Showing posts with label learning. Show all posts
Showing posts with label learning. Show all posts

Tuesday, August 12, 2008

On the job training!

It is eleven o’clock and I am listening to Radio 4 and sipping a nice cup of Earl Grey. I could be a middle-aged lady. Perhaps I am. In fact, I have just been visited by a middle-aged lady – one year off retirement, so maybe more than middle-aged. She is one of the other med secs and she’s nice enough but really rather bitter about her work and life. Her conversation is littered with expletives, which are spat out with such force that I like her less.

I have completed my work for the day (so far anyway). I have done well to stretch out that work for these two hours as really I could have done it in about 20 minutes. In any case, I feel I am now suitably free enough to document the events of yesterday afternoon, namely the ward round and SHO supervision.

The ward round is when the consultant goes and meets the patients and chats with them about their progress and treatment plan. We met a young lady, who looked so sad and pitiful and a product of her history that I crumpled a bit inside. She was admitted after setting fire to her apartment as she thought there were spy cameras in there, through which people could watch her, and ultimately clone her. She was on crack cocaine at the time and in the past has been a heroine and cocaine addict. She left school at fourteen and her baby has been taken into care. She lives in council housing and was given the crack by a man who comes to take photos of her to put on a website (you know the kind I mean). The doctor thought that maybe she had a psychotic episode through the crack. She said she had to drink and take crack to help her stop thinking about her problems. During the ward round she seemed reasonably upbeat and wanted to sort things out for herself. All they could really do for it seemed was to give her advice and contacts to help her e.g. adult literacy classes, drug rehab, council housing phone numbers etc. She won’t be discharged until the end of the week.

The consultant told me that a lot of the time the inpatients get better by themselves, or with a bit of medication, once their episodes are finished. The hospital gives them some time out from society and reality, with people who are focused on their care and wellbeing, so that they can feel strong enough to get better. For the manic patients it is a calm place where they can just be more controlled.

I was looking at the ward list and listening to the briefing meeting and so much of it just made me sad about how these people have come to where they are and what was wrong with them. Granted we are in a deprived area but really for people to go through some of the things that seem to happen here is just inexcusable.

On a more positive note, the new SHOs have started in the department and so yesterday I got to sit on a supervision. We learnt about mental state examinations and the five indicators people check for. These are: mood, energy levels, suicide risk, hallucinations, and delusions (thought disorders). Delusions were postponed until next week because apparently they are the most complicated. For the other four there were loads of definitions and case studies to talk about. Really it seems you can only properly link all the different aspects together after you’ve seen lots and lots of patients and so you know what symptoms constitute what illness. Most interesting to me was the discussion of suicide risk. Apparently a lot of patients say they are a suicide risk but you don’t really need to take them seriously unless they have a plan i.e. have thought through the logistics of their intentions. Otherwise they have only vague ideas, which aren’t so much to worry about. The exception to this, obviously, is the impulsive suicide candidate. In both cases there is usually a precipitating, or trigger, factor, which will set off the suicide, or in some cases, save the patient. The doctor gave the example of a woman who was going to jump in front of train, but decided to have just one last cigarette before plunging, and then by the time she had finished her fag, she had changed her mind. Who would’ve thought cigarettes saved lives?! Another interesting thing we learnt was how the expression “one for the road” came about. It seems that there used to be a prison on Tottenham Court Road, and prisoners that were sentenced to death were hanged down at Marble Arch, so when they had their last drink it was to pluck up the courage to make the long walk down Oxford Street. Again, interestingly, there is a lower risk of homicide amongst mentally ill patients compared with the general population – so low in fact that the risk of homicide is hardly ever formally assessed unless the patient has a forensic history.

The stuff on hallucinations was also really interesting. Hallucinations are perceptual abnormalities i.e. people actually sense these things through touch, sight, hearing etc. Sufferers don’t normally have gustatory, kinaesthetic or olfactory hallucinations – auditory and visual hallucinations are far more common. Hallucinations are a major symptom of paranoid schizophrenia. It was interesting to hear that normally when sufferers hear voices they are simply commenting on what is going on e.g. the voice might say “you’re typing, good, you’re typing” or something like that. The voices are supposedly without emotion or inflection and speak very simply i.e. no clauses or conditions or complicated syntax structures. Sometimes they can even be positive – when people hear “nice” voices it can be difficult to treat them (the doctor said he only treated people who were actually in distress, and not if they didn’t want him to). Normally the voices are not positive though – they are either neutral or derogatory. Often they encourage the sufferer to harm him/herself which is why there is a big risk of self-harm amongst schizophrenic patients. The doctor gave many examples of patients he had had who experienced hallucinations, especially those with alcohol withdrawal symptoms (the ones who see snakes and spiders and all of that).

The final thing I looked at yesterday was a twenty-four page document by a manic patient about how he was going to save all the world’s problems through crying and having a nervous breakdown. It really was a rant of the most fabulous proportions, ridiculously grandiose (he mentions marrying Barbara Bush, and also being given $15 million from the US Government) and repetitive. Mostly I found it sad, that this man was so convinced he could fix the world. Imagine being in such a frenzy and imagine the pressure you could put on yourself at that point. No wonder manic episodes are often followed by major depressions.

Right Radio 4 are doing a programme on controversial books, maybe I’ll have a listen.

Thursday, November 15, 2007

Reading

I've been spending a lot of time reading. Reading what? Well, more or less anything really.

Firstly I have been doing my research. As usual, I got distracted; once I found this blog and lots of its subsequent links there was no stopping me. It seems I'm not the only one that loves to ramble about my life. But knowledge is power and it's probably a good idea to know what's going on a bit. Plus it's nice to read that other people who have what I may have are doing well.

A looooong time later I checked out To Miss With Love, where there was a good debate about streaming and setting vs. mixed ability. Personally, streaming/setting every time, at least with maths anyway. Totally agree that the concept of differentiation, whereby every child is learning at their maximum potential through personalised learning and appropriate pitching of a lesson, is a lovely idea, but a pipedream. It's practically impossible to effectively differentiate for thirty different 14 year olds; I certainly can't do it. Give me a set grouped by ability any time, at least then I am more likely to be able to reach most of them.

Read this great debate on CiF in The Guardian Online, about maths teaching and whether we should abandon higher level mathematical concepts and just focus on functional maths. Some good arguments there. I think that initially everyone should be given the chance to tackle higher level concepts, but that there's no point forcing some aspects of maths on some kids, they just won't be able to do it, for whatever reason. I'd rather have all my kids leave with useful arithmetic and functional maths skills than half of them struggle with GCSE maths and leave with an F anyway. I know maths is about teaching critical thinking and logic and all those types of skills, but it's not working for lots of our kids, so perhaps it's time to find a better way to teach those things?

And finally this from The Times. Again to do with society and education. Won't ramble about this article too much, except to say that this is the kind of stuff I'm really interested in researching. Strangely the article was located in the Women's section of Life & Style. Why??

Wow, I think it may be time for nap. To digest all these thoughts of course.

Sunday, July 01, 2007

Leadership Skills Masterclass; Weekend Chatter

Welcome to smoke-free England! Hurrah!

I drank about 8 units of Jack Daniels last night and felt right as rain this morning. Proof that spirits are the way forward. A very nice birthday party, although a shame that the full family turnout didn't quite happen. It'll never be like it was back in the day, but still. Lots of nice "so when are you getting a serious profession and finding a nice husband" chatter. I'd like to think I cleverly bantered my way out of those conversations, but in retrospect I think I was a bit hammered and so may have come across as a bit hostile and argumentative. Ho-hum.

Leadership skills masterclass yesterday was actually very good. Freshfields were wonderful hosts, providing both breakfast and lunch, and also the use of some very nice offices. The masterclass itself was well presented with good content and challenging ideas. Lots of excellent "business psycho-babble" theory, with questions designed to help us figure out our leadership style, and what motivates us (achievement, affiliation, power).

It seems that essentially good leadership can be boiled down to a model with three components: intent/motive + behaviour/skills + outcomes/performance. If you get the balance right, you can be a good leader and provide direction, execution and commitment.

We have an assignment to do now to help us "define our leadership goals", which could be waffley, but might well be interesting. The two critical questions for a leader at the end of the class were "how do people experience you? how do people experience themselves in your presence?" I have no idea as yet, but I do now know that "people who cause others to experience themselves as energised, committed and confident are most likely to be seen as leaders". I will resist the urge to apply all this theory to the leaders at my school, this can only lead to negativity. On a slight aside, I feel rather like I've been brainwashed by the masterclass - I'm all over this leadership stuff, give me more!

In other news, a boy from my year at college is on a TV show called Last Man Standing. It's a competition where 6 lads go round the world and get initiated into various tribes and compete in tribal games and stuff like that. All sounds a bit mad really, but it's entertaining viewing, so check it out if you can (Tuesdays at 9 on BBC3; first episode repeated tonight at 8).

Meant to be making my portfolio today but still can't really be bothered. I have progressed as far as finding a lever-arch folder and some dividers. I think that merits a break.

Times Horoscope for Virgos this week:


Ordinarily, you’re the one who’s dispensing advice to others, and usually they take it. Now the tables are turned. Not only do you dislike the vulnerable feelings that relying on others’ advice triggers, you’re also not so sure about what they’re telling you to do. If you can’t agree, at least explore their suggestions, some of which would take you into unfamiliar territory. Actually, that’s the point. Recent burdens have restricted your zest for life. Once you regain the inquisitiveness that is one of your most valuable traits as a Virgo, you’ll also regain your enthusiasm, and won’t care in the least who’s giving you advice or what they say, as long as what it leads to interests you.

Monday, June 04, 2007

The last 24 hours

It turns out that next door were filming an advert for Asian TV yesterday. This was quite exciting at 8pm, but far less exciting at 11pm, when the little boy drummers for the advert were still banging their drums. It became rather annoying when they began taking down the sets at 1am. But I got really cross at 4am when they decided to have loud conversations on the phone, outside. Grrr. Also, apparently on Sunday morning they had had a huge row with the people who live on the other side, which woke everyone up too. Naughty neighbours. I was very close to opening my window and shouting out "this isn't a council estate, please be quiet", but then realised that was probably inappropriate, so instead tossed and turned in bed. Consequently, was rather late into our training day this morning, whoops.

Good thing really, managed to miss some of the warm-up introductory speeches, but caught the rest of the day. Was quite good, they had another educational consultant in, this time to talk about "stimulating teaching, exciting learning, and assessment for learning". He was a good speaker, kinda like a stand-up comedian, lots of funny anecdotes and chatter, which warmed up the crowd. Plus, rather than trying to get us to brainstorm and group discuss and all those other standard INSET activities, he just cut out all the nonsense and told us his ideas straight up. Despite the vacant look I carried for most of the day, I appreciated this.

He suggested lots of things for stimulating teaching:

  • classroom management - starting as you mean to go on, seating and displays, ground rules, roles in group work, processes to get activities started
  • group work - managed through roles and clearly structured tasks
  • visual mind maps with interactive links
  • sharing learning objectives
  • confidence through understanding key vocab
  • matching card games
  • blockbusters - using software based on the game show
  • snowball - this is a great idea - basically start the class off by asking them to think of one of something e.g. one factor of 120, then get them into pairs and challenge each pair to find 4 factors of 120 i.e. double what they already have. After this, the pairs get into fours and they have to come up with 8 factors between them. I like this very much, will try it as a starter soon
  • true or false using show-me boards
  • question time - pick a group as the experts, give them ten mins to prepare their knowledge, then the rest of the class challenge them with questions
  • pass the question - in pairs pupils write the question on the top half of a piece of paper and the model answer on the bottom half, rip up the top halves and pass them around the pairs, who then have to figure out the model answers
  • reviews - support groups, revealing answers on IWB, matching dominoes, assessment review e.g through ActiVote (we have these sets in the maths department, I really wanna learn to use them, they seem ace), celebration review e.g. through issue of merit stickers, learning logs with specific targets for each pupil breaking down learning objectives into little tasks so that progress can be easily monitored

He did similar things for learning, emphasising that students are more excited about learning when they feel confident and clear about the work. He suggested using open ended activities that have a degree of creative control but that require understanding rather than just a search for the "right answer". He also encouraged the use of stimuli e.g. videos, sound clips, pictures, writing frames etc. to support work. He said that good writing requires purpose, product and audience. He was very anti-SATS and OFSTED, which surprised me, but which appealed to our staff I think.

Finally, with regards to assessment, I particularly paid attention to his talk on feedback and feedforward. He said that targets and assessment criteria should be shared with the class and put into more friendly language so that students are clear on what they need to achieve (without dumbing the language down too much - students need to be able to speak the language of assessment). He said that we shouldn't mark too much work, but that we should give clear written feedback on the work we do mark, and also give feedforward i.e. targets that pupils should work towards in their next piece of work so that they have something explicit they can do to improve.

So yes, we learnt quite a lot today on our last INSET day of the year. However, bad news too - next year five of our nine INSET days will be spent moving into the new Academy, which doesn't inspire me too much. Further we are expecting HMI next term PLUS a ULT inspection. Rubbish. I better make the most of this half of the term, before things go all crazy again.

In other news, tomorrow I have my last subject studies day, in which I think we are doing some kinda maths trail in London, exciting stuff. Also, I have an interview at MyBnk on Weds after school for a summer internship - I really wanna work there, it's a great idea, very inspiring! Will let you know how that goes.

And if you have time, check this out. Hahaha, pirate chatter, shiver me timbers.