Final Week

Well I am down to the wire. It is finals week here and it is very similar to finals week in the United States. Lots of stress and studying at all hours. There are quite a few differences though. For one, on both of my classes and many of the other classes the final exam is the only grade you get in the entire class! Talk about stressful! Though many of my flat mates and fellow High Point students didn't have any final exams and had a final paper instead so they have been finished for about a week now! The exam procedures are also a bit different. It is almost like taking an AP test or standardized test. Every sits in the gym and it could be more than just your class. The testing conditions instructions are then read off by a computer. There are testing moderators and it is very strict and official. The exams are also anonymous so that the instructors cannot see who's exam is who's and grade based on the name. Though it is super regulated and before you hand in your exam you must seal the part that says your name and student number. 

I have two exams this semester which should be interesting, it is also a bit strange how the exam will be graded. In England a 40% is passing, as opposed to the 60% in the US. An A would also be a 70% where it is 90% in the US. Hopefully this week will go well and I pass all of my exams!

References for Education Posts

Health and Safety Advice on Legal Duties and Powers. (2014, February 1). Retrieved December 1, 2014, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335111/DfE_Health_and_Safety_Advice_06_02_14.pdf

Read the Standards. (2014, January 1). Retrieved December 1, 2014, from http://www.corestandards.org/read-the-standards/

The British Education System - HMC. (n.d.). Retrieved December 1, 2014, from http://www.hmc.org.uk/about-hmc/projects/the-british-education-system/

http://www.european-agency.org/country-information/united-kingdom-england/national-overview/special-needs-education-within-the-education-system


http://www.theeducationwebsite.co.uk/index.php?page=schools
http://www.ncpublicschools.org/acre/standards/common-core/

The Special Education System

This semester I had the opportunity to interview a Special Needs Coordinator, my British Professor's Wife Janet, at one of the local primary schools here in Oxford. She gave us some great insight into the United Kingdom educational system. 

http://www.texaspolicy.com/center/education-freedom/reports/teachers-win-case-school-choice

First up was teachers. Teachers have a very different process to go through then in the United States. In the United States, a teacher needs to have a four year bachelor degree at least. Many states also require teachers to have a masters degree, though the undergraduate degree does not necessarily need to be in education. Teacher then have to pass tests in the area that they are trying to teach in. In the United Kingdom, there is a Teacher Education Program at many universities though teachers do not need to go through it. Schools instead are in charge of making sure their teachers have all the training they think is needed to teach. 

The next thing we talked about was disabilities and the process that students have to go through. In the United Kingdom, schools participate in what the United States would call a response to intervention (RtI). This is where all students receive interventions to help in the areas that they may not be performing up to par in. If students still need more help, they would go through the special education process. In the United Kingdom, the emphasis is more on making sure the child gets the care they need. In the United States, there is a large emphasis on the actual categorization of students before they can receive services. The United States also requires any child in the special education program to have an individual education plan (IEP). This IEP gives students spelled out accommodations to help the student meet grade level. In the United Kingdom, students are given an education health and care plan (EHCP) if their disability is seen as severe enough. At the school that Janet works at, Windmill, one student has an EHCP. Much less than what would be seen in an American school. The EHCP is also much more focused on the health aspects of the disability whereas the in the United States, the focus is on changing the teaching and instruction. 

https://hab2013.wordpress.com/dyslexia-the-hidden-sen/

The type of disabilities which take presence are also very different. In the United Kingdom there is a large focus on diagnosing dyslexia. All students are screened for dyslexia in year one. In the United States dyslexia is rarely given accommodations in the school system. A personal thought to this is the emphasis on literacy. Dyslexia has a huge effect on literacy which the United Kingdom puts a large emphasis on. The United States however puts a larger emphasis on maths and sciences in which there are not many straight forward ways to help those with dyslexia. The United States is also very big on testing and research based accommodations. There are no straightforward ways to  diagnosis and treat dyslexia which makes psychologists and doctors less likely to diagnosis it. 

While I learned a lot more from this session, it was mostly education standards where unless you understand the United States Special Education system, does not make a lot of sense. The biggest differences are the focus of dealing with disabilities. The United Kingdom on health and the United States instruction. 

School Visit Year 2

For my last few school visits, I was able to observe and interact with a year 2 class, or American 1st grade. They start the day off with reception, as the students sit in the front of the classroom, the teacher greets each child individually for attendance. Most of the US classes I have been in, the teacher simply looks at the desks to see who is missing or call out role as quickly as they can. It seems as though in the UK schools, the environment is much friendlier and much less rushed. The teacher show an interest in each student and works to have each of them participate in the morning routine. After attendance, the teacher asks each student if they want school dinners or if they have a packed lunch. At Wood Farm and many other public schools the younger students are given free lunches so each student/ family gets to decide if they want to bring their lunch or get free lunch at school. At US public school, students are not given free lunches unless they are a part of the free and reduced lunch program (students whose families are low income). 

https://sites.google.com/a/clintonville.k12.wi.us/title-1-math/

After the morning reception comes a short math practice before assembly. The students were practicing counting forwards and backwards by tens starting at various numbers. After tens they moved to fives. In North Carolina, students are required to be able to count like this by the end of Kindergarten (age 5/6) and a lot of emphasis is placed on these mathematical skills. The students then moved on to geometry, mainly classification of shapes. Again in the United States, this is a beginning of the year standard for kindergarten or the grade below the United Kingdom. The lesson started with the teacher describing a shape and the students guessed. Then the students had a turn at describing. One interesting thing was the slight difference in the names of the shapes. For example, a rectangular prism is called a cuboid in the United Kingdom. After the guessing game it was on to sorting shapes on their own and in groups. First the class did a sample sorting of shapes with curved sides and shapes with straight sides. Next they moved to their math books and made their own categories and practice alone and in groups.

https://www.musclemixes.com/home.php?cat=22

After Math it was time for assembly. This is rather different than the United States. All of the students in stage 1, Kindergarten and 1st grade (The British Educational System), got together to practice winter songs. In the United States, students go to music class with a different teacher. In the United Kingdom, the regular education teacher provides the music and everyone gets together once a week to prepare for the assembly for the parents at the end of the quarter. Most of the songs were different than those we learned in the United States around Christmas season. The songs that were the same were My Favorite Things and Winter Wonderland. I really enjoyed watching the singing, the students all practice sitting sensibly and trying to pay attention.

After singing the students went out for a short 15 minute break. Before break each student was given a piece of fruit provided by the school. Another vast difference to the United States. Students in the United States are normally only allowed one break during the day and that is 30 minutes after lunch. In the United Kingdom, the students are allowed a morning break, and afternoon break and lunch break. It is a requirement for students to get a certain amount of outdoor time each day (Health and Safety). The games and activities that the students were very similar if not the same as those in the United States mainly jump rope and soccer (football). 

http://www.buzzfeed.com/jamesgrebey/i-went-to-fashion-week-dressed-as-waldo

After break came literacy. Literacy in the United Kingdom surpasses literacy in the United States. The students were working on using the word marvelous. Definitely not something I would have learned in the first grade! As a group the students then played another round of guessing. This time with a favorite book character. Three of which were Wally (Waldo), Cinderella, and Ariel. The next part of the lesson was working on a poem about fireworks for the 5th of November celebration. The students were taking turns finding Onomatopoeia and Alliteration. This is not in the United States curriculum until around third grade (year 4). The students then took the poem and in their work books rewrote the poem in their own words and ideas using onomatopoeia and alliteration. I have never seen a class do this. In school we had to write poems, but they would have to be the students' ideas and words. The United States tend to be more focused on plagiarism and avoiding activities of this nature.

It seems as though my time is always cut short when I visit the school, but I had to leave before the students headed off to lunch so that I could get back to class. Overall yet another great experience that has given me many ideas for my future classes.

Reference

Health and Safety Advice on Legal Duties and Powers. (2014, February 1). Retrieved December 1, 2014, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335111/DfE_Health_and_Safety_Advice_06_02_14.pdf

Read the Standards. (2014, January 1). Retrieved December 1, 2014, from http://www.corestandards.org/read-the-standards/

The British Education System - HMC. (n.d.). Retrieved December 1, 2014, from http://www.hmc.org.uk/about-hmc/projects/the-british-education-system/

School Comparisons!

So a day late but here is some information I have found about the different schools I have visited!

Have No Fear We Are Actually Learning Something Here!

Today I was able to go to one of the British Primary Schools to observe a Year 5 (4th grade) class. In many ways the school was very similar to schools in the US but it was also very different. The school we were out is the school that my American professor's kids are attending for the term. The school is supposedly a lower income school. It very much like a Title 1 school in that the teachers are mostly very young, they also spend a lot of time and effort into making sure the students have a good experience with school. 

The school is a newer building full of colorful furniture, pictures, and bulletin boards. It is split up into wings by age much like American Elementary Schools. There are however many small alcoves, including a library, throughout the hallways that are much more open than you would see in American Schools.

We got to school around the time it started and the students had begun independent reading for a short amount of time before switching classrooms for spelling. Spelling is very different here than in the US. The students were not practicing words off a list, they were learning about split digraphs. For those of you who are like me and have no idea what they are, they are a series of vowel, consonant, e where the vowel sound changes. For example, maze, cave, trombone... Instead of studying words and learning the spellings, the students had to come up with words by using the walls, Roald Dahl books, and dictionaries. 

Next was Literature time. During literature the class was learning about Mt. Vesuvius and the short timeline. The students were to make up "steps" or moves to remember the facts about Vesuvius with a partner and memorize them before presenting them in front of the class. This is very different than American Schools. The students were constantly moving around and putting motions to what they learned. I definitely think I will take some of these ideas for my future classroom!

After the students were given a 20 minute outside break it was time for math. It surprised me that the students were working on times tables still. Many of the students were still working on 2s or 3s which was weird since in the US students learn these much early. It was very obvious that there was a much bigger emphasis on literature and arts in the English School and a much bigger emphasis on Math and factual information in the US.

While I was helping out with math one of the students finally worked up the courage to ask me if I was American. When I replied with yes they all got extremely excited! They had lots of opinions to tell me and it was very entertaining. On boy told me that he did not like America because a lot of people die... from sharks. (Even though I told him this was not true he would not believe me). Another boy told me that Americans were weird because they have different accents. Though the boy I was sitting next to told me that he liked Americans! The two girls at the table were probably the most entertaining; one informed me that her family was from "a city called Idaho in America." The other was arguing with one of the boys on whether or not I sounded American (she thought I did not). The best though was probably when I informed them I was from DC (and explained that it was the capital of the US where the President lives) was the best reaction! They all got so excited that I lived where Obama lived! It was also very cute that they kept saying America and got confused if I said the US or United States! 

All in all it was an amazing experience and I can't wait to go back!!

First Day of School!!

Yesterday was my first day of classes (I know finally!!) Granted I did only have one class, but I did have class!! The classes here are very different than the ones I am use to at High Point. The class I had was Cross-Cultural Psychology and it only meets once a week for 2 hours! Not to mention we got a 10 minutes break in the middle! The class itself was very interesting, since it was the first class it was mostly an overview and throughout the class our lecturer would compare things to the opposite end of the cultural spectrum, Americans being completely individualistic, and East Asia being extremely collectivists. Thankfully I had another student from my group in class sitting next to me because we could not stop talking about how weird it was that they were talking supposedly about us. As the class ended we were both shocked and excited to keep going to the class, we could not stop talking about how we have the same impression of Europe that they have of us! What a wonderful first day class!