learnwithmasterminds

[learnwithmasterminds]

Don’t risk it and prepare your child for GCSE in Science with the best online tutoring services! 

[learnwithmasterminds]

LEARN WITH MASTERMINDS 

[learnwithmasterminds]

GCSE Science Revision Courses

LEARN WITH MASTERMINDS

“A teacher’s Cry”

“A bumpy road”

Here I am, in a position to transfer my passion, knowledge and skills in science to the younger generation. Working at a school could not be better where I have the opportunity to interact with children and make a difference. However, as I take the journey of becoming an “expert teacher” progress slows due to a few bumpy roads.

Bumpy road one…..packed class sizes, a teacher to student ratio of 1:30. There is no doubt that in every class variation in abilities exist. A powerful tool to tackle these variations lies with a teacher’s ability to plan effective lessons. During the first year of my Teacher training, I have participated in small group interventions. It was evident, that varying abilities even existed within higher ability groups. Observing colleagues, being reflective on my own teaching practice, engaging in weekly readings and Continuing Professional Development (CPD) sessions have enhanced my teaching practice and pedagogy. This leads to improvements when dealing with differences in abilities. Crowley et al., 2018 stated in “The Ultimate Guide to Differentiation” that there are a variety of factors that affect how children learn and should be taken into consideration when lesson planning. Some examples are pupils’ special educational needs (SEN), differences in abilities, speaking English as an additional language (EAL students), physical disabilities, age group and the level of prior knowledge, motivation and concentration. The scariest question I ask myself frequently as a teacher is whether the needs of all my pupils being met. Even though there is room for improvements within the other teaching standards, I can honestly admit that I have found teaching standard five the most challenging. In accordance with teaching standard five, teachers should use a variety of differentiated approaches to adapt to learning for varying abilities. A teacher’s awareness of the factors that can inhibit a pupil’s learning can be combat by keeping up to date with recent research, applying new strategies within the classroom and critically evaluating and reflecting on strategies trialled. It is also vital to have an understanding of how pupils learn throughout their stages of development. All of our Mastermind programs are based on a teacher-student ratio of 1:10. Lessons are planned before delivery to cater for varying abilities. Revision courses are also based on examiners reports; a report produced yearly that concludes all the topics and skills of difficulty faced by the students that took the actual exams that year. Our small class sizes also come in handy for our live online-required laboratory experiments that are tested on the actual exams. These experiments are explained in detailed so that students obtain rich knowledge on scientific concepts.

Bumpy road two……..” The best place for students to learn is at school with their peers”. A study showed that most children hate school. In a way, I do agree with the children’s feeling. Put yourself in their shoes. How would you feel in you were sat in a classroom and being taught to pass an exam rather than having the opportunity to do other “fun stuff”? One of the factors mentioned earlier, that could inhibit a pupil’s ability to learn is lack of motivation (Crowley, 2018).  It is not surprising that some students struggle terribly with academics. Some schools do not cater for non- academic students; I strongly believe that due to the lack of choices, some students become disengaged. For example, some students may be interested in more “Hands-on” courses such as hair and beauty, sewing or carpentry.  Claxton et al., 2008 states that children do not like school due to a rather boring curriculum. The study concluded that teachers felt that schools were more about passing examination results rather than teaching life skills that aid students in their transformation into adulthood. Some of the subjects that teachers thought would be beneficial to the curriculum were global awareness, human rights and managing risks. In addition, Teachers also thought that the following courses would make difference ethics, body awareness, resilience, and relaxation. A study “Draw a teacher” in Finland consisted of 428 fifteen-year-old students and 134 of their teachers. The study concluded that both teachers and students agreed with the values that an ideal teacher should possess. Some of the frequent ideals included honesty, forgiveness, loyalty, broadmindedness, equality and world at peace (Ellis, 2013). Children view teachers as role models; expectations should be set and maintained through consistency. Children will follow suit resulting in successful lesson outcomes. Masterminds courses do not only focus on academics, but we also conduct a lot of fun and engaging activities that focus on transferable skills. Report cards are sent home to parents three times a year that focuses on both academics and transferable skills. Parents also have the opportunity to attend face-to-face online meetings to discuss pupil’s progress. Our expectations are high for all our students and we act as positive role models so that children can follow suit.

Bumpy Road three……. Here at Learn with Masterminds we want to push our students but at the right level! Schools are singing the same song in a teacher’s ear. The kids need a challenge! The kids need a challenge! Can challenge always be seen as good? The level of challenge can inhibit pupils’ learning. Author Cowley S. could not have stated it better in the author’s “Top ten teaching tips”. It is important to be “flexible” and know how to “strike a balance”. If the content is too simple or difficult this may allow students to become off task or disengage completely from the lesson (Cowley, 2013). Vygotsky states that social interaction is the key to learning. This is because people learn through the experiences of others. Vygotsky stated that people learn from MKO (Most Knowledgeable Others) in a Zone of Proximal Development. The Zone of Proximal Development is an area where learning takes place with the help of an MKO. The Zone of Proximal Development is an aspect of scaffolding and can be best achieved by assessing a student’s prior knowledge, encouraging group work, allowing an MKO to lead the group, breaking down complex information into simpler forms and introducing the challenge to stretch an individual out of their comfort zone. Scaffolding a building provides it with structure, as the building progresses the scaffolds are removed. Scaffolding techniques can be used through modelling to explain a task thoroughly; students -teacher interactions can be used to boost practice. As the student's practice increases, the level of teacher support should decrease gradually. As the level of challenge increases, the level of competency also increases within an individual’s zone of proximal development. If the work is too difficult, students can become disengaged and if the work is too easy, students could become bored, increasing behavioural problems (Bates, 2019). Learn with Mastermind courses are strongly based on Vygotsky’s theory of learning and Rosenshine’s ten principles on instruction with aspects of the challenge being pitched at the right level.

Bumpy road four… The school curriculum seems separate but we should bring maths, geography into science, English into science. All these subjects should be taught in a way that shows students a linkage. However, for some reason students perceive all these subjects as different. For example in biology students are taught Ecology, this is a brilliant time to talk about global warming which should have been learned in geography! Learn with masterminds Implements Maths and English into science! These workshops aid to enhance graphing, data analysis, grammar and punctuation skills. Why should English and Mathematics be implemented across science? In 2007, 44% of students obtained a baseline pass in GCSEs (Minimum of five GCSEs including Mathematics and English). Around 350,000 teenagers struggle with Mathematics and English (Claxton, 2008). During a CPD session, I have learned that in Britain 1 in 20 adults have a reading age of five years old and about 28% of adults have a literacy level of 1 or below (grades D-G).

Bumping road five… When schools refuse to stretch the pounds. Carpel, Leask and Younie, 2019 states that there are two types of motivation. Motivation can be intrinsic; this occurs when students engage with an activity for their own sense of pleasure. Motivation can also be extrinsic; this occurs when students are engaging with an activity to obtain for example a prize. It worries me, that some schools have no homework policy. I had recently issued a piece of homework during a sequence of learning. About 20% of class completed the homework and were given positive points for their efforts. There is absolutely no consequence for the students that never bothered to complete the homework. It is a culture shock for me to see that student’s books are left at the back of classrooms, students being reluctant to complete homework and participate with independent learning. What are we teaching our kids for University level of study? I teach my year 11 class, three times over two weeks. It is not enough time to master a concept fully. The practice is required outside of school to allow for a mastery. Once a task is repeated numerous times, your brain stores the information and tasks become automatic (Willingham, 2009). Are summative exams good or bad? Looking at the positive end, good grades on a test can increase a pupil’s level of motivation. This success builds confidence and sparks a student to achieve more (Carpel, Leask and Younie, 2019).Assessments can affect a student’s level of performance and self-esteem. There are three main issues surrounding assessments. Firstly, assessments are inconsistence, are not shared or evaluated among teaching staff. How can we tell if pupils are being tested on what they need to know? Secondly, the majority of the times grades are given only rather than written advice that will allow a student to address misconceptions. Grades only feedback is unfocused and lacks the ability to amend gaps in knowledge. Research has shown that issuing grades only after a test can defeat the purpose of the feedback process. Thirdly, predictions are made on a teacher’s own set of grades; the previous years are not taken into consideration. Some teachers are incompetent and are unaware of the teaching needs of pupils (Black and William 2006). Weekly homework forms a part of our Masterminds courses to allow for practice, mastering and time for students to respond to feedback. Both grades and written improvements are given and students are required to act on these. Good grades, attitude and punctuality can increase a student’s chance of obtaining a £25 student of the month gift card! Should we have standardised exams or summative assessments? I truly believe that testing a student based on grades only is not the most effective strategy. We need to allow the students to release their creativity to form their inner self. What exactly is the purpose of education? We are moulding young people to become well-rounded individuals. Young people must be tested on transferable skills for example teamwork, communication or public speaking. I think that a student’s final grade should be a mixture of both coursework and exams. Coursework assignments are a useful tool for assessing a student’s ability as anxiety is reduced. In addition, the new generation is focused on technological improvements for example smartphones and tablets. These create “noise” and takes away from the “thought process”. The curriculum should shift from an exam perspective to life skills or Mindfulness. “Mindfulness” is important for the brain’s relaxation; technologies create noise and “loss of thought” resulting in a “loss of creativity” (Stephen and Warwick 2015).

Becoming less Bumpy 6…………….. Learn with Masterminds is an online tutoring business providing services to GCSE students. The business main goal is to support students outside the classroom due to the demands within a classroom. We did not open this business to exploit parents. We opened a business because we care! Hence, our prices are the cheapest compared to other businesses in the Kent area. What are you waiting for? Why not check out our website at www.learnwithmasterminds.com follow us on Facebook. Instagram and Twitter!