Sharing on Fieldwork Online Course

1. Sharing on Fieldwork Online Course Hubert C C Choi T.W.G.Hs. Chen Zao Men College

2. My Trial Run • Advantages as a School Seconded Personnel: • Light administration duty and management duty during the period from March to May • No need to mark exercises, set tests and exam, prepare lesson after office hours • Disadvantage: • Cannot carry out the fieldwork in collecting data and opinion from teachers in my school

3. My Trial Run Cont’ • From March to May I did go through the exercises and had the most important element of self-reflection in the first two courses that I chose to study • For the other courses, I just scanned through as many as possible to get the general feeling of what they are all about so that I can give feedback to Joe and in the hope that I can find something which may be useful

4. Structure of courses • Each course is divided into three to four modules • Each module has : • Readings text, • Student book, • Audit form with a lot of questions requesting you to think and write down your ideas and then it will give you some more for your consideration. • Research pieces requesting you to collect opinion from your fellow teachers, • Sharing on-line with others studying the same modules.

5. Things I consider useful • The first course that I chose was Classroom Monitoring • A critical review of the current situation of the school (WYY) • Classroom observation by Senior members, HOD, Peers, Critical friend ? - Across the curriculum • Scrutiny of plans ? - Concrete Success Criteria for evaluation and improvement • Pupil’s written work examination ? - Peers • Homework diary examination ?

6. Classroom Observation • Reasons for classroom observation – staff appraisal, development • Lesson Observation Process – way to inform students, record of evidence to give concrete examples • Contextual Information • Giving feedback – a.s.a.p., start with positive features

7. Aspects of pupil’s work • Collect evidence to judge the following: • Progress made by different groups of students • On-going Assessment and Feedback • Standard of the work • Pupil’s Understanding, Skills, Attitude • Breadth and Balance

8. Other sources • Nationally Provided Statistical Information- public exam results, value-added information • Talking to pupils – understand of why it is done, used at subject level or as part of tutorial programme (questionnaires to pupils) • Talking to parents – only if parents feel their views are important and understand why their views are sought • Design of questionnaires

9. Leading the high performance school:Characteristics • Clear sense of core purpose • Clear shared vision and values • Distributed leadership – based on ability, not status • Value driven management process – open and genuine consultation • Explicit definitions of performance standard – public definition of effective teaching and learning

10. Characteristics Cont’ • Systematic monitoring, review and evaluation – feedback from pupils and parents regularly obtained • Focus on improvement and learning • Recognition, reinforcement and celebration of success – multiple opportunities for success

11. Developing Policy • Policy: speaks of what you will do • Policy audit: name, form, accessibility, description of policy structure, responsibility, monitoring arrangement • Several gaps : which one would you best address yourself, your particular skills and level of expertise • Involve everyone who wants to be part of it

12. Developing Policy cont’ • Keep copies of drafts: • agreed so far, • still discussing, • already settled • Dealing with responses: • already down for discussion, • something already been decided, • raises a valid point

13. Developing Policy cont’ 2 • School Development Plan • Setting of priority, spot light • Monitoring • Reviewing, success criteria

14. Creating a supportive working environment • Physical and emotional working environment • Team building: Trust, Ownership, Flexibility, Communication, Diversity, Conflict, Problem solving, Accountability • How to promote well-being in our school? • Physical: menial staff

15. Managing behaviour positively • Fly the flag: • Assert yourself by using the pattern “ I want you to stop talking, John,” rather than “Stop talking, John” It is more personal and polite. • “I am telling you to stop talking” more serious and make it clear who is in charge. • Scratched record: • “It wasn’t just me!” - “The others may have been talking. I want you to get on with your work, John. ” • “You’re always picking on me!” - “I am sorry if you think that. I would like you to get on with your work”

16. Managing behaviour cont’ • See You Later • “You said you were going to give me a merit last week and …” – “ That sounds important. I’ll catch you at the end of lesson and you can tell me. Now I want you to get on with your work.” • “I hate this work. It’s rubbish” – “I’am sorry. Why don’t you have a proper chat about this at the end of lesson. Now I want you to get on with your work.”

17. Managing behaviour cont’ • Rule reminder • Refer pupils to rules, rather than telling them off. • “We have a rule about coming into a classroom. What is it? Make sure you stick to it.” • depersonalises the conflict and reminds the pupil of what is important.

18. Managing behaviour cont’2 • Assume cooperation • It’s saying “thank you” before the pupil cooperates, rather than “please” e.g.“ Thank you for paying attention to my words” • It is walking away after we have given an instruction, rather than hovering to see if the pupil cooperates. Stating things as fact: “ I will see you at break today” rather than “ I want you to come to my room at break”

19. On-line responses • Posting up experiences in handling students and describing their responses can increase the professional sharing, giving support and encouragement to each other and possibly generating creative ideas to help our students to learn. • Do participate and learn from each other.

20. Thank you