Week 7

This week has been half term but only for school.


Monday was an incredibly long lecture about bringing technology into the classroom. It was interesting and I've definitely taken away some ideas, but, we were stuck in a lecture theatre for 3hours, mostly listening. It wasn't particularly interactive and I know I shut-off at points. Some people from the course had a 3-hour round trip for this. I agree with them when they say a lot of this could've been done online. For all its faults though, I am genuinely more interested in the potential of technology in the classroom. I'm certainly going to talk to the ICT guy in school to see what opportunities I can take into my lessons.


Then I went home. Monday evening to Wednesday afternoon was my half term break. I couldn't completely switch off from the PGCE because I was very aware of what I still needed to do, but it was nice to be away.

I've quite enjoyed the train journeys of the past week though. I've used them to catch up with some reading. On the journey home I read Robert Cormier's Heroes. We need to read this for our English sessions next week. I'll probably discuss this in more detail in a later post. On the journey back I started Robert Swindells' Stone Cold, which I intend to finish today, and then crack on with Natalie Babbitt's Tuck Everlasting. These are both books that the kids at school are studying. I'm halfway through Stone Cold and it's not as bad as the first page suggested.

Once the above have been read I'll start Sophie Coulombeau's Rites. I won a copy of this book over at Jen Campbell's blog where Coulombeau was guest blogging, and I'm so eager to start reading it. I was excited by the potential this book has in the classroom, especially with regards to narrators. There will definitely be a review blog.

Thursday was a day working on our Method project. Researching and creating a thirty minute presentation on an exam board. We're presenting on Tuesday.

The first PGCE assignment is due in twenty days- eek.
The assignment is to plan six lessons, write a rationale and analysis of the six lessons and teach at least two of the lesson, then write an evaluation of the taught lessons. Easier said than done when, currently, we're only in school two days a week.


I created a medium-term plan and my lessons have been sitting there for a little while. Yesterday I sat down and applied some structure to them, using the University's lesson planning forms (which I'm not overly keen on). They're the first full lessons that I've actually planned, and it took me about 6 hours. An hour/lesson. Not bad for the first time, I think. It did feel slightly redundant as I know that, due to the dynamics of the class, I'll only have the opportunity to teach the two classes that are needed for my assessment. I only hope that I can leave my ideas with the school for future use/adaptation.


Tomorrow I'll be sitting down and writing a rationale; and attempting to link it to theory.




As I do all this, I have one eye on Ofqual saying teachers are cheats- way to boost morale- and the other eye on my department in school, who are jittery because Ofsted are overdue. I hope they show up soon so everyone can calm down.

I feel I've earnt my day off today, even if it is to catch up with the odd jobs that need doing around here. I'll enjoy reading though.

I'm still on the lookout for Teenage Fiction, so please keep your suggestions coming.

A Monster Calls (and other reading)

This blog really is becoming Teenage Fiction Review Central, but reading is all I can do until I receive more paperwork from the University (apparently a book list and a Welcome Pack are heading my way).

After reading this review/ shining endorsement of Patrick Ness and Siobhan Dowd’s A Monster Calls, I thought I’d give it a try. I was not disappointed. I finished it last night (it took me about two days to read, around work commitments) and so, after drying my eyes, I posted my review to Goodreads. This is what I thought (Warning: contains spoilers):

                

 Oh my! I am somewhat devastated. I have just finished A Monster Calls and it's left me in pieces.

Simply put, A Monster Calls tells the story of how 13 year old Conor O'Malley is affected by his mother's terminal disease. But that really is simplifying things.

In order to cope with his mother's illness, Conor invents (or does he?) a monster who visits Conor to tell him three stories, with the proviso that Conor will then share a story with the monster. A story which will be the truth behind Conor's recurring nightmare. While sharing his stories, the monster encourages Conor to destroy his Grandma's living room, and attack Harry, the school bully, before finally confronting his own truth.

The book is undoubtedly aimed at a younger audience, which is shown through the style of writing, the phrases employed by Ness, and the short chapters. This did grate slightly with me; but will work brilliantly with the younger reader. Nevertheless, Ness does not shy away from the very real effects of living with a terminal illness: he portrays how Conor's life is not that of a normal 13 year old; how the looks and special treatment he receives at school don't make Conor feel any better; and how Conor, while understanding the eventual outcome of his mother's disease, does not understand fully the actions of the other adults who are affected.

In addition to Ness' fantastic writing and Siobhan Dowd's brilliant ideas are Jim Kay's illustrations. They are the perfect complement to the words on the page: they reveal just enough to fuel the imagination's fire, without giving away all the elements of the scene. I love how the main characters are never fully drawn. The colour scheme of black, grey and white really serves to add mystery and support the tone of the book. Furthermore, they are drawn to be a part of the story; not a separate picture that the reader can choose to ignore. Like the branches of Conor's monster, the words and the images are intertwined throughout the book.

Despite this being aimed at the younger reader, do read it if you're an adult. It is so brilliantly written. I made the mistake of reading the first chapter just before going to sleep. Needless to say, it was an uneasy sleep.

Seriously, do give it a try. I’m going to recommend it to everyone I know.

Aside from being scared (just a bit) and left an emotional wreck from reading A Monster Calls I’ve been compiling a book list of teenage fiction, drama and poetry. Admittedly the drama and poetry is (currently) based on what I find from searching around the school syllabus, but it’s all on my ‘intend to read over the next year’ list. The teenage fiction is a mix of books that pupils will be taught in school, and just general fiction- books to be read for interest. I’m especially keen in finding books/ authors that appeal to boys, as my conversations with current English teachers suggest that this is an area on which to focus.

I’m really hoping, also, to have an emphasis on poetry when I have my own class (dreamer, but it’s good to have goals). Poetry is my interest and my strength. I want to bring it to teenagers, to change the perception of it being seen as fuddy-duddy, boring, and belonging solely to realm of scholars. Poetry is for everyone! Anyone can read, write and perform poetry. Events such as Shake The Dust are an inspiration and are definitely things that I hope to introduce to future students. With that in mind, I’m seeking out poetry. Not the poetry that kids have to study, but – as with the teenage fiction – poetry for enjoyment. Poetry that they’ve chosen to read/perform. I think the next things that I’ll be reading are poems. I discovered the work of Caroline Bird earlier this year, and her collection Watering Can is fantastic! Caroline Bird inspired the activity that I used to get on to the PGCE course, so her work will definitely have a space within my teaching practice.  Last night I stumbled upon the work of Jen Campbell. Her debut poetry collection, The Hungry Ghost Festival, was released this week and I think that’ll be the next thing I read and blog about.

And now, I have a confession to make, I am really struggling with Pride and Prejudice. I’m not getting into it as much as I did with Northanger Abbey. I know it’ll show up on required reading during the course of the next year, so I really have to read it. I’m very tempted to get the audiobook, but I’m afraid I’ll miss out on the nuances of the writing. Northanger Abbey showed me the humour and subtleties within Jane Austen’s writing, so I almost feel as if I’d be cheating if I “read” Pride and Prejudice via audiobook.  Opinions please.

After the Slumber of Half Term...

... It's Go! Go! Go!

I had a wonderful email today offering me a place to conduct my observations. Phew! I guess all that letter writing does pay-off, eventually.  

It's going to be happening in July, which is fantastic because it gives me lots of time to prepare all the questions I may have. (I don't want to bombard the school with questions, obviously, but I do have a report to write at the end of it all). The booklet I was sent names a few reports too, so I'll set about researching them. I waited until I had a place confirmed before researching because I was fairly sure I'd forget everything I read between reading and getting into a school.

I am so excited to be going back into school in a 'teacher' role- even if it is just observing. I don't want be a distraction at the back of the class, so I'll offer to help wherever I can. I figure it'll help the children to relax around me too. You should see my grin right now. I'm so happy! What a fantastic start to the week.

In book related news: The Fault In Our Stars has been read. It's beautiful. So well written. Hilarious in parts, absolutely devastating in others. I did cry. I recommend it to everyone- not just teenagers- to read. It was a welcome read after Naked too.

As with before, I'll post from my Goodreads review:

The book tells the story of Hazel, her family and the people she meets at her cancer support group: mainly Isaac and Augustus. It's based in Indianapolis, but travels to Amsterdam to meet Hazel's idol, author Peter Van Houten.

It's the first time I've read John Green, and I was not disappointed. His writing style is perfect: his characterisation is subtle, his descriptions are enough without being overpowering. I'm impressed at his choice of having a teenage girl as the narrator. He captures a female teenage voice so well

(There is some more to the review, but I've already said it in this post).

It really is a wonderful book.

Review: Kevin Brooks- Naked

So, I’ve finally finished Naked.  Gosh, it was a bit of a challenge. But, I think my age and the fact that I’ve been studying English Literature for so long that I am now programmed to analyse every detail of a novel are factors that have worked against me in this instance.

I posted a review to my Goodreads page, so I’ll share it here too
 

Naked is the story of Lilibet (Lili) Garcia, and her coming of age during the beginnings of the Punk scene in London. Lili- the classical pianist- falls for sexy cool-kid Curtis, and is invited to play bass in his band, Naked. What follows is the progression of the band and its members, all told from Lili's point of view.

I really struggled to get into this book, and was distracted throughout by issues such as the reliability of the narrator: at times the narration sounded phoney, and I found it difficult to believe that she could remember such details from 34 years ago.

Some elements of the storyline seemed a bit far-fetched and the ending a bit rushed and convenient. There was a very strong sense of the author tying up the loose ends, rather than bringing the book to its natural end. It just felt forced.

There were moments when the writing was effective, really drawing me into the storyline, but they were few and far between.

Not being alive at the start of the punk scene, I can only experience it through Brooks' description which created a believable enough, if repetitive, picture of that environment. The constant name dropping, however, began to get annoying. I could totally understand it, had Curtis been the narrator, but telling the story from Lili's perspective didn't sit well with me. Curtis is the one with the dreams and the desire to make the contacts and know all the movers and shakers of the industry, not Lili.

The involvement of William was an interesting development in the story, and I think some of the interactions between Lili and William, and Lili and William's family are the highlights of the book. Although, at times, I think Brooks was trying too hard to include far too many of the issues: social, political, of the 1970s. Perhaps he should've just focussed on the punk movement.

On a plus side, I think the characters that Brooks does choose to develop are given interesting and maintained traits and personalities.

This book was recommended to me as an example of gritty, teenage fiction. I think if you are a teenager, especially one who's interested in the punk scene, then this book will be right up your street. Or, if you're a teenager looking for something a bit different: a bit of old-school, teenage rebelliousness, then you'll also enjoy it.

 

So there we have it. I’m pleased I’ve finally made it to the end, and I think I would recommend it to a teenager, but I can’t see me volunteering to read much more of Kevin Brooks’ work. Next up is John Green’s The Fault In Our Stars, which I’m very excited to read.

I think, at the moment, this blog is becoming a bit of a book review blog, but it is all related to the PGCE- this is preparation, afterall.

Wobbly Bits

The negativity is starting to creep in. I’ve been in school this past week and have been chatting with current teachers, getting their opinions on their jobs and some advice.

Mostly it’s been a lot of ‘it’s hard work, but if you’re serious about teaching, you’ll deal with it’ kind of thing. That’s great. I am serious about teaching. I am preparing myself for the workload. But mixed in with the warnings is a kind of resignation. All of them seem disillusioned with the mountain of paperwork/red tape they have to manage, in addition to lesson prep and marking. Even the best teachers, the ones that are so passionate about what they do, are rolling their eyes at the paperwork. They say it’s really dragging them down. They almost seem defeated by the paperwork. At the same time I’ve been reading articles online, and in other blogs, and they’re all focussing on the same problem: the paperwork. Just today, I read this thread which highlights the current problem of just getting a job, after completing the PGCE.

Now, I know I can be a bit of a dreamer, but the reality of seeing so many fantastic teachers suffering under paperwork is really striking home. I’m going into teaching to teach. I understand that there will be paperwork, and there will be long hours; but right now (from what I’m seeing and hearing) it’s bordering on the ridiculous. And it seems like a problem that’s set to get worse before it gets better. If it gets better. 

I guess this is just a bit of wobble because it seems that all the negative aspects of teaching are presenting themselves to me en masse right now! Of course I was aware of the issues, just not the full extent of them. Don’t get me wrong, I’m still 100% up for it, only now I’m realising the true size of the hill that I’ve got to climb.

On a cheerier note, I’ve been given some advice to pass the time until I can get stuck into the PGCE. Anyone wanting to teach English, take note. I have been told that, yes, while the course is demanding, you can save yourself a lot of hassle by reading lots of teenage fiction before the course starts: even if, like me, you haven’t received your course reading list yet. By getting the reading in now a) you might, accidentally, read something that’s on the list. Wonderful. One less thing to read from scratch in the midst of essays and planning and researching; and b) you’ll have a better grounding in what your students will be reading. You’ll be able to suggest books for them to read, and you’ll be able to relate the set texts to something.

I’m using libraries to read teenage fiction, partly because I don’t want to be buying books just to read them once (I’ll buy them later if I love them), and partly because the librarians know what’s good teenage fiction and what’s best to avoid. Librarians are true fonts of knowledge. Oh, and, supporting my local library! I’d miss it if it closed. Really.

So I’ve just read Once, which is the first in Morris Gleitzman’s tetralogy (looked up that word especially for this blog. See, it’s educational.), Once/Now/Then/After.  Once tells the story of Felix, a young Jewish boy in war-time Europe. It’s comparable to The Boy in the Striped Pyjamas especially with regards to the narrator, with both stories being told from the point of view of a young boy. It’s also pretty short- I read it in two hours- and, as it’s aimed at children, it’s not a difficult read. Saying that, it is really well written: I’m definitely going to read the following three books, more for pleasure than for the course.

Next up is Kevin Brook’s Naked, set in London’s punk scene of the 1970s. This was recommended to me as an example of modern, gritty teenage fiction. I’m only a few pages in, so I’ll review the recommendation later. However, I am slightly dissuaded by the Guardian’s review. Nevermind, I shall continue.  

Still, I think reading teenage fiction is sound advice, and- so far at least- is quite an enjoyable task. If anyone has any recommendations for good teenage fiction please place them in the comments and I’ll give ‘em a whizz.