A teacher’s life can be hectic, especially if they work on a full-time schedule, full planning and preparation, and must deal with several raising concerns within a school environment. Now, the summer break is upon us and teachers can, if they choose to, have up to six weeks off. Some teachers decide to carry on working in another area as a ‘second job,’ some decide to carry on planning for the next academic year, others take this well-deserved break and stay in bed until noon, research suggests, however is this ideal?
Stick to Routine!
Research suggests that breaking from our normal work routine can cause major problems as the human body loves ‘regularity, specifically our internal body clock.’ Within the human brain, we have over twenty thousand ‘clock cells’ which is responsible for keeping biological process on time. It is extremely easy for these ‘clocks’ to come out of sync however we must ensure that we stick to routines otherwise once the six weeks are up and us teachers go back; it will be a shock to the system.
What do you plan to do this summer? Let Rikama know!
Under the new inspection regime this year, Ofsted will be checking whether schools have certain systems in place to identify children whose mental health is evident or deteriorating. Ofsted will be utilising these checks in collaboration with local services to see how they respond to children with ill mental health as well as how timely the referrals from the schools to services are.
The joint services are Ofsted, the Care Quality Commission, HMI Probation, HMI Constabulary and Fire & Fire Rescue Services; these services together will be called the Joint Targeted Area Inspections (JTAI). The process will carry out assessments for children aged 10-15 to ensure that all children get the help they need. The one argument for this is what about the children below 10? If starting this process at an earlier stage could happen, would this reduce overall mental health issues when the student gets between 10-15?
How the report will be published
Similarly, to an Ofsted report, once assessments are completed within a school, findings will be published in a letter to local partnerships setting out what is being done well and what can be improved.
What do you think of this?
Curiosity, as we all know, is very useful for somebody learning. We tend to recall things that interest us whereas anything we find uninteresting tends to fade from memory over time. Educators tend to provoke curiosity by posing a question to the class and they must figure out a way to answer, however it often fades. Research suggests that knowing nothing about a subject does not appear to ignite curiosity and while knowing too much can lead to boredom so what is the perfect way to keep a pupil motivated to remain curious about a subject?
1/ The Teacher
The first aspect is the teacher; they must be motivated and enthusiastic to ignite a flame in the student’s minds. A teachers job is to be one hundred percent into the class, then they cannot expect the students to be the same.
Secondly, resources. Pupils cannot just read from a book or take notes from a board, their minds must be stimulated, if they are then they will want to learn more about a given subject.
3/ Additional Support
Lastly, additional support. If somebody is struggling with a subject but the educator is trying to teach the other 29 pupils in the class; that pupil might be missed and therefore might loss interest. Interventions or a teaching assistant/learning support assistant might be needed to provide that additional response in the classroom.
How would you make pupils more curious?
It has come to light via a new study, that students having isolation sessions to punish them in school is severely damaging their mental health; this comes as Mind (the mental health charity) urgently asks the government to give schools proper guidance on the use of isolation rooms and seclusion.
Isolation can induce distress in students
When using isolation in the incorrect way, it can have the complete opposite effect, making students feel distressed, sometimes traumatised and can potentially add to or make their mental health needs worse. There have been several cases in recent years where students have been isolated for an entire week, staring at a blank wall; wouldn’t a more therapeutic intervention work to benefit the students?
What was the government’s response? They will conduct an independent review for guidance given about behaviour, discipline and responses to be released by the summer 2020. Is this soon enough? Swifter action is needed to be able to help our students effectively.
It is 2019 isn’t it? We do live in an era where people can be what they want and be happy to do so don’t we? We do live in one of the most developed countries in the world, don’t we?
Seventy schools in England are suffering through protests from parents because they do not want their children to be taught LGBT content in sex-education lessons; these schools have asked for support from the union.
England has become a country of various communities, giving vibrant culture to everyone who accepts it. Unfortunately, there are some in our country who will not accept this, times are changing people! Everybody should be happy with who they truly are, and students should be aware of this. LGBT is, and always will be, out there for everybody to see. Young people should understand it, therefore teaching it should be appropriate to avoid further confusion and other problems later in life.
Do you think LGBT should be taught in sex-education lessons? At what age to you think is the most appropriate? Let us hear your thoughts.