'and why is Johnny still going out to play in fact?' . . . 'What example are you setting for his future expectation of societal norms - NONE! - ' - 'Brace yourself and toughen up, for Pete's sake!' - (only joking - You've been PUNKED!!! he-he) I would also love to know what teachers do initially to calm the class. Is it: shake/tap the tambourine (Oh! these hippee days!) or do you clap a tune, expecting the little blighters to follow suit? - How much time do you have in a day? Yep!-Oh Yep :) 'Anyway, there's planning to do .....'

How much MAKATON do you remember?

Makaton has certainly grown in terms of its use across the different areas of education; first created by the Speech and Language Therapist, Margaret Walker and (her two colleagues) Katherine and Tony. Can you see where the names of the three were used to make MA-KA-TON? As part of some early educational training I was introduced to Makaton - I began to learn some basic symbols; a few of the 450 that exist - It felt, strangely empowering to begin to learn such a form of communication that could support so many with learning or communication difficuties. The absurd thing is, today, I don't know if I can remember 10 of the symbols! It would be of collosal benefit if schools could send all their staff on courses to learn Makaton, and secondly send them on regular refresher courses. I have witnessed myself, that even children with attention deficit have been focused by the partial or complete use of signing. Makaton is, as was intended, to be used with other forms of communication eg. oral speech. - Perhaps, the quantity of talking we currently do in teaching is excessive. With that said we are, perhaps, over stimulating pupils, just as an over decorated classroom (one that is loaded with large and colourful wall displays and notices) can prevent a pupil from focusing on the task at hand or what is being communicated. - Ever thought of learning Makaton? - Already know it, but feeling a little rusty? http://www.makaton.org/training/default INTERESTING IN MAKATON TRAINING: training2@makaton.org

Some thoughts: BLACK HISTORY MONTH

Clearly many schools in the UK celebrate Black History Month - Yes?/No? As a supply teacher, for some time, I have seen varying degrees of celebration, or shall we say acknowledgement of this event. A Good many British schools have been putting BHM on the school calendar since 1987; showing recognition of the wealth of contribution made by the black diaspora to British history and culture. From the 1st October, celebration, a variety of activity and events promotes the knowledge and rememberance of Afro-Caribbean contribution, invention and involvement. There are often elements of Asian culture that are also embraced and celebrated at this time. I have witnessed some excellent work by black artist of drama, art and music that have be organised by schools during this auspicious month. A wealth of quality Black History month workshops exist on line; some through private companies and others through borough councils. You may also find the Guardian Teacher Network (part of The Guardian Media Group) a useful resource to help you explore Black History Month.(Many resources are apparently free of charge). It's interesting to think that it has only been in the last 5 years that the teaching of Black History has become compulsory. Secondary school students are now taught Black History alongside the two World Wars and the Holocaust. These students learn about the Slave Trade and its connection to the British Empire. This of course gives these youngsters a more coherent understanding of the world we live in today. Imagine the V & A becoming edgy! . . . In celebration of Black History Month. For adults, 'Looking Sweet: UK Soul and Lovers Rock Scenes' - If you have no idea, from the title, of what this exhibition entails you are probably too young or need to be on a heavy rock site (PEACE!). Event details: 18th Oct, 6.30 -9.30pm . . . £5 entry. HAPPY BLACK HISTORY MONTH! Jon Daniel, through the V & A (Museum Of Childhood), is now exhibiting a collection ' Afro Supa Hero'. Jon uses childhood artefacts and music etc to symbolise his childhood of several decades ago. This exhibit runs from 9th Sept 2013 to 13 Feb 2014.

Royal Horticultural Society - London Harvest Festival Show 2013 - (What a mouthful!)

Oh! what a beautiful pumpkin - Oh! what a beautiful day! A fantastically-sized, heavy-weight 9 stone pumpkin. A brilliant, uncommon though beautiful, yellowy white beast of a vegetable won the show! As you might have already gathered, I was bowled over by the sight of this freak of nature - Was it fed Baby Bio? - and if so how many bottles did it need before it was savagely cut away from its veggie-ambiical cord? I believe shows such as this annual should be shown to children in schools. Of course attending the actual show, where possible, would be the ideal situation. There is no better way of promoting healthy food and not only capturing the attention but the imagination of our youngsters. A 9 stone pumpkin may plant the seed of thought (excuse the pun!) of just how gigantic a fruit or vegetable could be/have been if it had been left to continue growing! Let's face it most children probably believe that vegetables are all usually of the same size and shape. The well-loved story of 'The Enormous Turnip' encourages the idea of fictitious, massively-sized vegetables. 'Campaign for School Gardening' is a promotion of the R.H.S.. They offer free support along with some free resources to schools. IF YOU'RE NOT ALREADY PART OF THE CAMPAIGN - LET'S GET STARTED!

How do you rate our RATES?

The rate at which temping teachers are able to grasp the rudiments of their pay advice is far less than impressive. Many of our sisters and brothers of the teaching fraternity are bemused as well as bamboozled by the the way rates of pay are presented on a pay advice. It has been observed that rate of pay has appeared as a 24 hour time: eg. 4:00 - Doesn't seem to make sense as the daily pay should be £100 - £185. This format doesn't seem to show, for example a divisor of the rate of pay amount you believe yourself to be on. - Say,'Yehhh!' If you are a candidte that feel we deserve a lot more candor.

GUBA: supporting Families with AUTISM

Where have I been?!!! - Just heard a fascinating interview on the radio, on the way out. A young African woman, by the name of Manta spoke of the Guba Foundation. I can't believe that I have never heard of it. GUBA (Ghana UK-based Achievement Awards) not only acknowledge and celebrate the achievements of Ghanaians but other worthy individuals. It aims to support families through developing awareness via the educational and financial support it offers. Currently, GUBA's focus is Awareness of Autism in the African Community. Sadly, it is said that those with autism are stigmatised in the African community due to a lack of support and understanding. GUBA has already run a seminar involving several experts in the field of child development, speech and language to explain what is known about autism. Families are taught to try and percieve the condition as another way of learning/a different type of ability, rather than an inability. - HOW GREAT! - The 2nd Autism Awareness event is about to be staged at Walworth Methodist Church Sat 12th Oct 2013, between 1pm - 6pm. This enlightening info has just made me wonder how different the African community is compared to other communities. Are other communities stigmatising Autism similarly? Some parents really don't know where to begin when they realise their precious child seem not to be developing at the expected rate. This event on the 12th should address many parents needs in order that they best support their child. ''Knowledge is the true organ of site, not the eyes.'' -Panchatantra- http://www.ghanaweb.com/GhanaHomePage/diaspora/photo.day.php?ID=284532

PICNIC or PEAR?

Once again I was on duty, (not play duty) just doing a usual day of teaching. You know how it can be sometimes, when you have a day where you are absolutely ravenous by first break. There's no way on Earth you can make lunchtime. - The beast is in you! The picnic was in my bag (for its energy-boosting properties, clearly), but..... The children are all munching on some hard, some juicy (nevertheless healthy) Conference pears - and of course I love pears - I love all types of fruit(and veg, of course). I've even been known to eat raw carrots, mange tout as well as raw mushrooms and celeariac, after a bout of Jamie Oliver or Master Chef. What a dilemma when you desperately need that hit of sugar but the guilt of knowing that you are the role model (unenviable at this point). You are allowed one or two nibbles only. Ridiculously, you dip below your desk, as if looking for a paper clip or extremely dangerous drawing pin, that has gone astray. You ask, 'Why the stunt?' Well, it's one of those days also when you've got little rascal Robbie and sassy Sachia missing their play and you've got to have them! :) - Would picnic win for you every time?

Who's in the TOP TEN?

Not sure why, but never thought seriously about reviewing Teachers Temporary Employment Agencies. You know, like Go-Compare.com type of thing. Had a few things to consider one day (won't go in to it), and I decided to do a little research, as you do. I then discovered quite and interesting TOP OF THE POPS list on TES. Very interesting to see which agency was NO. 1. After checking the location of 'the most voted for' recruitment store I wondered how an agency, out in the sticks, managed to defeat some agencies, situated in the heart of London city. Many reviews seem to be saying the same thing about what makes them highly-rate an agency and what would make them run a mile and encourage others to do the same. -GOOD LUCK!-

DBS (Alias CRB)!

On re-registering with a few employment agencies, I discovered that there is a new name and system for the old CRB. Apparently, there is an initial layout cost of around £30 something. you then pay,I believe, a further £13 yearly,as needed. The most obvious benefit is that several agencies can access the data base now holding your DBS details. This should prevent having to pay for additional DBS docs for each agency, as was the case. As you may have experienced yourself, agencies often will not use a CRB/DBS from another agency more than once. This is the case even if the CRB/DBS is still valid. Many agencies will offer to re-imburse you for the cost of the doc once you have worked a certain amount of days with them. My concern is, however, how secure this database is/will be in the future. Yet again, another online system we are expected to use/be part of without any real choice. Am I being simple an old fuddy-duddy not wanting to move with the times or are my concerns warranted? Hackers are always busy hacking or finding new hacking tricks!