PROFILE 1

: DESIGNING AND PLANNING OF LEARNING ACTIVITIES AND / OR PROGRAMMES OF STUDY

Whilst studying at University I worked as a Holiday Playscheme Manager for five years with an London based organisation called Mapalim. Part of the role involved planning activities and workshops for children and young people aged between 3 – 13. As an organisation, Mapalim were very keen to have structured activity plans to keep the children and staff engaged, stimulated and challenged. When designing learning activities I found it important to offer a wide range of choices, being clear in the learning outcomes ensuring that the needs of individuals were catered for. I took into account special needs, personal beliefs on religion, and physical and mental disability if any. I really enjoyed planning themed activities which accumulated into a showcasing of work either through an exhibition or performance.

After completing my MA studies I worked for six months as a Children's Services Project Manager . Based across several schools in Essex, one of my projects "Play in Schools" involved working with Learning Support Mentors and Headteachers within the schools; identifying the needs of the children and then structuring drama and art activities using "play" as a tool to teach children a variety of communication skills such as friendship and listening skills.

Following from this I worked as a Cultural Coordinator for a year and a half at The Parlour Studios and Project Space, London. My role here involved curating exhibitions as well as planning the arts educational programme. I really enjoyed working with a range of people from freelance Artists, Playworkers to community groups and national stake holders.


: TEACHING AND / OR SUPPORTING STUDENT LEARNING

During my time as a Children's Service Coordinator, I delivered training and assessed NVQ CCLD Level 3 (National Vocational Qualification in Child Care Learning Development) to Playworkers and Midday Assistants in schools and playcentres.. Although the skills and knowledge taught to adults were different to those of children, underneath my role as a teacher / educator was very similar. When suporting student learning I found it was fundamental to recognise when to intervene when not to intervene. Students need the time and space to work out problems and challenges by themselves and develop their own independent learning skills.

I felt that my role a lot of the time to these NVQ students was to listen and to mentor them in a positive and supportive manner . One of the ways in which I did this was to put together with them an individual learning plan. These learning plans began by identifying goals and then breaking these large goals up into smaller tasks which were to be completed within a realistic time frame. A lot of adults going into education and training felt overwhelmed by the amount of additional work given to them. However with the right support, its possible to juggle many things such as family, work and education.


: ASSESSMENT AND GIVING FEEDBACK TO LEARNERS

When working with children and young people within a childcare setting, I learnt how to use "positive language". Using "positive language" means that you omit negative words in your vocabulary such as "can't", "don't", "won't" and "not". So instead of saying, "Don't talk loudly," the alternative would be to say "Talk quietly." Although challenging at first, using positive language did eventually become a very standard part of my practice as a Playworker / Arts Educator. The benefits of this means that you can build positive relationships creating better learning and working environments for everyone involved.

After completing my studies I was invited to give tutorials at Slade School of Art, Birmingham Univerity and Royal Academy of Arts. When giving feedback to each student, I found myself using positive language and constructive criticism. Although some might argue that is more beneficial to give more honest and at times perhaps negative responses to work, I believe that as an educator it is important to think about the long term benefits to the student rather than excersising the voice and opinion of the teacher.


: DEVELOPING EFFECTIVE ENVIRONMENTS AND STUDENT SUPPORT AND GUIDANCE

Although I have not had much experience in developing student support and guidance, I have noticed that there seems to be current interest amongst educators to use technology and the internet to communicate more effectively amongst their students and collegues e.g "Blackboard" for example, used by University of the Arts.

Technology plays an important role in our lives today giving people easier access to information. Yet I believe it is as important to continue developing face to face communication. Talking is the most simplest and direct way in which to connect with others. Talking during a tutorial, seminar or even a lunch hour should be encouraged as a very fundamental part of teaching and learning.
There is also much to be said about providing information through physical means such as handouts, leaflets and noticeboards.

Regardless of all the different ways in which we can communicate to students, ultimately the most important aspect as an educator is to be constantly open, adaptable and flexible to the needs of the individuals.