At least I’m good at something part 2

A while back I posted excerpts from the e-mail feedback I got on the submissions for the teacher training course I attended.  I asked the tutor if he’d mind me posting his written feedback from the assessment front sheets for each task and he said yes so for your delectation (and because I need to post something positive), here are his comments in full.  His handwriting is sometimes a little hard to make out so any words I’m unsure of I will enclose in square brackets.

Roles, Responsibilities and Relationships

This is a comprehensive, rigorous and developmental piece of work, with key points clearly indentified in each of the four sections.

This work advocates varied, learner-focussed teaching, which is empathetic, while maintaining clear professional boundaries.

The practical implications of sound theory are explored in relation to work in the area of mental health awareness, and concrete examples illustrate the [consistency] of theory and practice.

Fluently and concisely written, this work far exceeds the basic requirements for a pass and provides the model of a practitioner who is well aware of the vast range of responsibilities teaching brings without losing sight of the learner at the centre of the process.

Excellent.

It’s funny that my tutor said my work was empathetic because my consultant psychiatrist says I lack empathy.

Understanding Inclusive Learning and Teaching

This work is highly perceptive, highly organised, displays consistent integration of theory with practice and is very well written.

The concrete example of your collaborative learning opportunities is fascinating.  The roles you establish for group members [must] provide valuable focus but you are right to refer to then being switched as well, otherwise inclusivity can be compromised.

You display total ownership of the areas we have explored and supply valuable material, too, from your own experience and research

-       e.g the “parking board” strategy to ensure learner contributions are not lost, which I have also seen employed most effectively.

Excellent: I look forward to your next piece of work!

I didn’t have the heart to tell my tutor that I never did any research.  My work came simply from my experience and knowing instinctively what was right.

I can’t take credit for coming up with the “parking board” as I never actually used it myself but I was involved in a session with someone else who used it and I thought it too good a technique to forget.

Principles of Assessment

A clear example of the way in which you embraced the principles and practicalities of both topics was in your exploration of ILPs.

These were barely referred to in our sessions but you showed clearly how they can be central to the assessment process in many settings.  This was indicative of the approach to the whole task, thinking beyond your current teaching role and ensuring you had “owned” the means of assessing and recording learners’ progress in any teaching context.

You also emphasised how assessment of learners [constitutes] assessment of, and for, the teacher and showed how records can be [controlled] to contribute positively to the process.

Excellent work.

Note: ILP = Individual Learning Plan.

My knowledge of ILPs comes from my work as a Governor at my local adult college.

Using Inclusive Learning & Teaching Approaches

Not only does this task include a most successful teaching session which earned the most positive feedback, but the rigorous commitment to reflective practice evidenced here is exemplary.

The two key development points identified – that of excessive material for the session, and some nervousness during the session – would certainly be accommodated and addressed with more practice, and it is certainly preferable to have too much material than too little!

The rigorous lesson plan and detailed justification, the quality of resources and the range of methodology explored to address all learning styles are all done full justice to in a [searching] and most constructive Reflective Learning Journal.

Excellent!

In the post-teaching session discussion between myself and my tutor I identified all the errors I had made during the session before my tutor had a chance to point them out – the mark, he said, of a good teacher.

My tutor also said that my lesson plan was so good that he asked if he could use it as a teaching example for future groups.

My tutor said on a number of occasions that, if he was still able to, he would have graded me at Level 4 but changes to the course meant that he couldn’t. 

In the last session I attended, I told my tutor that I probably wouldn’t continue to pursue teaching as a career option.  He said that he hoped my circumstances would change and that I would continue because otherwise it would be “a loss” to the profession.

No one has ever shown so much confidence in my abilities before and my tutor’s support and understanding assisted me a great deal. 

His name is John Hamilton and I’ll be eternally grateful to him.

At least I’m good at something

Most of my recent postings have been on the morbid side so I thought I’d post something that shows me in a good light for a change.  In January, I started a short teacher training course to get some initial qualification behind me if it transpired that I’d prove myself to be a good educator.  Below are some of the e-mail feedback on the various assignments I have submitted, reproduced here with the kind permission of my tutor, John Hamilton, who has been so supportive of my efforts.

The pre-course assignment

As a pre-course task, each student was asked to write a short piece on what they believed to be the role and duties of a teacher.  The feedback I received was much better than I hoped.

“This is an excellent warm up for the course, Miles, to the extent that I think you well be able to use much of it in your start to Task One in January.

“You have already identified key issues, such as the teacher as facilitator, the important role of assessment, the need to focus on potential, the central role of CVPD and the key principle that it is the learner who is the most important in the whole process.

“You also submitted it more than a week ahead of schedule, which all bodes really well!

“Very well done - I shall add a few comments to printed off copy and return this to you in the first session.”

The first essay

Being the kind of man I am, I submitted my essays in sections for feedback before finalizing it.  Below is a selection of the comments on each section.

“My only concern about your work, Myles, is that you don't work too hard during the course!“This is an excellent start to the task, clearly heading for a standard way above the minimum required for a pass.
“Well done!”

“Your additional work certainly addresses the point I mentioned - well done.
“The practical examples you have provided are very useful and could certainly be used if referred to in one of your essay.
“You could use if for task one but I would be inclined to use it for the first section of task to, to illustrate inclusivity.
“Well done and see you later”

“This is most impressive, Myles, and your additional section and the amendments work really well.

“Presentation is also excellent.”

“A most impressive achievement, Myles - very well done, and now certain of a strong pass for this first assignment.”

The second essay

“You have maintained your high standard with a great start to Task 2 - well done again, Myles.

“Of course to achieve the inclusivity you describe learners will be provided with a variety of individual and collaborative learning opportunities and you also imply that in what you write.

“You are keeping well ahead of the game!”

“This is another excellent piece of work, Myles, which is at very high pass standard.
“Well done!”

“Again you have identified the key issues expertly and made the valuable link forward with Feedback to prepare us for Assessment in Task 3.
“With completion of the middle section on Functional Skills this is likely to give you another major success.
“Well done!

The third essay

“Nothing omitted and a definite pass once more, from a quick skim through Myles.
“Your Task 2 was assessed yesterday and recommended as a very strong pass.
“It was perceptive, thorough, concise, developmental and extremely well written.
“It was a pleasure to read,”

The micro-teach session plan

The course requires that every student plans and delivers a twenty minute lesson on whatever subject they choose.  Obviously I chose to deliver a session on depression.  However, during the two weeks leading up to and during the planning of the session, I was struck down by a severe bout of depression, hence the initial comment on the feedback for my second attempt at writing the first part of the session plan.

“Well done with battling on, Myles, and it has proved successful.
“This has varied learner activities and measurable outcomes.
“It's looking good!”

And here’s the feedback on the full session plan:

“This is really impressive, Myles - informative and rigorously evaluative.

“Very well done!”

Task Four reflective journal

At the end of every task, students are expected to complete a reflective journal.  For Task Four, however, the journal had to be much more detailed so, as always, I ran my completed journal past my tutor to get his initial thoughts and whether any additions were needed.

“Spot on, Myles!

“In fact, the way you have divided each section into planning and practice I may well recommend to the group next week.

“Excellent!”

Summative Profile and Action Plan

At the end of the course, students have to fill in a summative profile and action plan which looks at your strengths, what you’ve learned and what you plan to do in the future as a result of being on the course.  I have quite an empty life nowadays so I completed my final form in prior to session eight of the course.  I submitted it for my tutor’s comments before session eight.

“Well done, Myles.
“This should constitute a valuable final doc for a most successful Portfolio.”

On 5 March I submitted my completed portfolio which does not have to be submitted until 19 March.  I thought it would give me the opportunity to leave early if there were no problems with the portfolio or extra time to rectify any problems before the final session.  I’ll let you know how I get on.

I know posting this entry, filled as it is with positive comments about my work on the course, may look to some as narcissistic but I’m posting it because I want people to know that, even though I have been written off by most people, I can achieve something good.

I only wished I believed half of the comments my tutor made but my depression won’t allow me that pleasure; however, I suppose this final line teaches more about the effects of depression on a person than I could ever do in any other way so I can put this down as a little bit of mental health awareness too.