Routledge

Student Resources

Section 8

Additional questions and tasks for students are available here for further study.

Unit 8.1: The Changing Role of the Teacher

Question 1

Has teacher professionalism been undermined or enhanced by the policy changes set out in this unit? What do you see as the essential features of teachers as professionals?

Question 2

What are the advantages and disadvantages of a prescribed curriculum? Would you prefer more, or less, prescription of how to teach?

Question 3

What difference do you think new opportunities presented by technology make to how teachers approach their job? How might this change in the future?

Question 4

Which particular attributes and skills do you bring that will enable you to develop as a teacher?

Task

Look at the list of six features of a reflective teacher on page 417 of the unit and consider specific actions and opportunities that might help you to work reflectively, when faced with all the pressures of planning, teaching, marking, assessing … and the other things you need to do outside teaching.

Can you build at least some of these into the structure of your week, or a term, so that you are not always reacting to events?

Unit 8.2: Working with Other Adults in the Classroom

Question 1

What previous experience have you had of managing other adults? What skills and knowledge can you transfer into teaching?

Question 2

What are your concerns as a new teacher about working with adults who may be more experienced than you are? What can you do to address those concerns?

Question 3

What are useful ways of recording children's learning in ways that can be shared with teaching assistants and other professionals?

Question 4

What are your shared beliefs and values as a member of a team? And in what ways do these inform specific aspects of your practice, such as how you talk with children, how you manage behaviour, and how you use humour and playfulness in the classroom?

Task

In planning for personalised learning, adults should provide multimodal opportunities for children to express their knowledge, skills and understanding, for example through drawings, sculptures, plans, constructions, collages, paintings, computer programmes and junk modelling. How can you work together to capture multimodal evidence of children's learning? Consider how you might review and interpret this evidence for children with English as an additional language, and with a range of special or additional needs.

Unit 8.4: Understanding the Teacher's Pastoral Role

Question 1

Does the government's emphasis on performance and measurable outcomes necessarily undermine the wider role of education professionals in developing all children's individual potential?

Question 2

Are the major reasons for children's non-attendance at school primarily down to factors within the school or within the child's wider life outside? In the light of this distinction, what is most likely to prevent children from being persistently absent?

Question 3

How can schools best play an effective role in making sure that children grow up safe from harm?

Question 4

To what extent does the growing need to work collaboratively with other members of the children's workforce challenge the traditional understanding of the role of a teacher?

Task

Arrange to meet with a social worker or family support worker from the local team that serves the community where your school is. What do they see as the major issues facing families in the area and how these impact on children's performance at school? Do they see issues within the school or wider education system that you were not previously aware of? Arrange for a feedback session with members of the Senior Leadership Team to consider any policy or pastoral issues arising.

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