Issue 1 - Institute of Education, University of London

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Paving the way Once a teaching assistant always a teaching assistant? Not necessarily, fi nds Helen Green THE class is concentrating on group work. “Think about how it feels to work in a group,” says Claudia, the tutor. “First, think about a time when you were in a group that was working well together. How did it feel?” The four or five people at each table launch into lively discussions as they share their experiences and apply their thoughts to the pupils they work with as classroom assistants in London primary schools. The class is studying for the Institute of Education’s foundation degree course, set up in 2005 to encourage non-traditional students to enter higher education. The tutor is Claudia Lapping, who coordinates the two-year course, established to allow teaching assistants to gain a qualification using their experience at work. Claudia says: “The course offers a genuinely accessible route into higher education for people who may not have had the opportunity to study at this level before. It’s also a path to career progression for people working in schools without a university qualification.” Students continue to work while studying: they get one day’s release from school each week so that they can attend classes. Their practice is 18 London InstEd issue 1 spring term incorporated into each part of the course. “What’s exciting,” says Claudia, “is that it integrates a work-based approach to study into a multi-disciplinary course that includes modules in sociology, linguistics, psychology, policy and ICT.” The course draws on all of the IOE’s expertise, from arts and humanities to science and technology. “Students learn from specialists,” says Claudia, “and tutors incorporate their research into their teaching.” There are currently 48 students doing the foundation degree, all women except for three, ranging in age from early 20s to late 50s. Two assignments are being discussed in Claudia’s class today. It’s the first session of the new module and the students have been asked to write a 1,500-word essay, either on friendship or on Piaget, and also to prepare a 10-minute oral presentation. Each group has to present a chapter from A World of Babies, a book about childcare in different societies around the world. The groups will work together to identify the main points of their chapter and plan their presentations. In this session, though, the focus is on the process of working together rather than the content. They are looking at models for analysing groups. After the discussion at individual tables, the class comes up with words to describe how people feel when they’re part of a successful group: comfortable, inspired, secure, valued, respectful. They go on to describe how they feel when a group isn’t working well together – isolated, frustrated, inadequate, undermined. Claudia points out that any kind of group work – any kind of learning – makes you vulnerable and liable to be overwhelmed by these kinds of negative feelings. This strikes home. “Most of us felt that way when we started this course – we didn’t know what to expect,” says Brenda Dimmock, from Holy Trinity C of E Primary School in Camden. Amanda Blanchett from St Charles Primary School in Kensington and Chelsea agrees. “The positive thing is that we can admit that we still feel like that,” she says and adds: “We’re starting The course offers a genuinely accessible route into higher education for people who may not have had the opportunity to study at this level before to open up to each other now.” They relate their experiences of group work to a theory suggesting some ways that groups interact – working together towards a common goal, creating obstacles, or seeking support and direction from outside. At their tables, the students discuss whether groups they have worked with fit into these categories. Though the lesson is almost over the class is buzzing with enthusiasm and there is lots of laughter. Graham Bird, from Edith Neville Primary School in Camden, shares how a girls’ football team that he coaches has been through all three of these stages. “They used to blame each other. Then when I started coaching them, they just turned to me all the time. But now they
work so well together that they’re top of the league,” he smiles. The first cohort of the foundation degree will graduate in April, and some will go on to train as teachers. Claudia is pleased with their progress: “They’re fantastic to work with; they have energy and ideas and ask a lot of questions. For some it’s been a leap into a culture they have no knowledge of; most wouldn’t have had this opportunity before. And it shows in their work that they’ve all made masses of progress.” The IOE intends to launch a new foundation degree for people working with children and young people from birth to 18. Designed to fit in with the Every Child Matters agenda and multi-agency working, it will cater for people working with children in and out of school. It is expected to start later this year. For more information about both courses call 020 7612 6327, or email fdenquiries@ioe.ac.uk Helen Green is the IOE’s media and communications officer Unlike many of her fellow students Liza started the foundation degree on the same day she started work as a teaching assistant. “I had been working in the school office and running the breakfast club for a while and the headteacher said I would make a brilliant teacher. I started looking out for courses and then a flier came through about this one,” she explains. “I’m probably the only one in the class who hasn’t been a teaching assistant for very long – many have been in the role for seven or ten years and have now decided to take it further.” Liza, 42, left school at 15 with one O-level and didn’t have previous experience of academia. “It’s all brand new to me,” she says, “but the course leaders prepare you well and are always on hand for any questions. “It’s absolutely brilliant and I’m really enjoying it Liza Myers, a teaching assistant at Hargrave Park Primary School in Islington is currently in her second year of the foundation degree. She tells us about her experience but it is hard work. You have to dedicate a lot of time to it.” The class meets once a week for an all-day tutorial and Liza enjoys the fact that the subject matter they cover is wide-ranging. “We have studied psychology, done a module on SEN and also worked on deepening our knowledge of science, English and maths. It’s very broad and covers the whole spectrum, so it gives you a good base. “You also get to meet like-minded people,” she adds, “and I’ve made friends for life.” She is now almost halfway through the second year of the course and recently decided to apply for the BEd honours degree at the Institute of Education. “I’ve always wanted to work with children but I never saw myself as a teacher,” she confesses. “But now it’s all worked out.” London InstEd issue 1 spring term 19 Photos: Phil Meech
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