Pupil Voice

Last week in our educational studies tutorial we were discussing pupil voice and pupil participation in decision making within classroom activities and at whole school level.

As you know, this is now a requirement in Scottish legislation and policy but I cannot help think that we perhaps give children too much choice too early on. For instance, at the end of second year, pupils pick the subjects they want to study for third and fourth year. When I was picking my subjects (like most people at this age), I didn't know what I wanted to do when I left school or even as a career. These early subject choices shaped my early career path, you are shoe horned into following a certain line and then by the time you have an idea of what you might of like to have done it is too late. 

Maybe if these choices were slightly later then things would be different for a lot of children. I do not think at the age of fourteen that you can really make sound choices for something that could shape the rest of your life. Don't get me wrong, yes some people do know what they want to do and pick their subject choices wisely but for the rest of us we make mistakes.

When I was making my subject choices I also had the problem in that I could not do both Art and Design and Chemistry. We are made to pick one thing from each column and basically tough luck if there is something you do not get to pick.

Does anyone else have similar experiences to me or think that the age at which these subject choices occur is ok?

 
Be great to hear from both Primary and Secondary students on this matter.

Learning to read in the early years

This week we have been learning about learning to read in the early years and the importance of introducing books to children from a very young age. A very interesting topic.

I think this is vitally important and through experience of my own two year old daughter who was introduced to books from a very early age, I can already see the difference it is making. Nursery staff have also commented on her extensive use of words and vocabularly for such a young child and so I can only think that this has a lot to do with the books she is read and the books she explores herself.

We were told that we should get children to love books so that they become thoughtful and engaged readers. There is so much to gain from reading and looking at books yet I know that some children come to nursery having never looked at a book or knowing about classic stories such as the three billy goats gruff or red riding hood. These are the children we need to focus on and we need to show them how fun, interesting and enjoyable books can actually be.

Just wondering if anyone else has any views on this or even experience of children with poor reading skills - how do you help these children to become thoughtful and engaged readers?

End of the first week back and feeling a bit deflated

Well its Saturday and I have completed my first week back at Uni.

I can't say I am feeling very motivated as I got my essay results back yesterday and failed by one mark :-(

Its funny how a fail can totally crush you and destroy your confidence in yourself. I even questioned my ability to continue the course but luckily I have snapped out of that one.

Now I am sitting here trying to decide if I should just re-submit at PGDE level. Why is everything so hard? Does an essay really prove your ability to be a successful teacher?

Does anyone know if I re-sumbit at PGDE level, do I also have to re-submit my Ed studies essay at PGDE level?

Fiona

Start of a new week and lots to learn on the PGDE Primary course

Christmas is a distant memory now and I am back at University on the PGDE Primary Course. It has been a busy first week back and today I started my option module on Children, Computers and Creativity - ICT.

I am very excited about this module and today we have been learning about how to create Blogs as this is something that children are now actively doing in school.