We did it!

Teaching in crisis the headlines scream. Teachers are leaving the UK to go and teach abroad. Teachers are stressed and struggle to find that illustrious work life balance. Great timing for me then to have to approach (with a lot of trepidation) 5 of my colleagues to work with my on my MA research project.

I know how precious their time is. I know how hard they work at our school so after asking if they would like to participate, I was extremely mindful that this project had to offer them something to warrant the investment of their most precious commodity – time. My colleagues, like myself, are reasonable people, we know that the best plans do not always come off but as long as the intentions were there and that everything that was promised in terms of training and support was delivered, that would be enough. I know you hear it a lot (especially in teaching) about the amazing people you get to work with, but I really do, there was no hesitation, they all agreed and after our initial training became excited by what the project could offer them as a training tool which could then benefit all of the students they teach.

Well, having just finished my research project into whether staff mindsets (for teaching literacy underachievers in Y7) can be changed through a mentoring relationship, I have to say firstly I am relieved (mentoring 5 members of staff, supportive observations and running additional training has been tough), but I am so pleased with what the findings have shown. The feedback is positive and I am especially pleased with how the staff have reflected on the importance of working together as a team as an intervention. Their comments indicate the difference that this has had on both their teaching as well as the impact it has had on the students we identified as needing some additional support. I can honestly say that my little research project has made a difference in the school where I work and as I sit here today this makes me proud to be a teacher and glad that I continued with my Masters.

What’s more refreshing has been the collegiate approach we took to tackling both a school CPD and a student issue. Together as staff we formed what could be described as a PLC where the six of us who work in cross-curricular subjects have shared this experience. A professional learning community (PLC) looks to include six elements: a focus on learning, a collaborative culture, collective inquiry into best practice, an action (learning by doing), a commitment to improvement and a focus on results. The power of this and the impact it has had has exceeded what I thought we could initially achieve. Looking through the staff’s reflections and their comments after this mentoring programme, it is clear for me to see that they have come out the other side of this research project with new weapons in their armour and new confidence in their teaching.

 

As I prepare to write up my findings I will be recommending that this style of CPD is a way of uniting teachers together at a time when many are feeling isolated. I know that this project may have only focussed on 5 teachers, but if it leaves 5 teachers feeling invigorated as one of my colleagues put it and excited again about the difference they are making to those who need it most, I’ll take it.

Literacy, mindsets and Christmas!

It’s the last day of school and everyone is looking forward to the well-deserved break, but before we head off to eat mince pies and drink mulled wine I thought it was time to reflect on where I am with the research journey.

The project is running smoothly and what I am really enjoying is being able to work with other staff members to try and find ways which develop pupil’s literacy in a subtle yet consciously crafted way. I have read (a lot) of articles/books and still have many more to read but some stand out points so far have to be a quote I saw from Kofi Annan about literacy.

Kofi Annan, Secretary-General, outlined the significance that literacy holds within today’s societies: “Literacy is a bridge from misery to hope…a bulwark against poverty…Literacy is a platform from democratisation…It is an agent of family health and nutrition. For everyone, everywhere, literacy is, along with education in general, a basic human right.” Kofi Annan (1997).

In looking at attitudes towards literacy I have come across how people’s mindset seems to play at part in how they approach the topic. Alfred Binet’s work on children presented the idea that other philosophers were wrong in their desire to see intelligence as something that was fixed. Binet claimed that: “We must protest and react against this brutal pessimism…With every practice, training, and above all, method we manage to increase our attention, our memory, our judgement and literally become more intelligent than we were before.” Binet (1909/1975) cited in Siegler.

I’m sure many a teacher will agree that during their career there has always been that student which has led to you agonising over student progress, however it may be that the answer has lain beyond the classroom all along. Carole Dweck’s research returned to some of Binet’s initial views and established that our mindset can determine where we end up in life. Dweck outlined that there are growth and fixed mindsets. The view that you adopt for yourself will affect the way, as an individual, you lead your life (Dweck, 2000).

Dweck’s fixed mindset is a mindset where the individual only has a certain amount of intelligence, personality and a certain moral character; there is no potential for improvement. Whereas with the growth mindset an individual believes that this is their starting point and it is a point from which they can develop. (ibid.) The true potential for a growth mindset is unknown and this links back to Binet, as with work and determination, who knows what a person can achieve.

I am looking forward to exploring the aspect of mindset within teachers to see if they feel it plays a part in their teaching of literacy. It’s already resulted in me reflecting upon my mindset and appreciating what views I approach tasks with and I will continue that into 2016 for sure. But for now it’s time to head off for that mulled wine and those mince pies.

Merry Christmas.

References

Annan, K. (1997), ‘Secretary-General Stresses Need for Political Will and Resources to Meet Challenge of Fight against Illiteracy’ – United Nations speech 4 September 1997 http://www.un.org/press/en/1997/19970904.SGSM6316.html Electronically accessed 15 November, 2015.

Binet, A. (1975) quoted in Siegler, R.S., (1992), ‘The other Alfred Binet’, Developmental Psychology, Vol. 28. No.2, pp.179–190.

Dweck, C.S. (2000), Self theories: Their role in motivation, personality and development. Hove: Taylor Francis.

 

 

 

 

 

Literacy – A cause for concern?

I watched Nicole Kidman give an amazing performance today in Photograph 51 and it made me realise how a missed opportunity can transform how a person is remembered and the impact, as a result, that a person may be able make during their lifetime.

How does this link to my research you may be thinking, well I am very interested in exploring literacy underachievement and arguably you could say that this in itself is a result of several missed opportunities. I am a teacher who used to be a Police Officer (a long story) but I have seen for myself from both professions the impact that poor literacy skills can have on a person’s life. I was surprised to recently find out that currently in the United Kingdom one in six people struggle with literacy and have the literacy skills below the level expected of an 11 year old (Jama and Dugdale, 2012) and that this is a figure that has been unchanged since 2003 (DfBIS, 2012). Perhaps more worrying is that the Organisation for Economic Cooperation and Development (OECD) literacy leagues put those surveyed in the UK’s younger generation (16-24) at the same level in literacy assessments as the eldest adults surveyed (55-65) (OECD, 2013). For me it is this level of stagnation within literacy attainment that is an ever present cause for concern, especially for those who work within the field of education.

Within my research study I hope to look at ways and methods of teaching that will help to empower staff to enhance the literacy skills of those we teach. I remember fondly my experiences of English at school and it was these happy times of disappearing with Alice down the rabbit hole that resulted in becoming and English teacher. However, I recognise that for everyone the joy of English and literacy is not the same. We all know ourselves how bad memories seem to hang around far longer than the good ones. Far too often I have heard people recall moments from their schooling which always start with a negative memory. I also know first-hand, from family experience, what a bad experience of literacy can do for a person’s self-confidence and how long lasting those beliefs are. Trying to find a way to eradicate these bad feelings and memories of literacy and school, may to some, be unachievable but it is something I want to try and find some answers to.

I am a cup half-full kind of person. I was told my career, as a Police Officer, was pretty much over at just 27, it was a career that I thought I would stay in for 30 years. Ten operations, lots of metal and a right hand that has significantly reduced movement and is full of arthritis later, it still presents me with daily challenges, but I will not let it define me. Mindset to me is key and this is why I am also looking to build this in to my research as I believe it could be central to equipping learners with the literacy skills and confidence levels they need in order to go on and fulfil their true potential in life.

Tomorrow will be spent with my highlighter and several cups of tea as I prepare to make a dent in my literature review, for all my colleagues I hope that you enjoy the rest of your half-term.

References

Department for Business, Innovation and Skills (2012) The 2011 Skills for Life survey: A Survey of Literacy, Numeracy and ICT Levels in England. London: DfBIS.

Jama, D. and Dugdale, G. (2012) Literacy: State of the Nation – A picture of literacy in the UK today. London: National Literacy Trust.

OECD (2013) OECD Skills Outlook2013: First results from the survey of adult skills. OECD Publishing. Available at: http://skills.oecd.org/documents/OECD_Skills_Outlook_2013.pdf (Accessed 18 October 2015).

The need to flexible – Research questions

I submitted my proposal for my dissertation in September and had spent quite a long time working on the title. Like most students who would have been in a similar position, I wanted it to show what I would be investigating and that there was scope for this to be explored further. I dreaded being told that the project was not a feasible one, especially having spent a significant period of the summer holiday reading around the issues.

My initial title was: How could motivational teaching methods coupled with consistent relationships tackle literacy underachievement in KS3?

I have since been completing background reading into research projects, namely Gary Thomas’ “How to Do Your Research Project” and Ranjit Kumar’s “Research Methodology”, both excellent in helping to control my nerves and provide answers to the many questions I had. Having read these tests I now understand that my title which I had agonised over will now change regularly throughout my reading and that that is part and parcel of the research investigation.

In reviewing my question as is suggested, I felt that my question was too wide so I re-drafted it but somehow I seemed to create a bigger project! I think the main message that I have picked up on from both Thomas’ and Kumar’s texts are that the project has to be doable and that you have to remain realistic in what you are looking to achieve.

I will share my latest question with my supervisor tomorrow, currently it stands at:

Can consistent relationships impact staff and student mindsets when tackling literacy underachievement?

Or

Can consistency impact staff and student attitudes towards literacy?

I am not sure how many times I will re-draft this between now and June, but I have realised the importance of doing it. The wording of ‘How’ or ‘Can’ certainly presents a very different matter for you to explore within your project.

If you are a Masters student about to embark on your Dissertation I would really recommend you take a look at Thomas’ and Kumar’s books. Next on my half-term reading list is Peter Clough and Cathy Nutbrown’s ‘A Student guide to methodology’.

References

Kumar, R. (2014), Research Methodology. A Step-By-Step Guide for Beginners. Fourth Edition. London: SAGE Publications Ltd

Thomas, G. (2013), How to Do Your Research Project. Second Edition. London: SAGE Publications Ltd.

My dissertation journey!

I have decided to create a blog as the place of my reflection for my Masters in Education. I hope that my experience will in some way help others who are in the similar position of me – working full time and trying to finish a pathway of further study that I started several years ago.

My aim is to regularly blog about my discoveries on my way (I hope) to 20,000 words and a deadline of June 2016!