This has to be one of the most challenging thing I have had
to do, because looking inward at the ideas or reflection that relates to me, my
professional practice and how I link the ideas; has at times made me feel
confined, constantly aware of the red invisible beams throughout the practice
and the environment in which I work and the red invisible gremlin beams within me;
the rigid structure that can limit or put the lid on fresh ideas and
creativity. The red beams have at times zapped energy and have made me tired,
even question the love and my passion. The ‘reflection’ feels like a detox that
leads to a healthy practice, state of mind, gives strength, and finds ways to
approach and deal with the different red beams.
What in your daily practice gets you
really enthusiastic to find out more about? Who do you admire who also works
with what makes you enthusiastic?
A few things
get me enthusiastic to find out more about in the practice and environment in
which I work. First ‘learning needs’ this is something I have always done,
often without thinking. You could call this an unconscious mind, because I
would naturally go and research to help a child move forward, at times do
something randomly different because I felt/knew it would work, but at the same
time this has also been an element of primary research. I have also continued
to research when I have got home, opted to go on a short course. I also pushed
to work in a severe SEN school whiles doing supply work, so I could gain
experience and knowledge. Autism, ADHD,
Dyslexia, the blind child, Art and applied learning are areas which I have
researched. Tacit knowledge is
something I would like to explore and experiment with, because I can see its
benefit in relation to different learning needs. I could also apply my art and
design skills; this is a strong contender for my final project.
Secondly running
my own club makes me enthusiastic, as this gives a chance to be creative and
give element of art direction, and learn different types of planning. Thirdly getting a product and prototype made
is something I would like to do and learn more about, although I do have some
idea, from my graphic design course, going to a business network meeting and
research over internet; this is something I would like to improve my experience and
knowledge on. During the holidays this maybe something I try to do. Furthermore
I am also interested in digital media and will explore cutting out a moving
image, adding shadow, and lining a movie clip. In addition I am developing
animated school characters which I could use for a training video or short
movie. As well as learning to embed a data base into website, which I have
nearly learnt how to do.
I admire the
SENCO at Isleworth & Syon School, because she never gave up believing in
making a difference, even against the odds; the positivity and personal skills
of my First Head teacher who encouraged me to keep going and the spirit of my last
Head Teacher, who got several Mac computers with Photoshop, Illustrator which allowed me to teach the children how to cut out and blend images and create a game, who has also started to push the boundries of technology within a primary school even further and got a radio station, green screen and some great software that often only seen in a secondary school. I
like the creativity of Design and Technology coordinator I first worked with who got the whole school buzzing with creativity. I also admire my
son who is interested in Digital Media and we often bounce ideas, I admire my
son’s ‘painting with ‘light’ and ‘water’ photography projects and his
understanding of how light works. I am also inspired my stainless steel and
have written a little more about this below.
What gets you angry or makes you sad?
The Education Secretary at times - will add more on this
When I see learning needs tick boxes or yes and no questions on application forms, having now worked with arrange of learning need children I can see the limitations in them. E.G Do you have Autism? yes/no Are you dyslexic? yes/no. I don't think they make me angry just sad when I see them. They lack the bigger picture.
A red beam in my practice 'its not your job' although I am no longer angry or sad about this, as this course has helped to weigh up the pros and cons, looking at both points of view, which has helped to find ways around this.
Who do you admire who shares your feelings or has found away around the anger?
What gets you angry or makes you sad?
The Education Secretary at times - will add more on this
When I see learning needs tick boxes or yes and no questions on application forms, having now worked with arrange of learning need children I can see the limitations in them. E.G Do you have Autism? yes/no Are you dyslexic? yes/no. I don't think they make me angry just sad when I see them. They lack the bigger picture.
A red beam in my practice 'its not your job' although I am no longer angry or sad about this, as this course has helped to weigh up the pros and cons, looking at both points of view, which has helped to find ways around this.
Who do you admire who shares your feelings or has found away around the anger?
adding soon
What do you love about what you do? Who do you admire who also seems to love this or is an example of what you love?
adding soon
What do feel you don't understand? Who do you admire who does seem to understand it or who has found a way of making not understanding it interesting or beautiful, or has asked the same questions as you?
This course has helped me understand my own feelings, emotions and the way I may respond to things. It has also helped me find ways to see through the mist of my practice and find ways to help me move forward. Although I found many of these questions hard to answer at first, because of the emotion and feelings attached to each question.
My red beams
adding soon
Themes of ideas
Inspired by Stainless Steel
The reflection of the inquiry makes me think of the roots of
the training from the graphic design course I did many years ago. What is a
logo? What is a symbol? What is ethos? What is corporate identity? I answer
those questions with a question, what is stainless steel? Below is a link to a video,
which shows how stainless steel is made, its history, growth and what it is
used for.
As part of my course we focused on the stainless steel mark
and what it represents; understanding it strength, structure and the flexibility.
It is everlasting because it doesn’t corrode and can be recycled. What also
important about stainless steel, is how it has developed over the years and how
it is made. It started out with people experimenting with different materials, creating
alloy metals. Then you think of the different countries learning from each
other and how the different materials and substances coming together has
created this strong and very versatile metal. How is learning about stainless steel still
current and relevant to my current practice? How does it relate to the learning environment
and things I am passionate about?
Stainless steel first started out with a reflection in
action, hands on approach, people experimenting and not an exam, which has
impacted on the long term reflective on action. You learn mixing and combining materials
makes a new stronger and flexible material. When you compare stainless steel to
the practice and environment in which I work; you realise having mixture of
learning styles and skills within a practice gives strength, and flexibility within
a structure, combining resources, listening and trying different ideas can give
growth. When you look at the growth of stainless steel, you can see how that
learning about stainless steel and its mark is still very much current. What
things or elements of my practice could I use the basic principles of stainless
steel to apply growth and development?
Pupil Progression
and Valued Added
National primary school data
My local council school data
Because I am interested in learning, sometimes I look at the
primary school’s Valued Added progression, nationally and for my borough. Furthermore
looking at levels and value added is something that happens in my daily
practice. I feel the Value Added is often more important than final results
because year groups are different. Pupils enter a school at different levels;
this can be for several different reasons E.G illness, ability and learning
needs, learning style, when they were born, changing schools often, quality of
well-being, extra tutoring, English as addition Language etc.. However if the
Valued Added is good and consistent then your final results become more
consistent. Furthermore if I consider the ‘reflection in action’ and its impact
on ‘reflection on action’, whiles thinking of short planning, mid planning and
long planning; then ask, what effect would fast turnover of pupils and staff have
on the Value Added and end of year six results? What planning would have more
impact? I could make an educated guess and say the faster the turn-over the
more important the reflection in action would be, the greater effect would be
on the shorter planning which would impact on the over-all performance of a
school or practice. But that would depend on the how fast the turn-over was. I could see what happens in the long term of
having a fast turn-over of pupils when you look at school with travellers.
A traveller's school
I would be interested to see what its Valued Added is in the
short and mid planning. How long pupils stay at the school and how they record?
The PTA
Will add more on this
soon
Using web 2.0 to build a stronger and more flexible
community
Raising awareness of what profit is, and the different
types of profit and it impact on a school?
Afterschool Club,
utilizing my Graphic design skills, thinking hats and applied learning
Will add more on
this soon
Business
Will add more on
this soon
Art, (understanding
tacit knowledge) my inspiration
Will add more on
this
Britain Got Talent, by Attraction
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