Wednesday, 13 January 2016

My mum is a student at university too By Venetia Law


Venetia Law and her mother Claire sometimes proofread each other’s work. ‘As times goes by we’re learning more about each other.’


When I was in sixth form, my mother decided that she wanted to go to university. Of course I was happy for her. But then the doubt set in. Wouldn’t it be weird having a mum who was studying at the same time as me?
Other young people may have had to listen to family members reminisce about their experience of university, but it’s rare for a parent to choose to go to university alongside you.
There are contrasts: we study very different subjects – my mum tales psychology, while I opted for creative writing, so our experience varies in terms of content and assessment methods. And we aren’t at the same institutions: while my mum lives at home and studies at the University of South Wales, I moved away to attend Bath Spa University.
But at first it was still strange. My mum talks about her student friends and they are only slightly older than me. I was also used to my mum being around all the time, while now she has other commitments and everything has changed. It was hard to get used to, but we talked about it and told each other how we felt.
By being open we’ve learned what we want and need from each other. Sometimes that means just giving each other space. It’s nice to go home for the weekend and not worry about having to balance work and spending time with my mum. Now we can sit down together and study while catching up over tea and a biscuit.
I find that my mum’s awareness of university life can help because it means she knows and understands what I’m going through. It’s also great having a mother who knows what she wants, is passionate about her studies and is prepared to work hard to achieve her goals – it gives me motivation to do the same.
When siblings attend university at the same time, there can be competition, whereas when I think about my mum, I don’t worry about her getting a better grade than me. As a teenager it can be rare to feel like your mum truly understands you, so I appreciate that my mum does.

‘Sometimes she gets frustrated with me’: what it’s like for Venetia’s mother Claire

Starting university a year before Venetia gave me an insight into many of the challenges that students face. While I appreciate that the experience isn’t the same for everyone, my time at university gave me a level of knowledge that can only come from being a student. 
My experiences were fresh in my mind when Venetia started university, which meant I could offer advice and be helpful. However, sometimes she gets frustrated with me – I can see it in her face – when I explain how my university does things, as I’ve learned that sometimes hers does it differently.
The inital period was emotionally challenging. I think this may have happened when she went away to uni anyway, regardless of me being a student. My daughter was moving away from home for the first time – a life changing event for both of us. Learning about a new subject and facing deadlines only added to the pressure. 
The role of being both a mum and a student has been a learning experience, which I have now settled into. I would say that the strength we both share is that we can communicate effectively. This is beneficial whatever the circumstances. I am also very focussed, dedicated and comfortable with independent learning. I feel that we have reached a stage where we can share space, be engrossed in our own study material, and yet be supportive of each other if the need arises.


Tuesday, 12 January 2016

Secondary School Job of the Day !!!

English teaching job available in Cranbrook, Kent .
Are you a qualified English teacher looking for a teaching position starting at the beginning of next term?
TimePlan Education is working with this academy to recruit a keen and committed English teacher for a full time role commencing January 2016 and running to the end of the academic year in the first instance. Applications are welcomed from teachers at any stage of their teaching career, overseas teachers are also welcome to apply.

This is a thriving and successful co-educational 11 to 18 Secondary School in the Weald of Kent. It has an established record of excellent examination results and outstanding achievement. The school has gained specialist college status in sport, mathematics with ICT and vocational education.
High expectations are set for both behaviour and learning and students are always encouraged to strive for their best.

Does this English teaching job in Kent sound ideal for you?
All successful applicants must:
  • be able to deliver good and outstanding teaching practices as the norm
  • have experience teaching English in a secondary school
  • have a willingness to form part of a successful and enthusiastic team
  • be able to create an enriching, supportive and high performing learning environment
  • to support the school ethos
  • be an imaginative and forward thinking classroom practitioner
  • possess excellent teaching skills and an ability to lead classes with pace and sufficient challenge
It is essential that you understand the schools academic standing and have a sincere commitment to sharing long-term aims.

In return we offer:
  • pay to scale
  • professional classroom support from our team of Headteacher consultants throughout the length of your contract
  • a dedicated key contact at the South East office
  • TimePlan South East teacher socials where you can meet professional teachers from all over the planet who are teaching at schools in your placement area
  • opportunities to aid your professional development.
If you are interested in applying for this English teaching position please apply online today or call Paul Chuter on 01732 373340 at TimePlan, the number one teaching agency for English teaching jobs in Kent.

Primary School Job of the Day!!

Are you an Assistant Head Teacher with Classroom experience looking for a January 2016 start in Bexley?

TimePlan Education, working in partnership with their client school, is looking for an assistant head teacher who has also taught successfully in a primary setting. The position is a full-time contract starting January 2016 and running until the summer term initially. The successful candidate must be committed to achieving high standards and able to inspire students across all ability ranges.

This Bexley primary school values are Achievement, Responsibility, Respect and Happiness. These values underpin the school and help create an ethos with commitment to succeed, care for others and enjoyment at the core. It welcomes children from the age of 3 upwards. The school is a two form entry and is located less than 20 minutes from a mainline station that has routes from Central London. The school has many awards, such as 'Healthy School' and 'Eco School' that reflect its commitment to promoting healthy lifestyles and environmental awareness.

To be considered for this assistant head teacher vacancy based in Bexley you will need to;
  • show you are an imaginative and forward thinking classroom practitioner.
  • have the willingness to form part of a successful and enthusiastic team.
  • support the school ethos at all times during your working days.
  • possess excellent teaching skills and an ability to lead classes with pace and sufficient challenge.
It is essential that you understand the school's academic standing and have a sincere commitment to sharing long-term aims.

In return we offer:
  • professional classroom support from our team of headteacher consultants throughout the length of your contract.
  • a dedicated key contact at the TimePlan South East office.
  • TimePlan South East teacher socials where you can meet teachers who are teaching at schools in your placement area.
  • opportunities to aid your professional development.
  • pay to scale.
If you are interested in applying for this assistant head teacher position in Bexley, please apply online today or call on 01732 373340.

TimePlan are the number one teaching agency for jobs in the south east.

The Science of Resilience: How to Teach Students to Persevere By Judy Willis

Schoolboy playing with exploring a mechanical toy
In schools today, the focus is not only on helping students pass exams, but also on improving their character by making them more resilient. Resilience in learning, as in life, is about being able to persevere through setbacks, take on challenges and risk making mistakes to reach a goal.
Studies show that resilience has a positive influence on academic performance of undergraduates, as well as their social and emotional wellbeing.
It’s not always clear, however, how to develop more resilient students. I believe there are three main areas to focus on: a child’s competence, their tolerance to mistakes, and their ability to set goals. These components help young people to sustain effort even when a challenge seems too great.

Competence builds resilience

It is not uncommon for students to come to your class with past experiences that have left them feeling like they can’t move forward when a task is overwhelming. You can help them overcome that mindset by building their confidence through experiences that develop their competence.

One activity involves showing students that some things, which seem impossible or too confusing at first, can be broken down into easy-to-understand parts. Give groups of students broken (not repairable) clocks, watches, or safe (ie not sharp and unplugged) appliances or mechanical toys (eg a jack-in-the-box).

When each group has an item, first ask them to discuss how it might work. With objects of age-appropriate complexity, it is unlikely they will be confident in their initial ideas. Then invite them to take their object apart, without any requirement other than they must discover how it works. The object is to build their resilience to feeling overwhelmed by letting them discover, on their own, how complex things can be broken into parts.

The following questions and instructions might be useful (and you can modify them for your students’ age, ability and task):

1 Look at your object and discuss how it might work.
Now take it apart and look at what makes it work. Write down what you recognise, such as springs, screws, coils, gears, batteries or wiring.
3 When finished, write down any ideas about how the parts might work together.
When they’ve completed the task explain that children have just experienced their ability to break something down into more understandable parts.
The experience will build their competence awareness. Dividing big assignments or jobs into small tasks will give them the confidence to get started and the resilience to persevere. Invite groups to put their new awareness into mottos or posters for the classroom, for example: “By achieving one task after another, you’ll get the whole job done.”

Learning from failure


When you incorporate opportunities for students to experience mistakes as an expected part of learning, you build their resilience to setbacks. Through class discussions, your own mistakes, and building pupils’ knowledge of their brain’s programming, your students will gain the competence, optimism and understanding to persevere – and even make progress – through failure.
When students make mistakes, explain that these are not failures: they are opportunities for the brain to build a bridge that will bring them success in future. They need to understand that their brains have evolved to be survival tools: the brains of mammals in the wild adapted to make rapid decisions and choices in response to change or threat. Our human brains still have that primitive quick-response reaction to new situations – even to questions in a test. But because we are not out in the wild or in danger, instead of jumping to conclusions, we can take few seconds to be sure our brain’s first choice is the best.
More importantly, when you correct an error, your brain builds new wiring to guide you to make a better choice next time. So doing something wrong can actually be beneficial in the long-term, replacing misinformation with firm experience. The strongest understandings we have do not come from what we’ve memorised but rather from what we’ve learned from failure.

Other ways to help students see mistakes in a new light include:
 Discussing common errors made by previous students.
 Pointing out your own mistakes and acknowledging how you felt at the time. 
 Inviting your class to share their past mistakes and recognising they lived through them and can see them with the perspective of time and even humour now.

Personal meaning builds persistence

Students will engage more if they have to use the facts or procedures as tools for participating in personally relevant tasks.
One way to ensure this is by including appealing activities throughout the study unit. For example, invite students to select a recipe from a cookbook that uses standard and not metric measurements. They will want to know how to convert metric and standard measurements to make what they have chosen. The personally desirable goal of making delicious cookies or play dough will motivate them to do their sums.

Monday, 11 January 2016

Secondary School Job of the Day!!

English teaching job available in Cranbrook, Kent .
Are you a qualified English teacher looking for a teaching position starting at the beginning of next term?
TimePlan Education is working with this academy to recruit a keen and committed English teacher for a full time role commencing January 2016 and running to the end of the academic year in the first instance. Applications are welcomed from teachers at any stage of their teaching career, overseas teachers are also welcome to apply.

This is a thriving and successful co-educational 11 to 18 Secondary School in the Weald of Kent. It has an established record of excellent examination results and outstanding achievement. The school has gained specialist college status in sport, mathematics with ICT and vocational education.
High expectations are set for both behaviour and learning and students are always encouraged to strive for their best.

Does this English teaching job in Kent sound ideal for you?
All successful applicants must:
  • be able to deliver good and outstanding teaching practices as the norm
  • have experience teaching English in a secondary school
  • have a willingness to form part of a successful and enthusiastic team
  • be able to create an enriching, supportive and high performing learning environment
  • to support the school ethos
  • be an imaginative and forward thinking classroom practitioner
  • possess excellent teaching skills and an ability to lead classes with pace and sufficient challenge
It is essential that you understand the schools academic standing and have a sincere commitment to sharing long-term aims.

In return we offer:
  • pay to scale
  • professional classroom support from our team of Headteacher consultants throughout the length of your contract
  • a dedicated key contact at the South East office
  • TimePlan South East teacher socials where you can meet professional teachers from all over the planet who are teaching at schools in your placement area
  • opportunities to aid your professional development.
If you are interested in applying for this English teaching position please apply online today or call Paul Chuter on 01732 373340 at TimePlan, the number one teaching agency for English teaching jobs in Kent.

Primary School Job of the Day!

Are you a Qualified Reception Teacher looking for an April 2016 start in Kent?

TimePlan Education, working in partnership with their client school, is looking for a reception teacher. The position is a full-time contract starting after Easter 2016. The successful candidate must be committed to achieving high standards and able to inspire students in their early years of school.

This is a large Primary Academy in Bexley, it is part of a large and successful federation of schools across south east London. This trust has a long history of providing outstanding education to the students it caters for. This Bexley Academy has a split primary and secondary school and works closely with the local community. The school is a specialist technology academy and has excellent and modern facilities for all students. There is less than a 30 minute commute into Central London. For drivers, the school is around 2 miles from the M25 and within a close distance to the A2.


To be considered for this reception teaching vacancy based in Kent you will need to:
  • show you are an imaginative and forward thinking classroom practitioner
  • have the willingness to form part of a successful and enthusiastic team
  • support the school ethos at all times
  • possess excellent teaching skills and an ability to lead classes with pace and sufficient challenge
It is essential that you understand the school's academic standing and have a sincere commitment to sharing long-term aims.

In return we offer:
  • professional classroom support from our team of headteacher consultants throughout the length of your contract.
  • a dedicated key contact at the TimePlan South East office.
  • TimePlan South East teacher socials where you can meet teachers who are teaching at schools in your placement area.
  • opportunities to aid your professional development.
  • pay to scale.
If you are interested in applying for this reception teaching position in Kent, please apply online today or call on 01732 373340.
TimePlan are the number one teaching agency for jobs in the south east.

Want to Improve Teaching in Universities? Value those who Teach By Sally Hunt

The writing’s on the wall: the increasing use of casual contracts is a threat to teaching quality.
Everyone supports good teaching in our universities. How could we not? UK universities have a global reputation for the high quality of learning offered here – and they attract greater numbers of overseas students (14%) than any other country in the Organisation for Economic Cooperation and Development, except the US (which hosts 21%).
Teaching is, at its core, a human endeavour and the fact that so many people want to study in this country is a tribute to the 200,000 staff who teach in our universities, as well as the thousands more who support them. Yet successive initiatives from the government seem to ignore the impact of this critical group, choosing instead to focus upon structures. Sadly, the proposed Teaching Excellence Framework (Tef), continues this pattern.
If the absence of the academic is striking in the Tef proposals, so too is the failure to appreciate how important the underlying employment model pursued by universities is in relation to quality.
More than 100,000 teaching staff (more than half of the total), are in insecure employment. The lucky ones have one-year contracts, tens of thousands more are on hourly paid contracts and 20,000 on some form of zero-hours contract. Thisendemic casualisation, is, in the words of one lecturer I met last week, “higher education’s dirty secret”.
Does it matter that those who teach our children at university are likely to be employed on a term-by-term basis, often living from hand-to-mouth and with little access to facilities or training and professional development?
The truth is that although there are many, many great teachers within the casualised workforce, their achievements are in spite of, rather than because of, the system that employs them. As one lecturer puts it: “The temporary nature of my work means that I lack the time not just to fulfil my academic and pastoral duties with students, but also to develop my own ideas or teaching style.”
The truth is that although there are many, many great teachers within the casualised workforce, their achievements are in spite of, rather than because of, the system that employs them. As one lecturer puts it: “The temporary nature of my work means that I lack the time not just to fulfil my academic and pastoral duties with students, but also to develop my own ideas or teaching style.”
The Tef is being consulted on until 15 January,but the outline for it provided in the green paper proposes using student satisfaction, student retention rates and graduate job prospects to measure teaching quality. Those that score highly in these measures will be allowed to raise tuition fees in line with inflation (which will eventually rise).
There’s a continuing lack of consensus about what constitutes sensible evidence for measuring teaching excellence but the student satisfaction survey is definitely not seen as a credible tool for the job.
There are methodological and pedagogical deficiencies with student satisfaction surveys. A UCU member who is an education lecturer in London told me that she has yet to find anyone who views the NSS as a valid measure of teacher effectiveness.
She pointed out that satisfaction is influenced by a whole host of factors, many of which are wider processes beyond their control, such as funding. Her department is struggling with a much-reduced budget after government reforms shifted teacher training to schools.
The marketisation of higher education has, of course, brought graduate prospects into sharp focus for students – now thought of as consumers. But making a direct link between post-study work and teaching is disingenuous. Choice of course, institution, and sadly, prior schooling and social background, are equally big predictors of job prospects for students.In addition, as an economics lecturer at a south coast university, said, the state of the economy has the biggest bearing on job prospects for her students.
The University College Union has long argued that the conditions teachers work in are effectively the conditions that students learn in. So although it is hidden away on page 33 of the green paper, the suggestion that universities should be held to account for career, staff training and engagement and the numbers of staff in permanent employment is one that we welcome.
As a union, we have made the case for the introduction of clear agreed promotion criteria for teaching staff, based on the national academic role profiles or locally agreed variants of them. Good teaching needs to be recognised in a clear career structure for university staff. I repeatedly hear from members that this is the obvious incentive to improve teaching, supported by appropriate training, support and professional development.