Sian Roberts-Alatti, What Makes an Outstanding Teacher

Y Myfyriwr Ymchwil
Cyfrol 2, Rhif 1, Medi 2012, 1–13
The Student Researcher
Vol. 2, No. 1, September 2012, 1–13
Prifysgol Cymru
Y Drindod Dewi Sant
University of Wales
Trinity Saint David
What Makes an Outstanding Teacher?
Sian Roberts-Alatti
Level 4, BA Primary Education with Qualified Teacher Status
Crynodeb
Dull yw Dysgu yn seiliedig ar Broblemau (DSB) lle datblygir ymateb astudio a dysgu
annibynnol pan ddaw problem neu senario realistig i’r amlwg. Gan weithio mewn grwpiau
bach, ymatebodd yr hyfforddeion i senario parhaus mewn 3 rhan a oedd yn seiliedig ar
Jack, athro dan hyfforddiant ar ei ymarfer dysgu cyntaf. Gweithiodd grwpiau DSB ar y cyd
i nodi’r problemau a wynebai a phenderfynu ar y ffordd orau o helpu Jack i’w goresgyn.
Lluniwyd ymateb unigol i’r ymchwil a senario DSB ar ffurf traethawd. Fel rhan o’r ymateb,
nodwyd cysylltiadau at safonau addysgu SAC, Arferion y Meddwl, profiad personol ac
arsylwadau, addysgu micro, gwybodaeth bynciol megis TGCh ac agweddau allweddol
megis cynllunio, cyfathrebu a rheolaeth dosbarth. Trwy’r gwaith hwn roedd modd
defnyddio’r senario i nodi’r prif nodweddion yr oedd eu hangen er mwyn bod yn athro
rhagorol ac yn ogystal paratowyd yr hyfforddeion ar gyfer yr heriau a wynebant, o bosibl,
pan fyddant ar eu lleoliad cyntaf mewn ysgol maes o law yn y flwyddyn.
Geiriau allweddol: Dysgu sy’n seiliedig ar Broblemau, dysgu annibynnol, ymarferwr adfyfyriol,
athro rhagorol, beth sy’n gwneud athro rhagorol
Abstract
Problem Based Learning (PBL) is an approach where independent study and learning is
developed when presented with a realistic problem or scenario. Working in small groups,
trainees responded to an ongoing 3 part scenario based on Jack, a trainee teacher on his
first teaching practice. PBL groups worked collaboratively to identify the issues facing him
and to decide on the best way to help Jack overcome them. An individual response to the
research and the PBL scenario was produced as an essay. As part of the response, links
to the QTS teaching standards, Habits of Mind, personal experience and observations,
micro teaching, subject knowledge such as ICT and key aspects such as planning,
communication and classroom management were identified. The work allowed the use of
the scenario to identify the key characteristics required to be an outstanding teacher and in
addition prepared trainees for the challenges they may face when on their first school based
placement later in the year.
Key words: Problem-based learning, independent learning, professional values, reflective
practitioner, outstanding teacher
University of Wales Trinity Saint David
01-StudentRes_001-014.indd 1
14/08/2012 15:55
2
Sian Roberts-Alatti
To understand what makes an outstanding teacher, it’s important to appreciate the
issues facing teachers in the classroom. In preparation for this assignment, students
were asked to form working groups of four to six members. These Problem Based
Learning (PBL) groups were presented with three separate scenarios based on Jack,
a trainee teacher on his first teaching practice. The intention was for PBL groups to
work collaboratively to identify the issues facing him and to decide on the best way to
help Jack overcome them. By avoiding making first hand judgements and being more
reflective, the group was able to examine the scenarios from a variety of perspectives.
By drawing on existing knowledge gained through lectures, school based classroom
observations, planning, teaching and observing micro lessons as well as conducting our
own independent research to gain a better understanding of the teaching profession.
According to Marjorie Scardino, CEO of Pearson Publishing, “There’s no job in
the world that can match the importance of a great teacher”. Undoubtedly, teachers
play a big part in shaping a child’s future and how they engage with pupils has a
huge influence on how pupils respond to learning. Our memories of school days
can be positive and negative. From my experience, an inspiring teacher can motivate
your life-long interest in a subject and consequently, too much chalk and talk can
potentially put you off a subject for life.
Thankfully, teaching styles have shifted in the last fifty years from the traditional
learning by rote. You’re less likely to find teachers standing at the front of the class
just telling children what they need to know without question. But some parents and
critics including Michael Knox Beran (2004) argue that there’s still a place for rote
learning i.e. the chanting of tables, cursive writing practice and memorising classic
poetry. Beran believes that this method empowers children as it provides them with
extended language and the intellectual capabilities they need to succeed in adulthood.
Regardless of opinion, there’s no doubt that who we learn with has a huge
impact on how we learn. 21st century teaching is still influenced by Vygotsky’s social
constructivist theory, focussing on child centred experiential and child initiated
learning with the teacher as the guide and the facilitator, rather than the dictator,
tapping into the child’s interests, “Learning occurs when experiences are shared and
knowledge is constructed by the participants” Grigg, (2010).
As a parent I want my children to enjoy learning from adults who can inspire
them to achieve their full potential through a variety of experiences. I asked my
own children, the toughest critics of all, what makes a good teacher they were very
forthright. Flynn aged 8 said “Someone who’s kind and doesn’t shout”, whilst Rhys
aged 11 commented “Someone who lets us speak and have a go at fun experiments”
and both agreed on “Someone who makes us laugh”.
Outstanding teachers display many characteristics but regardless of opinion,
personality or style, there are four key skills essential to becoming an outstanding
teacher; communication, planning and preparation, assessment and monitoring and
class management illustrated in the diagram below (Figure 1).
Our experience, professional standards and knowledge as trainees are extended
through the PBL approach; working collaboratively to address real life contexts
through scenarios, identifying the issues and deciding as a group how to resolve the
issues to improve the teaching and learning. Research is open-ended and can be added,
as thoughts and knowledge develops. This encourages us to become independent,
critical and creative thinkers so we can apply what we have learned to our own
experience on teaching practice. So how has our PBL group approached the PBL
scenario? The flow map illustrates the process (Figure 2).
Prifysgol Cymru Y Drindod Dewi Sant
01-StudentRes_001-014.indd 2
14/08/2012 15:55
What Makes an Outstanding Teacher?
3
Figure 1
Figure 2
University of Wales Trinity Saint David
01-StudentRes_001-014.indd 3
14/08/2012 15:55
4
Sian Roberts-Alatti
Costa and Kallick’s Habits of Mind have made us more aware of how we have been
working together as a group, problem solving and sharing the workload (Costa and
Kallick, 2000). We’ve adopt turn-taking so that everyone had an opportunity to
present their views. Putting a time limit on the meeting and having an agenda, so we
knew what to discuss was also useful. How we develop our thinking skills as trainee
teachers is important. A good thinker involves more than just being clever in the
classroom. The bubble map below illustrates this (Figure 3):
Figure 3
When we examine all the characteristics of what makes a good thinker, and how we
react to certain situations, we are reminded of Costa and Kallick’s Habits of Mind. We
need more than just skills and knowledge, we need to model dispositions to learn and
respond to dilemmas and situations. As teachers, we have to foster these amongst our
children so they too can be effective, life-long learners, “Being, ready, willing and able
to engage profitably with learning”, Claxton and Carr (2004). There are four main
skills essential to becoming an outstanding teacher; good planning and preparation,
communication, class management and assessment and monitoring.
Preparation is the key to success. Careful planning for teaching practice should
begin immediately you know the name of the school you’ll be placed in. Researching
the demographics of the area will help you understand the social and cultural
backgrounds of many of the children. And to achieve QTS trainees need to: “…
understand how pupils’ learning can be affected by their physical, intellectual,
linguistic, social, cultural and emotional development.” By looking at their most
recent Estyn report you can identify the areas that the school excels in and replicate
these but more importantly, you can also see what areas the school needs to improve
on. You can then suggest ideas for provision for this when you discuss your planning
Prifysgol Cymru Y Drindod Dewi Sant
01-StudentRes_001-014.indd 4
14/08/2012 15:55
What Makes an Outstanding Teacher?
5
with your class mentor. The school website is another excellent source of information,
giving you an insight into the ethos of the school, policies e.g. behaviour management,
curriculum Cymraeg, after school clubs and also the staff.
Teacher tracking diagrams are very useful in monitoring the movement of a
teacher around the classroom. They give a clear indication to the trainee which tables
the teacher has to pay most attention to, which children need more support and
encouragement and those children who can work independently. Throughout this
essay, I will be referring to Jack, the trainee teacher featured in the PBL scenarios, and
making a critical analysis of his performance during teaching practice.
A well prepared trainee would also ask about the class dynamics during an
observation day; are there any pupils with Special Educational Needs or Additional
Learning Needs and what are they? Are there any triggers which could potentially
upset children? Are there children with cultural needs that you must be aware of? This
could have helped Jack engage with Marion and Nalda. He’s been told by the teacher
that “Nalda’s mum thinks she probably has attention deficit hyperactivity disorder
(ADHD)” so it’s in Jack’s interests to find out more about the condition and suggest
assessment. If the teacher is not forthcoming then the school Special Educational
Needs Coordinator (SENCO) is another option. In the meantime he should adapt
his teaching and learning to accommodate strategies e.g. short, focussed activities and
partner work sitting both Nalda and Marion with the teaching assistant so they can
have additional support.
To meet his professional teaching standards, Jack needs to promote inclusive
practice, identifying the needs of all his learners, adapting his lessons and providing
suitable resources. However, Grigg (2010) warns that if you differentiate too much
then this can generate a thicko and boffin culture having a negative effect on the wellbeing of the lower ability children. Research has shown that it’s often productive to
offer the same piece of work to mixed ability groups so that they can support, discuss
and coach each other. This also benefits more able pupils to think through their
answers.
Trainee teachers are not expected to be experts in the field of Special Educational
Needs (SEN), neither should they diagnose conditions. But it is an advantage if they are
aware the basic features of the more common educational needs like autistic spectrum
disorders, hearing and visual impairment, dyslexia, dyspraxia and dyscalculia.
In Wales, trainees are expected to be familiar with the SEN Code of Practice for
Wales and know who and where to seek expert advice from to meet their Qualified
Teacher Status (QTS) standards including the graduated response of School Action,
School Action Plus followed by the statement of SEN. However, the emphasis on
inclusion in schools may backfire as parents have complained that not enough children
who applied for a place in a special school have received one. The government is
therefore considering replacing the current system and introducing an “Education,
health and care plan” for children from birth to 25. It wants to provide personal
budgets to parents with SEN children and for voluntary and community organisations
to take responsibility for statementing children. But teachers are concerned that unlike
local authorities, this voluntary sector: “…is not democratically accountable and does
not have an overview of all the needs of children” McNeil, (2011).
Teachers need to plan and prepare well for their lessons so they know what’s
come before, what’s coming next and know how to get there. Thorough planning
and preparation is a key factor in ensuring high quality teaching and involves longterm, mid-term and short term preparation and many schools operate on a thematic
University of Wales Trinity Saint David
01-StudentRes_001-014.indd 5
14/08/2012 15:55
6
Sian Roberts-Alatti
approach; using one theme e.g. wizards and linking this across all areas of the
curriculum. Outstanding teachers will plan alongside the children tapping into their
interests, finding out what children already know, what they want to discover and
thinking creatively on how they can best help them gain that knowledge.
In the PBL scenario, Jack was criticised for not paying enough attention to
planning and preparation. As a trainee he should have done some background
research; there is a reference that the children were doing some work on wizards. He
needs to find out what’s been covered and planned around this theme, generating
ideas from the children. Has he missed a trick here? He could have come into school
dressed as Dumbledore from Harry Potter. What an impact that would have made!
An outstanding teacher will seize the moment if a child brings in a favourite item from
home and incorporate it into the learning activity where possible, to show the child
that their ideas matter e.g. a Harry Potter figurine; use words to describe how he flies
around on his broom stick. Planning can also be reflection in action; how would you
improve on an activity? Did it go as well as you expected? What would you do to
change it? Good planning provides a range of multi-sensory activities appealing to all
learners’ abilities and styles. It offers progression e.g. from 2D shapes onto 3D shapes,
building on existing knowledge. Planning is evidence of what you’re covering and
how it relates to the National Curriculum’s skills and range should be reflected in your
lesson plan as this knowledge is one of the key requirements to gaining professional
teaching status.
A model lesson plan should provide a 5 minute introduction setting out the
learning objectives and success criteria, an activity or activities of around forty minutes
duration and a plenary summing up what’s been learned and what will be covered
next. Jack’s own barrier to learning is Dyslexia. There is no evidence that he discussed
any of this with the class mentor or his university beforehand. There is a lack of
communication here which could lead to problems when he’s reading and assessing
the children’s work. He may feel that disclosing his dyslexia will put his teaching in
jeopardy but there are many outstanding teachers who overcome disability including
Geraint Davies our RE lecturer and former head teacher, who has impaired vision.
Yet Jack has made it through school to university so he must have adopted coping
strategies to get this far. He is however, demonstrating the Costa and Kallick’s Habit of
Mind that is persistence here, which he could turn to his advantage and utilise in his
own teaching: “Effective learners stick to a task until it is completed. They don’t give
up easily…are able to analyse a problem, to develop a system, structure or strategy to
attack a problem. They employ a range of alternative strategies for problem solving”
(Costa, and Kallick, 2000).
Jack is criticised in scenario 2 for his spelling and his use of Standard English.
His planning and his access to appropriate resources particularly ICT, could have
overcome any barriers to learning. There’s a whole host of exciting gadgets available
that benefit those who struggle with reading print, the iPad is beneficial particularly to
dyslexics as it has a recordable facility, allowing a more flexible approach to learning.
Student services could have provided assistance with this in advance of his teaching
practice. Perhaps this could have improved his overall performance in his assessment.
Communication is an essential tool for human development. If you can’t communicate,
you can’t interact with people or express your feelings. According to the Habits of
Mind, an outstanding teacher would always aim to be: ‘Thinking and communicating
with clarity and precision by using Standard English, avoiding slang, generalisations
and meaningless interjections like ya know.’ (Costa, and Kallick, 2000).
Prifysgol Cymru Y Drindod Dewi Sant
01-StudentRes_001-014.indd 6
14/08/2012 15:55
What Makes an Outstanding Teacher?
7
From the Foundation Phase right through a child’s academic life, practitioners
need to model this good practice. In the PBL scenario, Jack was told he had to improve
his use of Standard English and communicate more effectively. Effective teachers use
communication to instruct, persuade, encourage and transmit information using a
variety of strategies. Communication can be verbal and non-verbal. Teachers use a
variety of both in the classroom. The voice is a powerful tool. It has to be clear, concise
and assertive. The pitch and tone of your voice can tell the children a lot about your
mood and what you want them to do next.
In my observations, I’ve seen a range of strategies to gain children’s attention
from giving children a count-down to the end of the activity, followed by a very firm
“And (pause), stop!” command to the teacher saying “Un, dau tri” and the children
clapping three times in response. Other teachers have simply held up their hand
and the class do the same or use visual countdown timers on the interactive white
board. Explaining the learning objectives and the success criteria in a simple sentence
and checking they’ve understood, gives the children a clear idea of what is expected
of them and re-visiting these at the end of the activity is also good practice as it
reinforces what children have learnt. According to an ancient Chinese proverb, those
giving instructions should: “Tell them what you’re going to tell them. Tell them. Tell
them again what you’ve told them”.
A good teacher will always get to know their pupils’ names especially twins but
it’s also important to let them know about you. Jack’s getting to know you form was a
great idea as he did find out about some of the children but not all of them. So why
not make this a two way process? The children need to get to know and trust him as
a new adult in their classroom. He could have made a huge visual impact using his
ICT skills to introduce himself using cloud based www.prezi.com and injected some
humour into the process. Good communication also means identifying and removing
any barriers to learning before you begin the lesson. Can all children see and hear
you? Is there adequate lighting? Are children with additional learning needs seated
closer to the front? Are they engaged? What does their body language say? Do they
understand what you’re saying (is English their second language?) What is their mood
like? Are they struggling to stay awake? A caring teacher will show empathy and will
take all this into account in the child’s performance in the lesson, another professional
standard that has to be met for trainee teachers. Teachers have to ensure children are
on task. The sociogram below shows a table of children communicating during a
group activity. We can see clearly who they interact with and who interacts with them
and those who show little interaction (Figure 4).
A sociogram would have been useful for Jack during his observation as he would
know which children to focus on. Are they contributing? Are they involved? Just
because a child isn’t looking at you while you’re speaking or might even be doodling,
it doesn’t mean they’re not listening. It’s important to get to know your learners and
what makes them tick. In scenario 1, Jack noticed “two children working very well
independently using the laptop and the internet and finished their work early”. Is he
aware of what they were doing? How does he know they were on task? What have they
learned? If these children were More Able and Talented (MATS) then he needs to find
out what provisions are in place for them by looking at their Individual Education
Plan (IEP) so he can include this in his planning. Learning begins where the learner is.
Jack has completed three weeks of his teaching practice yet he still has problems
communicating with Marion. Does she have problems communicating with men?
The teacher has mentioned her special needs but Jack hasn’t asked what they are. Jack
University of Wales Trinity Saint David
01-StudentRes_001-014.indd 7
14/08/2012 15:55
8
Sian Roberts-Alatti
G
B
B
G
G
B
Figure 4
Figure 5
Prifysgol Cymru Y Drindod Dewi Sant
01-StudentRes_001-014.indd 8
14/08/2012 15:55
What Makes an Outstanding Teacher?
9
needs to question his own communication skills. Does he struggle to communicate
with the class teacher? As a teacher it’s his responsibility to include all learners. By
not addressing Marion’s needs, he’s not doing his job. He should speak to the school
SENCO and suggest assessment. He must try and overcome this.
Class management and behaviour is one of the most important aspects of teaching.
In my opinion, if you’re unable to manage your class, you will not be able to teach
effectively. You must be able to organise your learning environment, lessons, other
adults and promote positive discipline within your classroom. “Class management is
what teachers do to ensure that children engage in the task in hand” (Wragg, 2003).
Figure 5 shows the key aspects of effective class management.
Children will judge you by first impressions and if you set a good example to
them by being punctual, dressing, speaking and behaving appropriately, they will
often model your behaviour but be careful not to make them clones of you! Jack is
overweight but this does not appear to be an issue at the moment. It may however
be an issue later on when he’s doing PE with the children. Time management is also
an important factor for trainee teachers and you have to achieve a healthy work-life
balance, setting aside study, work and social time, particularly if you have a job or
family commitments. Jack should compile a timetable to help him manage this and
prioritise his workload. As a teacher Jack needs to discuss the role of the Learning
Support Assistant (LSA) with the teacher as the LSA seems to have little empathy
with the children calling them a “very difficult class”. Why does she think this? She
has a misconception that getting the children to behave means “getting them to sit
down” Does she have a firm understanding of the Foundation Phase philosophy?
Has she had adequate training? Jack will be aware that Foundation Phase children
learn actively through play (not often sitting down!) and that the LSA plays a
crucial part in planning, team teaching, supporting pupils, particularly those with
additional learning needs, helping organise resources, as well as monitoring and
assessing alongside the teacher so it’s important that Jack fosters a good relationship
with the LSA and deploys her where she can best support the children. At the same
time it’s important for Jack to remain professional and not be influenced by any
negative comments. It’s not professional for him to be discussing matters concerning
children in his class outside of school or taking advice from a second year trainee.
As a prospective teacher, he needs to be aware of his responsibilities regarding pupil
confidentiality and the correct reporting procedures regarding dealing with parents.
An outstanding teacher will check the school behaviour management policy for what
strategies are adopted within the school. Rewards and sanctions; class points, golden
time, well-done assemblies are some examples of positive discipline. Jack familiarised
himself with the school policies and procedures? A good teacher will get the children
to come up with their own class rules. If they come up with their own rules, they’re
more likely to stick to them.
Assessment and monitoring drives your lesson and ensures effective learning.
Monitoring and assessment is a huge task even for experienced teachers and
keeping track of pupils’ progress across so many areas of the curriculum is extremely
challenging. This is particularly important in Jack’s year 2 class where children are
preparing for the transition to Key stage 2 and teachers have to be aware of what level
outcomes. Experienced teachers develop the all-seeing eye: “The best teachers are those
who are able to do more than one thing at once and sit with a small group, knowing
what’s going on in the background. They pick up signals from the pupils and can see
potential problems that may arise” (Kounin, 1970).
University of Wales Trinity Saint David
01-StudentRes_001-014.indd 9
14/08/2012 15:55
10
Sian Roberts-Alatti
Assessment For Learning (AFL) is formative i.e. it looks at where the learner is,
where they need to go and the best way to get them there. It takes place throughout
the day and is on-going. It can take many forms (Figure 6):
Figure 6
Assessment of learning (AOL) is summative and takes place in the form of testing.
There is an argument that testing should be abolished but for teachers this is the best
way of seeing where the children are and proving what they know. It’s crucial for
teachers not to overlook anyone. Jack is in danger of adopting a laissez faire attitude
towards Marion, Nalda and the three children struggling with literacy. He needs to
improve his monitoring skills.
Outstanding teachers will use the following strategies (Figure 7) when monitoring
children.
An outstanding teacher will always strive for accuracy and precision, (another
Habit of Mind) making sure they are up to date on the latest teaching techniques
and subject knowledge, knowledge and understanding of the National Curriculum
and how this relates to the range of subjects they teach. They will be able to apply the
four key skills of numeracy, communication, ICT and thinking across the curriculum.
They will have a thorough knowledge of all the 7 Areas of Learning in the Foundation
Phase, be aware of the outcomes and how to apply them when assessing children at the
end of the Foundation Phase for transition into Key Stage 2 (Jack needs to bear this in
Prifysgol Cymru Y Drindod Dewi Sant
01-StudentRes_001-014.indd 10
14/08/2012 15:55
What Makes an Outstanding Teacher?
Global observation standing back
Making notes
throughout session
(outstanding teachers
always have a
notebook to hand)
Focus group – sit
with and work to
specific time limit
whether going well
or not.
Monitoring strategies
Review group or
whole class if
uncertainty on
learning intention
(reason for doing it)
11
Listening in –
formal/focus
(obvious)
OR
Subtle listening
(not obvious)
Monitoring
questions - what
questions will you
be asking
yourself?
Figure 7
mind). As well as the non-core subjects, they must also be confident and competent in
teaching the core subjects of Maths, English and Science up to Key Stage 3.
Jack needs to improve his use of incidental Welsh. Welsh is a key focus in schools in
Wales and as a second language learner in a bi-lingual class it’s important to be able
to use the language confidently and grammatically and apply it to the curriculum
requirements.
Jack has not given up on his teaching practice, so is demonstrating persistence;
an essential Habit of Mind for effective practitioners. But unfortunately, he has
given up hope of high grades, so he no longer has high personal expectations; he
just wants to get through it. He is clearly disappointed with his adequate score but
he must understand the Estyn standards that adequate is a reasonable performance
and he should remain open to continuous learning and look for ways to improve by his
next assessment, an essential Habit of Mind for trainee and experienced teachers.
He is also blaming the school for his failures. This is not good professional practice.
Outstanding practitioners “…know how to use ICT effectively, both to teach their
subject and to support their wider professional role”.
Technology is the future and having a sound knowledge of how it can be utilised
in teaching allows access to and the creation of exciting, interactive, multi-sensory
lessons. I have been impressed by the advantages of Opus software over PowerPoint
to create animation, the benefits of using Pebble Pad for my own PDP, the value
of programmable resources like Bebot and Pro-bot and how they can be adapted
for cross-curricular learning and the benefits of online resources from teaching and
learning websites like the National Grid For Learning Wales (Figure 8).
Jack needs to review his own use of social networking sites. As a trainee, he
needs to be aware of netiquette and the E safety code of conduct. Speaking about his
classroom experience on Twitter is not professional and could compromise his career
as a teacher. Jack needs to make better use of ICT, utilising something as simple
as the spell checker could help improve his spelling. By contextualising his lessons
he could engage the children particularly boys by embrace the popularity of Xbox
University of Wales Trinity Saint David
01-StudentRes_001-014.indd 11
14/08/2012 15:55
12
Sian Roberts-Alatti
Figure 8
and Playstation technology, by using Myst; exciting computer software using imagery
based on computer gaming to stimulate creative writing skills and the same time
introducing e-safety and guidelines appropriate internet use. The future of ICT and
learning in a cloud is very exciting; being able to access resources, share and save data
online, offering limitless options to teaching and learning globally. It’s important for
me as a trainee teacher to be part of this technical phenomenon, open to life- long
learning. I am aware of my current limitations but by attending ICT lectures and
undertaking directed tasks, my knowledge is growing. However, technology is not
completely fail-safe. As teachers we have to be prepared for the pitfalls; in the event
of the system crashing, always have a back-up plan. You don’t want to waste your
valuable lesson time trying to get the interactive white board to work!
I am now on my second term as a trainee teacher and to date the course has
provided me with an invaluable insight into teaching. I have used my previous
knowledge of working in a school and applied this to help me understand theories
and approaches to teaching that I’ve been introduced to in lectures. As trainees we
have been encouraged to not only to become independent learners by embracing
the PBL approach to situations and scenarios, conducting further research on real
life issues we’re confronted with so that we extend our knowledge of that issue. My
background as a television director has helped me as chair to encourage other reluctant
Prifysgol Cymru Y Drindod Dewi Sant
01-StudentRes_001-014.indd 12
14/08/2012 15:55
What Makes an Outstanding Teacher?
13
speakers in my group to contribute in meetings. Group work has encouraged us to
be supportive of each other and patient but persistent, to strive for accuracy, and
be flexible to other’s needs and ways of working, demonstrating many of the Habits
of Mind important for us as future teachers. Ultimately this experience will prepare
us for our forthcoming teaching practice and encourage us to meet and maintain
the high professional teaching standards expected of us over the next three years and
throughout our career.
An outstanding teacher can be many things and their essential toolkit must contain
excellent communication skills, thorough planning and preparation, conscientious
monitoring and assessment and a sound knowledge and application of ICT. But for
me an outstanding teacher should make the learning experience fun, surprising and
inspirational, so that children leave the classroom at the end of the day excited about
coming back tomorrow. Now that’s the teacher I’d like to be!
Bibliography
Claxton, G. and Carr, M., A framework for teaching learning : the dynamics of disposition, London: Carfax
Publishing/Taylor Francis (2004)
Costa, A. and Kallick, B., Habits of Mind: A Developmental Series, Alexandria, VA: Association for Supervision and Curriculum Development (2000)
ESTYN (2011), Developing Thinking Skills and Assessment For Learning, www.estyn.gov.uk/download/
publication/203248.5/the-developing-thinking-skills-and-assessment-for-learning-programmejune-2011/+estyn+developing+thinking+skills [Accessed 3rd February 2012]
Grigg, R., Becoming An Outstanding Primary School Teacher, Pearson, England (2010), p. 280
Scardino, M., www.jstart.org/site/DocServer/Words_of_Support.pdf?docID=6461 (undated) [Accessed
1st February 2012]
Knox Beran, M. (2004). In Defense of Memorization, Manhatten Institute http://www.city-journal.org/
html/14_3_defense_memorization.html [Accessed 1st February 2012]
McNeil, R., SEN Changes Afoot, The Teacher, TU Ink, London, November/December (2011), p.32
Hasting, S., Learning Styles, published in TES newspaper on 4 November, 2005 http://www.tes.co.uk/
article.aspx?storycode=2153773 [Accessed 27th February 2012]
Lucas, B., Evidence for Accelerated Learning, http://www.teachingexpertise.com/articles/evidence-accelerated-learning-648 First published in Teaching Expertise magazine, Issue 9 Autumn (2005) [Accessed
1st February 2012]
Wragg, E., Class Management in the Secondary School, London: Routledge (2001), p.7
Wragg, E., The Art and Science of teaching and learning, Oxford: Routlege (2005), p.72
University of Wales Trinity Saint David
01-StudentRes_001-014.indd 13
14/08/2012 15:55