3 Required Background Information

3.1 Background information

3.1.1 Overview

The training process for all undergraduates will be arranged and all undergraduates will go through a training session prior to working with schools.

The training day will cover information about the organisation of the module, the assessment, a presentation skills session and a session on your role in the school.

3.1.1.1 Education today

In recent years there have been substantial changes within education and even though you may only have left 3 or 4 years ago, the classroom may be a different place to the one that you remember. Similarly, changes will have affected course content. You don’t need to be an expert on these changes but it will be crucial for you to have an understanding of the current situation and what this means for teachers. This brief introduction will mean that once you start to plan activities with teachers you will have an appreciation of their environment and the constraints and freedom they have.

3.1.1.2 Your role in the school

You are not a teacher and there is no intention that you should be seen in any way as substituting for a teacher. The fact that you are choosing to offer help means that you are something different to both teachers and parents. This additional perspective is one of the most important things that you bring in your role. As a guest in the school you will have to comply with the school’s codes of behaviour. However, the training day will also provide some initial guidance on behaviour in the classroom and situations to avoid, such as being left alone with students in a classroom without a teacher present.

3.1.1.3 Different ways of learning

There are different ways to learn and different individuals learn best through different strategies. The training day will help you to explore different methods and their relevance to young people. It will also emphasise the importance of retaining young people’s interest in the learning process and include practical sessions for you to exchange ideas with other students on how this might be done.

3.1.1.4 Strategies for working with teachers and young people

Having the right is key to developing effective strategies for working with anyone, but particularly with people whose situations may be unfamiliar to you. The learning environment must be one that is comfortable but also retains a sense of purpose. Talking, listening and questioning all play essential parts in creating this environment and their different roles will be explored.

3.1.1.5 Preparing Yourself

It goes without saying that you ought to be properly prepared before every contact that you have with the teacher or pupils that you are working with. Precisely because it is so obvious, preparation is something that can get overlooked. The training day will include a short session designed to help you think through all the aspects of preparation that might be necessary before each session with the school.

3.1.2 Required Background Preparation

Before your visits to school begin, you should acquaint yourself with the appropriate skills and background knowledge so that you make a positive contribution in the school. This will help you to feel comfortable in the role and ensure that you understand the environment and constraints within which you will be operating. In particular, you should feel that you have acquired, or identified within your existing skills, the following:

Knowledge:

how education is structured in your part of the UK
the National Curriculum – in particular with relevance to Science, Technology, Engineering and Maths () subjects
the teacher’s role and responsibilities
some common terms, acronyms and jargon

In addition to covering the technical background to the education system, the training course will also provide information on appropriate behaviour for undergraduates - this will include:

how to behave with young people
situations that undergraduates must avoid
the different roles played by teachers and undergraduates

Communication Skills:

talking and listening
working with group dynamics
engaging with and motivating a range of different people
imparting good learning strategies
setting boundaries (own and others)
understanding of others experience

Attributes and Behaviour

You must be able to recognise your own strengths and weaknesses and impart enthusiasm for the subject. You need to understand how to proactively liaise with your partner teacher, use relevant support systems when necessary and provide as and when required. You will need to be diplomatic, patient, courteous, assertive and flexible.

Finally, and probably most importantly, you will have to demonstrate that you have not only understood the specific requirements of working with young people, but will be able to act on this knowledge.

3.1.3 Working with Students

3.1.3.1 Behaviour Case Studies

Appropriate strategies for dealing with the different circumstances will have been covered in the training day. Examples of such scenarios are:

Crying child (younger)
Child injures themselves
Misbehaving or disruptive child (any age)
Inappropriate requests (“can you lend me a fag/50p etc.”)
Information passed to you “in confidence”
Information about the teacher passed to you “in confidence”

Remember:

The teacher is always in charge. S/he knows the students, has been fully trained in how to cope and is experienced. You should always alert teachers to any problems as soon as possible and hand over to them
If there is a problem in the relationship between you and an individual pupil, you should either talk to the teacher or your course co-ordinator for guidance as soon as possible
NEVER ALLOW YOURSELF TO BE ALONE WITH ANY PUPILS UNDER ANY CIRCUMSTANCES

3.1.3.2 Tutoring Dilemmas

The following “dilemmas” are all based on real experiences of previous student tutors. You are not likely to encounter all of these problems but it will help you to understand your role better if you can try to envisage what would be the best mode of action when faced with these potentially difficult situations. The scenarios below are deliberately ambiguous in terms of subject, type of school and the gender, age and ability of the pupils. Read through them and decide how you would react trying to place them in the context of different pupil groups (i.e. Primary, Secondary, Sixth Form, Special Needs, etc.).

Please make sure you have read and understood all our recommended “DON’T” responses.

On your first day of tutoring, the teacher, who has not worked with student tutors before, tells you that they would like you to spend all lesson making displays of children’s work. What do you do?

DON’T: Spend the duration of your placement doing nothing except this type of activity
It is your first day in class and you are introducing yourself to a small group of pupils. They start sniggering and whispering to each other. What do you do?

DON’T: Embarrass or intimidate the pupils.
You are working with a group of pupils who are completing individual work programs on computer. How do you work with these pupils?

DON’T: Just wander around peering over their shoulders.
One of the pupils you are working with is behaving in an over-affectionate way with you. How do you react?

DON’T: Compromise yourself in any way.
An important seminar is rescheduled at the last minute and you realise that it clashes with your last intended school visit. What do you do?

DON’T: Forget to sign off from the school properly.
You are working with a small group of pupils while the teacher is working with the rest of the class. One girl refuses to do the set task because she says she thinks it is boring. What do you do?

DON’T: Shout at the pupil and try to make an example of her in front of the others.
As you are leaving school you see two boys in a serious fight outside the school gates. What do you do?

DON’T: Simply jump in and risk putting yourself in personal danger and/or subsequent prosecution.
A pupil you have been working with tells you in confidence that another member of class has been bullying her/him. What do you do?

DON’T: Just ignore the situation and pretend it did not happen.
Whilst you are trying to persuade a disaffected pupil to start working, they ask you if you have ever taken drugs. What do you say?

DON’T: Just say “yes”.
Please include your own “tutoring dilemma” below together with the action you would take if confronted with the situation. You might like to discuss this with the rest of the group.

DON’T: Leave this blank!

As a responsible adult, you should be able to respond to any difficult situation with CAUTION and COMMON SENSE, but if you are in any doubt about how to deal with a problem during your placement you should speak to the teacher and/or course tutor WITHOUT DELAY.

NEVER ALLOW YOURSELF TO BE IN A ROOM WITH PUPILS WITHOUT A TEACHER PRESENT.

3.1.4 General Guidelines for Good Practice

Make yourself aware of school policies in relation to:

Drugs, Health and Safety, Discipline, Equal Opportunities It is VERY important that you follow these policies AT ALL TIMES In the event of fire stay with the people you are with at the time, find the nearest fire exit
Accident/ Illness: Ensure you know ALL pupils’ medical needs and medication (E.g. Epipen, Inhalers, Tablets etc) At NO time administer ANY medication ALWAYS follow school procedure Special Needs - These include such as Dyslexia
Child Protection: This is ESSENTIAL: Make yourself aware of and STRICTLY follow the school policy. Who and where is the Child Protection officer? - introduce yourself Under NO circumstances arrange to meet pupils outside the formal sessions
Your Illness: In the event of illness, the Course Tutor and the school link teacher must be informed as soon as possible
Difficulties: Do NOT try to resolve ANY major problems alone. Talk to your Link Teacher or Course Tutor if unsure. If in doubt about a situation, terminate the session early. SEEK ADVICE
Clothing: Follow the school’s dress code for staff and support staff at all times

All undergraduate that choose to take M3T will be expected to sign confidentiality and child protection agreements, examples of which can be found in Appendix A.