In this session we completed a task which was focused on the opportunities and challenges of different aspects of teaching. In this reflection I have focussed on one-to-one teaching and the critique as these aspects link closely to my current teaching practice.
– The ability to build a relationship with the student on an individual level.
– Prepare and adapt teaching methods in accordance with specific learning needs.
– Provide increased contact time for targeted guidance.
– Highlight and re-direct certain issues towards external support.
There are many opportunities that my one-to-one support role provides to the students. One of the most significant is the chance to build a student’s confidence in their work and social interactions, something that they may otherwise be lacking as a result of their impairment. A student I supported experienced anxiety when speaking to his peers about a personal project depicting his disability. By having a one-to-one tutorial with me he was able to gain the feedback he needed to proceed with the project. More importantly he also developed a technique of talking about the project in the third person, a method which enabled him to discuss the project with his peers without feeling anxious. As a result he gained a huge sense of achievement and a boost in confidence.
– Lack of diversity in the opinions of feedback.
– Limited opportunity for peer collaboration.
– Feedback hindered by opinion or personality clash.
– Lack of counter arguments or feedback from which to develop.
I have sometimes found it difficult to provide practical support to students to help them achieve their goals whilst simultaneously ensuring they do not feel a loss of ownership. Striking this balance is a particular challenge in scenarios when a lot of the physical work is completed by the support worker.
– A wide range of feedback from teacher and peers.
– Students gain an understanding of their work through presentation and peer input.
– Develop valuable presentational skills in a safe environment.
– A range of differing opinions from peers and teachers could be misleading.
– Outspoken individuals may overshadow more introverted students.
– Anxiety and language barriers can hinder a student in a critique environment.
– Students may not all receive equal time to present and receive feedback.
– Energy levels of teachers and students may drop towards the end of the session, speaking first may be advantageous.
I found this task really informative and helpful towards my SiP, within which I intend to take a challenge I encounter within my teaching practice and find present a possible solution. I am particularly interested in investigating the challenges around understanding and providing each individual student with the correct support they need. Key questions such as what if the student doesn’t know what type of support they will need? And How can a teacher find this out? When I have an initial meeting with any new student the challenge is establishing the type of support they will need. In some cases students are forthcoming and have a clear idea of the ‘help’ they require, either because they have had support before or a because the support has been allocated to a specific project. In other scenarios it can take some time to build the relationship and confidence of trust with a student before you can understand how they work and how to support them. In my SiP I hope to find solutions that would be applicable to both situations so I can always quickly and effectively understand my role for each individual student