tag:blogger.com,1999:blog-68014300915685881352020-02-27T23:42:32.397-08:00What is Miss Johnstone up to in business and IT at St James?I will share my thoughts and experiences with you of what we are doing in out IT and business studies lessons. Anonymoushttp://www.blogger.com/profile/09816698208928856322noreply@blogger.comBlogger10125tag:blogger.com,1999:blog-6801430091568588135.post-65647426975546158082013-02-26T02:20:00.001-08:002013-02-26T02:20:18.723-08:00Web 2.0 tools Anonymoushttp://www.blogger.com/profile/09816698208928856322noreply@blogger.com2tag:blogger.com,1999:blog-6801430091568588135.post-79211898259256406932013-01-22T13:32:00.004-08:002013-01-22T13:32:56.453-08:00The case for project based learning. <div style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img height="183" id="il_fi" src="http://www.pinellasprimary.org/sites/default/files/images/PBL-heptagon.png" style="padding-bottom: 8px; padding-right: 8px; padding-top: 8px;" width="200" /></div><br /><div class="MsoNormal" style="margin: 0cm 0cm 10pt; text-align: center;"><strong><span style="font-family: Arial, Helvetica, sans-serif;">Is project based learning just researching on the internet?<o:p></o:p></span></strong></div><br /><div class="MsoNormal" style="margin: 0cm 0cm 10pt;"><span style="font-family: Calibri;">I am trialling this new style of teaching, PBL or Project Based Learning. I am incorporating a blended learning approach to my lessons and trying to make it as varied as possible, as mentioned in previous blogs I am a control freak! I want the pupils to do it the way I asked, I am slowly beginning to loosen my grip on how it should be done, to enable the pupils to take the lead, its takes some training.<span style="mso-spacerun: yes;"> </span>Pupils like to ask you every step of the way what they need to do, which just supports the PBL approach as we need to ensure pupils aren’t so reliant on being told “how”. So far my worry is I am just letting them research on the internet.<span style="mso-spacerun: yes;"> </span>Although I am pulling them together at various stages to check understanding.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div><br /><div class="MsoNormal" style="margin: 0cm 0cm 10pt;"><o:p><span style="font-family: Calibri;"> </span></o:p><span style="font-family: Calibri;">There are some great resources out there to help you get started. Andrew Miller has some really good resources to support this </span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">@betamiller his blog address is </span><a href="http://www.andrewkmiller.com/blog/"><span style="color: blue; font-family: Calibri;">http://www.andrewkmiller.com/blog/</span></a><span style="font-family: Calibri;">.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div><br /><div class="MsoNormal" style="margin: 0cm 0cm 10pt;"><span style="font-family: Calibri;">Another great resource is the Buck Institute for education </span><a href="http://www.bie.org/"><span style="color: blue; font-family: Calibri;">http://www.bie.org/</span></a><span style="font-family: Calibri;">.<span style="mso-spacerun: yes;"> </span>They have lots of worksheets to help you get started on planning your first PBL.<o:p></o:p></span></div>Anonymoushttp://www.blogger.com/profile/09816698208928856322noreply@blogger.com0tag:blogger.com,1999:blog-6801430091568588135.post-83771785568960019052013-01-22T13:07:00.002-08:002013-01-22T13:13:31.779-08:00Help i am a teacher i cant stop talking!<div style="text-align: center;"><a href="http://cdn.memegenerator.net/instances/400x/24672435.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://cdn.memegenerator.net/instances/400x/24672435.jpg" height="133" id="il_fi" style="padding-bottom: 8px; padding-right: 8px; padding-top: 8px;" width="200" /></a><br /><div style="text-align: center;"> </div><div style="text-align: left;"><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Ok so Ofsted say "reduce the teacher talk", that’s easier said than done we are teachers after all and we only have one career to get all those clichés in, you know the ones you remember from your own time at school, "it's your time your wasting not mine", "i will decide when the lesson is over, not the bell" and many many more...<o:p></o:p></span></div><div style="text-align: center;"></div><div style="text-align: left;"><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">However when it comes to lessons surely we are glad to let the pupils do all the work? wouldn't we much rather let them take the lead? I support both of those ideas, but putting them in to practise is another thing. So let’s examine what is out there. <o:p></o:p></span></div><div style="text-align: center;"></div><div style="text-align: left;"><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Why do I talk so much? I am a control freak, i think endless instructions, said in my clearest voice, will make them do it my way! i like organisation, all lessons should start with the pupils sat quietly whilst i introduce the lesson....... shouldn’t they? I want to be sure i give them every piece of advice while i have their attention at the beginning of the lesson, in case i can’t get it back later!?! I am pretty sure there are many more (pointless) reasons why like to talk, it certainly isn’t because i like the sound of my own voice, put me on video and the last thing I want to listen to is me!<o:p></o:p></span></div><div style="text-align: left;"></div><div style="text-align: left;"><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><o:p><span style="font-family: Times New Roman;"> </span></o:p></span></div><div style="text-align: left;"></div><div style="text-align: left;"><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">I saw this excellent blog article at teachertoolkit.me with some great strategies for reducing teacher talk.<span style="mso-spacerun: yes;"> </span><a href="http://teachertoolkit.me/teachertalk/"><span style="color: blue;">http://teachertoolkit.me/teachertalk/</span></a>.<span style="mso-spacerun: yes;"> </span>Some of my favourites that will start me off in the right direction:<o:p></o:p></span></div><div style="text-align: left;"></div><div style="margin-left: 36pt; mso-list: l0 level1 lfo1; text-align: left; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span lang="EN" style="font-family: "Calibri","sans-serif"; mso-ansi-language: EN; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">@Simon_warburton: Spend time working on the routines in class such as moving into groups, lesson starters, books out reviewing last lesson.</span><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></div><div style="text-align: center;"></div><div style="text-align: left;"><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">This one rang true for me, if I could just get the pupils used to certain routines when they enter the classroom, I could allow for a bit of noise at the beginning, confident that they will eventually settle to what they are supposed to be doing.<span style="mso-spacerun: yes;"> </span>I realise its too much to expect pupils to arrive at my lesson in silence, they need time to get their last lesson out of their head and mine in to their head!<span style="mso-spacerun: yes;"> </span>I will endeavour to do the following:<o:p></o:p></span></div><div style="text-align: left;"></div><div style="text-align: left;"><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Have a starter activity on the board that is MEANINGFUL<span style="mso-spacerun: yes;"> </span>and will allow me to stand back and watch. I have tried this before and I know it works but managing it each lesson when dealing with kids leaving and pupils coming in I lose the flow. <o:p></o:p></span></div><div style="text-align: left;"></div><div style="text-align: left;"><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">I find it quite hard when I have a lesson where new information needs to be given as how can they have any comprehension of what I am talking about when its new for example business studies, cash flow forecasting.<span style="mso-spacerun: yes;"> </span>A good method:<o:p></o:p></span></div><div style="text-align: center;"></div><div style="text-align: left;"><span lang="EN" style="font-family: "Calibri","sans-serif"; mso-ansi-language: EN; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">@Ange_K1: For lessons where there has to be new information, do a Marketplace or put the information around the room in bits for the pupils to sequence. <o:p></o:p></span></div><div style="text-align: left;"></div><div style="text-align: left;"><span lang="EN" style="font-family: "Calibri","sans-serif"; mso-ansi-language: EN; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">This is a great way to get a taste of knowledge in to their heads. <o:p></o:p></span></div><div style="text-align: left;"></div><div style="text-align: left;"><span lang="EN" style="font-family: "Calibri","sans-serif"; mso-ansi-language: EN; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><o:p><span style="font-family: Times New Roman;"> </span></o:p></span><span lang="EN" style="font-family: "Calibri","sans-serif"; mso-ansi-language: EN; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">One I am trialling at the moment, small steps are being taken for it to be successful, I need to do more to drive through the point of it.<span style="mso-spacerun: yes;"> </span>An excellent way of making lessons interesting, not least reducing the amount of marking!<o:p></o:p></span></div><div style="text-align: left;"></div><div style="text-align: left;"><span lang="EN" style="font-family: "Calibri","sans-serif"; mso-ansi-language: EN; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">@richielord71: Use flipped learning – students experience the didactic content as a homework activity prior to arriving to your lesson.</span><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></div><div style="text-align: left;"></div><div style="text-align: left;"><span style="font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">For more advice and guidance on this please follow the link to teacher talk above.<span style="mso-spacerun: yes;"> </span>Please free to add comments to my blog as to how I can improve. <o:p></o:p></span></div><div style="text-align: center;"></div><div class="MsoNormal" style="margin: 0cm 0cm 10pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p> </o:p></span></div><div style="text-align: center;"></div></div>Anonymoushttp://www.blogger.com/profile/09816698208928856322noreply@blogger.com0tag:blogger.com,1999:blog-6801430091568588135.post-20172513852051336112013-01-22T12:28:00.001-08:002013-01-22T12:35:01.181-08:00Coaching<div style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img src="http://brainbrilliance.org/wp-content/uploads/2012/11/Coach.gif" height="200" id="il_fi" style="padding-bottom: 8px; padding-right: 8px; padding-top: 8px;" width="150" /></span></div><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><div style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><strong>Coaching </strong></span></div><div style="text-align: center;"> </div><span style="font-family: Arial, Helvetica, sans-serif;">I am tapping to the world of coaching. A programme developed by the SLT team at my school, I am looking forward to working beyond the realm of the IT world and get some new perspectives on how best to do it. Of course in my naturally inquisitive way, shall we say, I have started to do some reading up. If you know any good stuff I can look at please let me know @linzjohnstone or johnstonel@st-james.bolton.sch.uk, always on the hunt for more info. Nowhere did I get my latest info? From a book, remember them, you don't need a screen or a keyboard to look at them, they are made of paper and you actually have to physically turn the pages! Well I learnt a lot so let me share......<o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><span style="font-family: Arial, Helvetica, sans-serif;">Few things to note about coaching:<o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><span style="font-family: Arial, Helvetica, sans-serif;">> It works by asking not telling<o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><span style="font-family: Arial, Helvetica, sans-serif;">> It engages the client in self-exploration and self-discovery<o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><span style="font-family: Arial, Helvetica, sans-serif;">> You don't need to have all the answers therefore builds rapport <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><span style="font-family: Arial, Helvetica, sans-serif;">> It allows for incremental change <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><span style="font-family: Arial, Helvetica, sans-serif;">> It promotes curiosity <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><span style="font-family: Arial, Helvetica, sans-serif;">> It is more than making to do lists <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><span style="font-family: Arial, Helvetica, sans-serif;">> Its success it evident by actions not just talks<o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><span style="font-family: Arial, Helvetica, sans-serif;">Multi modal coaching takes on 4 levels (the coaching bible, McDermott and Jacob, piatkus publishers).<o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><span style="font-family: Arial, Helvetica, sans-serif;">> Logical - helps us identify underlying structures and patterns in our thinking about ideas, relationships, events and organisations. Categorising according to the different levels is a way of relating it to our experience. The levels are environment, where and when. Behaviour, what. Capability, how. Beliefs and values, why. Identity, who. Beyond identity for whom/what.<o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><span style="font-family: Arial, Helvetica, sans-serif;">> Remedial generative - remedial is just fixing the problem. Generative is being more creative and reaching new heights beyond just solving the problem. <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><span style="font-family: Arial, Helvetica, sans-serif;">> Systematic context - systems thinking is seeing patterns where others only see events. Becoming alert to the world around you. <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><span style="font-family: Arial, Helvetica, sans-serif;">> Interpersonally and intra physically - what is going on within the client. We can all relive old experiences, repeat bad habits, and govern ourselves by learnt expectations. Be aware of when this may be applicable in your coaching conversations. <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><span style="font-family: Arial, Helvetica, sans-serif;">At the very heart of coaching is being able to see yourself from other perspectives and how you may be impacting on another person. Know when to compromise, be assertive and when to give in. This helps you work out why something matters as much as it does. <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><div class="MsoNormal" style="margin: 0cm 0cm 10pt;"><o:p><span style="font-family: Arial, Helvetica, sans-serif;"> </span></o:p></div>Anonymoushttp://www.blogger.com/profile/09816698208928856322noreply@blogger.com0tag:blogger.com,1999:blog-6801430091568588135.post-4645741126156492792013-01-08T13:03:00.001-08:002013-01-22T12:37:54.309-08:00Emotionally intelligent<div style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img height="200" id="il_fi" src="http://www.alchemyformanagers.co.uk/index.php?target=content&path=topics/Emotional%20Intelligence/images/Emotional-Intelligence-1.png" style="padding-bottom: 8px; padding-right: 8px; padding-top: 8px;" width="199" /></span></div><br /><div style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif;"> </span></div><div style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Emotional Intelligence</strong> </span></div><span style="font-family: Arial, Helvetica, sans-serif;"></span><br /><span style="font-family: Arial, Helvetica, sans-serif;">One of my favourite subjects. It's a skill I believe that all teachers should have and should be able to model to the children. Teaching children to be emotionally (no easy task I agree) could be the answer to many behavioural and bullying issues. Only the lucky few are naturally gifted with this talent, most have to learn through experience and any others are so clueless about it they don't even know it is an issue that needs addressing. Experience, age and intuition tells you when you need to stop and rethink how you handle yourself and your reaction with others, but the good news it is a skill that can be practised and learnt. The sooner you do, the quicker you will gain success in all areas of your life. Emotionally intelligent people are ease with themselves, know what to say and when to say it. We warm to them and enjoy their company because they show an interest. <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">The key to EI is handling your emotions and three area they trigger. The physical response, how your body reacts to your emotions e.g. Fear and sweating. The cognitive one that determines what you think and the behavioural one that determines what you do, your actions, the outward signs. Recognise your emotions and manage them accordingly so by the time you get to the behavioural stage, the bits that people see, you will 'do the right thing'.<o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">How many times have you responded quickly to a comment made by a colleague and flew off the handle immediately, only to walk away, reflect on it later and think, ' If only I had reacted this way or that way'. Reflecting is the first stage to understanding. Next time stop to think about what your feelings are, identify them before you act up on them. You may even find that actually when you stop to think about 'that conversation or comment' it’s something that doesn't really bother you anyway or that the person isn't somebody who's opinion you value. Take some time to assess how you are actually feeling. Let the other person be the one to ramble on dig the hole, you will be the one to walk away with your dignity intact. <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">On the other hand don't be afraid to assert yourself if the comments were upsetting. Identify your emotions, state clearly to the other person why you don't agree with their comments and if you can't compromise then agree to disagree. <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">Successful management of our emotions is all about picking the right strategy for the right situation. (Gill Hasson, brilliant emotional intelligence, Pearson publishing) in order for you to control your emotions you must recognise you have a choice. Take time for your brain to think about the emotion, what choices you have available. If somebody upsets you, you can choose to fly off the handle in a rage or you can choose to think about what they said and either take it on board or walk away and forget about it. If you feel necessary. Good technique is to Elaine how you feel, if you don't feel it's appropriate to explain to the person, then why not just explains and get it clear to yourself. Be specific about why you are angry rather than generalising and dragging other issues up that may have arisen before, listen to their response and following that set your boundaries and limits of what you find acceptable. Sounds like a good one to use with the conflicts at home! <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">Managing others people emotions is even harder literature suggests, showing empathy and becoming an active listener. When listening to others, bit like coaching, forget your assumptions and enable them to open up about what it is that is bothering them. <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">Being a leader necessities good emotional intelligence in order to persuade and influence and gill Hasson recommends a particular approach to doing this.<o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">1. Be clear about your message and what you want them to do. Distinguish between needs, the things you can't afford to compromise on and interests, issues you can compromise on. <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">2. What do you know about the person you are trying to persuade that might help you try and engage them? What are their interests and goals. <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">3. Choose a good time so you can persuade the others<o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">4. Accentuate the positive, if you want them to do something tell them how it will benefit them. <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">5. Point out the negatives but state the facts clearly and precisely and move on <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">6. Use empathy to anticipate objections and concerns. Be a good listener and take the other persons views in to consideration. <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">7. Negotiate, know when to compromise<o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">8. Ask questions, what incentives does the other person need to succeed <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">9. Use positive instead of negative language <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">10. Listen, to what is being said but also to what is not being said <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">11. Know when to give up your losses and give up trying. <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">How do you know when to cut your losses? When is it time to move on and not cling to the things you think you may lose? It may be a relationship, memories, job or even just your wardrobe. Knowing when to end something is another way to manage emotions. How is the situation making you feel? Focus on the positives of what you have to gain rather than what you have to lose, have confident and faith in yourself that the decisions you made in the past were the right ones based on what you knew then. <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><span style="font-family: Arial, Helvetica, sans-serif;">These are just some of the thoughts I have gathered through my reflections and reading, as I said at the beginning a lot of them have been learnt through experience, and not always Ian pleasant way. Teaching young people these skills would make them resilient and able to cope with what life may throw at them. Assertiveness comes through HAVING to make difficult decisions, and emotional intelligence comes from asserting yourself and tuning in to what is going on within and around yourself. <o:p></o:p></span><br /><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br /><div class="MsoNormal" style="margin: 0cm 0cm 10pt;"><o:p><span style="font-family: Arial, Helvetica, sans-serif;"> </span></o:p></div><span style="font-family: Arial, Helvetica, sans-serif;"> </span>Anonymoushttp://www.blogger.com/profile/09816698208928856322noreply@blogger.com0tag:blogger.com,1999:blog-6801430091568588135.post-51394469329593591092012-12-07T02:23:00.001-08:002012-12-07T02:31:11.010-08:00Year 8 and small basic <div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><span style="font-family: Arial, Helvetica, sans-serif;">Programming agghhh, thats often the response that IT teachers give when they talk about teaching programming to pupils, particualrly lower school ones.</span> <a href="http://3.bp.blogspot.com/--kLJjAoZohE/UMHE445MmvI/AAAAAAAAACw/9PvdnCfxKpA/s1600/small+basic+image.png" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://3.bp.blogspot.com/--kLJjAoZohE/UMHE445MmvI/AAAAAAAAACw/9PvdnCfxKpA/s1600/small+basic+image.png" height="240" nea="true" width="320" /></a><span style="font-family: Arial, Helvetica, sans-serif;">The year 8's are flying with small basic. They have taken to programming really well, we have so far used the Turtle function (nothing major there, most have used it at Primary). They have been writing their own programmes to perform simple calculations and even gone beyond the basic to write programmes to work out the radius and dimater of a circle, doesnt sound like much but with no previous knowledge of programming concepts they have been very quick on the uptake. With only a few sample instructions and a bit of knoweldge of the format of a programme they have managed to apply a small amount of knowledge to their work. If you are thinking of trying it, give it a go you will be suprised at how well they complete it, often its the teacher that is more relucatant to give new initiatives a go rather than the students. </span></div>Anonymoushttp://www.blogger.com/profile/09816698208928856322noreply@blogger.com0tag:blogger.com,1999:blog-6801430091568588135.post-14735001769709376252012-11-28T02:54:00.001-08:002012-11-28T03:52:21.140-08:00Thinking of using app inventor?<div class="separator" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-v9VYchFJ0Z0/ULX63YulhtI/AAAAAAAAACE/xxT-S_gI1kA/s1600/app+inventor+screenshot.png" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://3.bp.blogspot.com/-v9VYchFJ0Z0/ULX63YulhtI/AAAAAAAAACE/xxT-S_gI1kA/s1600/app+inventor+screenshot.png" height="150" tea="true" width="200" /></a></div><span style="font-family: Arial, Helvetica, sans-serif;">Three weeks ago we set about making apps with our year 9 pupils. What a disaster! Not them me, naively i wanted to take them through the process of making the step by step..... As i ran around trying to sort login problems out, trying to show higher ability pupils the next step whilst simultaneously showing the weaker pupils the first steps and in between all that answering questions th pupils were getting a lit bit lively. By the end of the lesson as i played it over in my head, you didnt need to be an Ofsted inspector to realise it wasnt a good lesson. Week 2 a different approach, in the words of one of our motivational speakers who visited during a CPD session "let them fly". So thats what i did. Here is the demo of the finished item, those are the tutorials videos now go make! (not quite so simple as that but not far off. Success! G&T are off ....even the weaker ones worked better at their own pace. We were all happy. week 3, same approach just in case last week was a fluke and success again. This approach i was much more able to offer a helping hand. </span>Anonymoushttp://www.blogger.com/profile/09816698208928856322noreply@blogger.com0tag:blogger.com,1999:blog-6801430091568588135.post-6395175264309492492012-11-19T12:14:00.001-08:002012-11-19T12:18:48.744-08:00How are we going to use social media?I have read the literature, even see some really good examples of it being used, mainly in primaries but still wondering how the practicalities will work and exactly how i can use it in a meaningful way?<br /><br />There are some good examples on edudemic, mainly school sin America. <a href="http://edudemic.com/2012/10/10-real-world-ways-schools-social-media/">http://edudemic.com/2012/10/10-real-world-ways-schools-social-media/</a><br /> <br />some really good ideas here <a href="http://edudemic.com/2012/09/100-ways-to-use-facebook-in-your-classroom/">http://edudemic.com/2012/09/100-ways-to-use-facebook-in-your-classroom/</a>. Think i could use the news following for business studies. Also for posting revision topics and classroom content, i clearly have a lot of research to do on how i can best use it. Facebook clearly has a lot of apps that i amnot making the most of using. <br /><br />I have also been wondering what 'etiquette' i should be teaching the pupils before i get started found some good points leads on edudemic <a href="http://edudemic.com/2012/11/teach-students-about-social-media/">http://edudemic.com/2012/11/teach-students-about-social-media/</a>. <br /><br />As a keen twitter user and advocate for its use in making contacts and keeping in the loop of whats going on in the world of education i have also been wondering how i can incorporate this in to my lessons. Edudemic really is a great site for stayingup to date <a href="http://edudemic.com/2012/10/25-ways-to-get-the-most-out-of-twitter/">http://edudemic.com/2012/10/25-ways-to-get-the-most-out-of-twitter/</a>. this article on how to use twitter got me thinking. But still how can i get the kids using it without them just using it to tweet friends during lessons?<br /><br />I have found some really good # here <a href="http://edudemic.com/2012/09/secret-to-twitter/">http://edudemic.com/2012/09/secret-to-twitter/</a> and also here <a href="http://edudemic.com/2012/09/twitter-hashtags-now/">http://edudemic.com/2012/09/twitter-hashtags-now/</a><br /><br /><br />Anonymoushttp://www.blogger.com/profile/09816698208928856322noreply@blogger.com0tag:blogger.com,1999:blog-6801430091568588135.post-74060093427758778932012-10-30T08:26:00.001-07:002012-10-30T08:26:29.396-07:00Scoop it have you seen scoop it? <a href="http://www.scoop.it/t/ict-c">http://www.scoop.it/t/ict-c</a> my first scoop it, great way to organise all your useful websites about a topicAnonymoushttp://www.blogger.com/profile/09816698208928856322noreply@blogger.com0tag:blogger.com,1999:blog-6801430091568588135.post-82767877727583990462012-10-26T12:46:00.002-07:002012-10-26T12:46:27.986-07:00Back to work Having spent my half term holidays catching up on all the new stuff i am going to be teaching this next half term, very excited and got some useful stuff from <a href="http://www.creativeeducation.co.uk/blog/wp-content/uploads/2011/10/Creative-Education-Twitter-for-Teachers-Final.pdf">http://www.creativeeducation.co.uk/blog/</a> great website with lots of fab resources and articles. Twitter is all new to me and already i am hooked, there really is some good teaching out there, but you already know that. Anonymoushttp://www.blogger.com/profile/09816698208928856322noreply@blogger.com0