With th my last results I am really considering I am not cut out for studying my marks seem to be getting worse, why I ask myself is it because I have not read enough or do not have the time, sat during this blog I am really thinking why. I don’t think time is the problem as I have had 4 days of and not achieved anything except my bedroom is tides, I have been shopping and spend some valuable time with my husband, however this is the time to study and write for my next assignment. I really can’t get motivated. I am worried I can’t do this ? Think I am just going to take some time to work this out .
Thanks anyone for listening
sometimes you just have to get your thoughts down. Xx
Hope this will keep me motivated and blog my reflection
This April, we’ll be offering Writing 101: Building a Blogging Habit. Writing 101 is a write-every-day challenge designed to help you create a writing habit and push you as a writer, while publishing posts that mesh with your blog’s focus.
What is Writing 101?
Writing 101 is a four-week course that runs from Monday, April 6, to Friday, May 1, 2015. Each weekday, you’ll get an assignment that includes a writing prompt and an optional “twist”; prompts are your topic inspiration for the day, while twists push you to experiment with writing techniques and tools.
Who else is really building their writing habit?… I wake up multiple times each night to check the time and see if it’s time to get up and write because I’m so excited. I’ve never felt this way before! I think I’m in lurve.
Molly, Knocked Up Knocked Over
You can mix assignments however you like: Respond to…
View original post 217 more words
During the session today I attempted some of the strategies by DI by giving the student a choice, however I began to question am I just giving the students more work? Is the work challenging? In my research program I am looking at how to create classroom community that investigates learns motivation. Why do some students choose the easy or less work option? I feel overwhelmed by the thoughts and ideas in my head to ensure every student is being challenged and I am developing the potential of every student, however am I expecting too much, when actually those students who choose to do less completed their work on time and at the expected level, for them this is an achievement.
Sat for most of the morning trying to get to grips with my next session on sociology of childhood, I read and re-read the same thing “what does this mean?” I ask myself how can I pass this informTion on if I can’t even get to grips myself!! I can feel my self confidence failing . I really want to spend time reading and thinking and getting to grips with the subject, however I can’t do that because I have to share my time to other areas of my study and work commitment. But what’s happening is nothing is actually getting finished. I am reading “Stephen Brookfield” The skill full teacher.
The presentation of the false face of confidence that impostorship entails is usually done
for reasons of survival. We believe that if we appear incompetent then our students,
colleagues and administrative superiors will eat us alive. We think too that admitting
frailty will be interpreted as a sign of failure. As Clark (1992) comments, “Asking for
help makes us feel vulnerable – vulnerable to being discovered as imposters who don’t
know as much as we pretend to know” (p. 82).
What do we feel like this? Brookfield continues to say that by admitting to how you feel takes the power away from the shame of being found out. I have briefly looked at “power of vulnerability” Brene Brown where she dispels the myth that vulnerability is the same as weaknes whereas actually vulnerability is most accurate measure of courage. So do I need to know more than the students. Is It better to pose questions like thinking circles to coach the answers out of the students and support them in their own discovery and vulnerability . Learning together!!
This is a subject that I intend to discover and explore more . Reading further on the analogy of the roadrunner and the feelings of crashing to the floor , metaphor for that struggling to learn, Brookfield suggest that to overcome this is to develop feelings of “belonging, peer support, peer learning”. Developing a ” community” rather than just a “network”. Being a students I can fully relate to that peer support and collaboration, so rather than having to know everything. I intend to develop learning “communities”
I want to say a big thanks to Tom Monaghan for saying he identified as having Impostor Syndrome so early in the round, because I think that encouraged many people (including me) to be honest about that too).
Here’s Stephen Brookfield on Impostor Syndrome, excerpt from from one of his books, downloaded from his website.
Tell me what are your thoughts?
I have just had a light bulb moment !! during my early years teaching I provided experiences for the children to make links in their learning, whilst i have been teaching on the childcare course I have been investigating ways in which to provide handouts that support the learning of the student. However these handouts always link to the assessment criteria I have made that thinking, the link for them and taken away their thinking for them. I have just completed a basis SOW that show me how many units are left for students to learn and the time I have left to teach them. MY first thought was how can i do this? My head began swarming in “worksheets” I began to panic, how can I do this? How can I provide the material in order to get these students to meet the criteria of the city and Guilds learning outcomes? When actually its about developing those thinking skills those connections. During my research I read an article that catapulted me back to how i taught in the Early years and I need to step back and use those principals with my students now. So how can i be creative? how can I provide an environment that stimulates that thinking? This will be a part of my action research project .