Self and Identity Self and Identity Week 5 Session 5 22nd October

Today’s session: thinking about beginning teaching In small groups of 4 share your experiences of placement so far – where are you, what’s it been like? What is the sector like? Have your views/assumptions been challenged? Feedback one significant point to the large group

Why is it important to share our critical incidents from practice?

Teaching as White-Water Rafting http://www.turtlecreekcabin.com/Sarah%20Grus_WEB.jpg Periods of apparent calm are interspersed with sudden frenetic turbulence. Tranquilly co-exists with excitement, reflection with action (Brookfield 2005, p.8).

Being a reflective practitioner – moving beyond description What happened? Action plan If it arose again what would you do? Feelings What were you thinking and feeling? Reflective Cycle Conclusion What else could you have done? Evaluation What was good and bad about the experience? Analysis What sense can you make of the situation? Gibbs 1988

How do you know it’s a critical incident? People often ask what a critical incident is and how to recognise one. The answer is, of course, that critical incidents are not ‘things’ which exist independently of an observer and are awaiting discovery like gold nuggets or desert islands, but like all data, critical incidents are created. Incidents happen but critical incidents are produced by the way we look at a situation: a critical incident is an interpretation of the significance of an event. To take something as a critical incident is a value judgment we make, and the basis of the judgment is the significance we attach to the meaning of the incident. (Tripp 1993, p.8)

…they are not at all dramatic or obvious - they are mostly straightforward accounts of very commonplace events that occur in routine professional practice which are critical in the sense that that they are indicative of underlying trends, motive and structures… (they are) rendered critical through analysis. (Tripp 1993) Bolton 2001 Certain uncertainty Unquestionning questionning Serious playfulness Structuring reflection Are your journals descriptions of your week?

Preparing for teaching – planning for learning Where to start? Negotiate a subject and a group In different small groups of 5 consider the University planner template Group 1 1.3 – 2.2 – what do we need here? Group 2 3.1 and 3.2 – “ Group 3 3.3 and 4.3 – “ Group 4 4.7 and 5.3 – “ Nominate a spokesperson to feedback. Prompts – annotated planner and planner blog.

ECM and Safeguarding Not only about keeping young and vulnerable adults safe ECM – every learner matters Being healthy Staying safe Enjoying and achieving Making a positive contribution Achieving economic well being What is your college doing to promote ECM and Safeguarding? Lancaster & Morecambe College

Preparing for observation 1 As soon as you have your timetable please share with Julie B and Julie H; Look through the Developmental Review and observation criteria – what are we looking for? Think about your planning – use the annotated planner and previous examples as prompts; Where will you seat us? Have you allowed time for feedback? Have you allowed time for us to meet your mentor?

For next week Sharing readings (component 3) – come prepared to share your thoughts verbally and in written form on our new group blog. Day et al. - Simon, David H, Jenny, Carla Brookfield - Lisa, Aaron, Jason L, Elsie Moon - Matt, Hayley, Steve, Laura Danielewicz – David G, Jason P, Julie, Reanne Bolton – Natalie, Gav, Sam, Katie, Portia Reflective journal - we haven’t heard from some of you for a while – placement/watching my microteach Entry profile.

Round robin How I feel now