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Memòria de Pràctiques de 4rt curs de la Doble Titulación d'Educació Infantil I Primària ambos Menció d'Anglès.
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Internship II
Internship II Índex A. Introduction
Internship II A. Introduction The following essay is based on my Early-Childhood teacher’s internship. As long as I am in the third course of the Double Degree of Early-Childhood and Primary Education. The internship period is going to be developed in Finland, in a bilingual kindergarten, fact which will allow me to introduce myself in the Finnish culture and in their education system. Said that, the essay is divided in three different parts, the first one dedicated to my personal reflexion and expectations, the second one used to describe and document all the information about the institution and the third and last one, focus on my own teaching intervention in the classroom.
1. Personal reflexion about how to be a good teacher As a future teacher I can perfectly define how I would like to be or at least how I will try to be in the education world once I will have done my studies. In my opinion, to be a good teacher in the actuality there are some must aim we need to reach. First and one of the most important one is the desire to be a good teacher, just as teachers recognize students who really try to be good students, students also recognize teachers who really want to be good teachers. Second, is the positive attitude. I believe that the teacher who falls into the trap of cynicism or victimization will never be positive about teaching. Good teachers meet all challenges with a positive attitude, or at least we should try. Third, good teachers think of teaching as a form of parenting. As teachers we use principles of good parenting in many situations, including caring about our student’s welfare, knowing when to be firm and when to give in, and apologizing when necessary. Good teachers, like good parents, know their student’s problems, insecurities and potential. Fourth, we need to give confidence and motivation to our students. We have to remember that what the students learn is less important than the learning process itself. And as teachers we need to know our students likes, dislikes, problems and personal issues are more likely to be able to "push the right button" and motivate students to learn. Every cohort wave of students has its own characteristics and unique incentive system. The good teachers stay aware of trends and uses this information to modify motivational techniques. As long as we must be competent. We must stay current not only in our chosen profession, the profession of teaching, but also in the subject matter we teach. For last, and the most important from my point of view, a good teacher care. Any human relationship -- whether husband and wife, worker and supervisor, patient and health care provider or teacher and student -- requires caring social interactions. If these interactions are not present, the students will try to create them. No matter how competent, creative or collaborative a teacher is, learning seldom occurs unless the teacher cares. And part of caring is establishing and maintaining trust. For teachers, one way to build trust is by allowing students to get to know them. Teachers who share
Internship II insights about themselves give their students an appreciation for their knowledge, expertise and experiences. "Opening up" in the classroom can be an effective way of letting students know that they are valued, respected and trusted by their teacher. However, I also must admit that sometimes, even if we try our best, the education system is not the one who helps us the most. As far as I could realize during my previous practises in a Spanish institution, there are so many cases where the professionals are fighting with themselves and with their duties because of the negligent education program and the government support. Because, in my opinion, even if the economy situation is not the best one, or there are some other issues that are needed to be solved, I think that every single person should be aware of how important is to provide a qualified and high-level education program to the small ones, as long as they will be our future generations, as long as they will be our future. I honestly think that the society in general is not conscient enough of the fact that as a teacher, we have the future in our hands, and this is a huge responsibility in which we need to be supported and feel valuated. Apart from being well qualified and have the skills to make our job work. Concluding, as an individual teacher, I truly believe I have the right to take this responsibility and enjoy my profession at the same time. I can feel my desire to do my best and I can relate my happiness with my day by day at the school.
2. Expectations and scores to reach During the following three months, my biggest goal is to grow as a teacher and improve my self-confidence in the classroom environment. Now a days, I am already feeling pretty confident in the school environment, I have the idea that I will be a good example for my future students, as long as I will always try my best to keep learning from them and to help them to learn from me. However, I honestly expect to learn lot of things from this period of the degree. I would like to get the chance to learn valuable work skills and gain useful experience. As long as I expect to be treated with the same respect as any other member of staff. As an intern I expect to get to know the policies of the school, including those related to attendance at meetings, access and learn about materials used in the classroom, such as books, manuals, technologies, tests, lab equipment, etc. Interns should participate in routine activities with my mentor teachers, assist and participate in co-curricular activities as appropriate. Related to the curriculum, planning and teaching, I expect to become familiar with the district curriculum in internship setting, the philosophy, organization, policies and administration of the school, and gradually build planning and teaching responsibilities when is possible. By the end of the internship, I expect to be able to plan and create high-qualified sessions and activities, feel more comfortable and get more self-confidence. All of this will be writing down in my memory, as one of my primaries responsibilities is to provide
Internship II B. Areas school / Stages and cycles In this section of the essay my main porpoise is describe as much detail as possible the institution and it is system.
1. Dimension 1: Collaborate within an institution 1.1. Organization of the institution 1.1.1. The institution Location and main characteristics To start to get to introduce the institution I will explain the main characteristics of this one. The KiddiFeet Kindergarten is located in the city of Espoo, the second largest city and municipality in Finland. It is part of the Finnish Capital Region, along with the cities of Helsinki, Vantaa, and Kauniainen. Most of its population lives in the inner urban core of the Helsinki metropolitan area. Espoo shares its eastern border with Helsinki and Vantaa; and it surrounds the enclaved city of Kauniainen. Other bordering municipalities of Espoo are Nurmijärvi and Vihti in the north, and Kirkkonummi in the west. The city is located on the shore of the Gulf of Finland, in the region of Uusimaa, and has a population of 292,913. Espoo encompasses 528 square kilometres, of which 312 km2 is land; of these, the northern and western parts of the city area are more rural than urban. The national park of Nuuksio is situated in north-western Espoo. And one fact to get in consideration is that is officially bilingual. The majority of the population, 75.1%, speaks Finnish as their mother tongue and 6.9% speaks Swedish. 18% of Espoo's population has a first language other than Finnish or Swedish. The institution had been created four years ago, in 2017 by Michael Hutchinson, the principal, with the idea and enthusiasm of a MI (Multiple Intelligences) Nursery School. As long as in his experience in the Finnish Education System he found the sense and meaningful in this methodology. Institution philosophy The KiddiFeet kindergarten believes that children should be given a place to experiment, explore, play, and learn freely with space to take their ideas and feel they can be expressive. Children have the right to be children, develop at their own pace, and accomplishments should be revered. Young children should have challenges especially designed for their individual growth and given opportunities to challenge themselves.
Internship II KiddiFeet 'taking small steps, in a new world' is their motto. Their approach is learnt through play, exploration, active learning, creativity, and critical thinking, and will strongly focus on social development, using expressive arts and design. The children develop in the ever-changing world we live in today. Teachers take the children's hands and let the children lead the way on their individual journeys, into the new world. Introducing the children to the world safely, so they can experience and adjust to the world at their own pace, feeling safe to take risks with guidance and reassurance. The stuff is extremely passionate about child development and strive to help families achieve success with their children's developmental progress. Devoted to giving high standards of care, a healthy working environment, and a relaxed space for both staff and children. Methodologies The kindergarten is a dual immersion language kindergarten in English and Finnish. Children are supported to obtain both languages progressively and not through session- based learning. The institution is fully bilingual and supports children to learn either language at their own pace. Using Multiple Intelligences, allows each child to have a tailor-made developmental plan created by professionals to support growth in all areas. Adapting the Finnish curriculum to support the child’s individual needs, giving them confidence in learning. Because of the project-based learning, children have the opportunity to excel at what they are good at. This allows each child to feel important in the project, to feel part of the outcome, leaving no child with the feeling of exclusion. Creating positive learners is one of the most important roles of the institution, essential for next stage of their development. The responsibility to teach children to be great citizens of this world, how they can be socially responsible in the community, with their peers, and in their environment. The great outdoors is an important part of the curriculum and promotes healthy learning. It promotes 50% of the learning through play and discovery outside. Strongly believe that the kindergarten needs to be fully supportive to the children’s needs. The kindergarten has been designed with big bright colours limiting the amount of fine detail, allowing for less distractions and balancing the amount of stimulation a child should receive. When a child has an idea, the environment encourages them to expand it, letting the idea grow into other forms. This is an important skill for children to develop, learning how to use different methods to complete tasks. This is supported by having the areas interconnecting, cross curricular. Behaviour management In the institution, as a teacher, all the stuff are responsible for managing children’s behaviour in an appropriate way. Teachers must not give corporal punishment to a child, must take all reasonable steps to ensure that corporal punishment is not given by
Internship II objective to make sure the kindergartens policies are respected and the most important thing, the children get the environment they need, been supported and safe for the adults around them. However, in the Finnish Education Program, the duties and responsibilities for the teachers have some differences depending on the age the kids they are taking care of. For example, when we speak about ratios, first staffing arrangements must meet the needs of all children and ensure their safety. Providers must ensure that children are adequately supervised and decide how to deploy staff to ensure children’s needs are met. Children must usually be within sight and hearing of staff and always within sight or hearing. Ofsted^1 may determine that providers must observe a higher staff/child ratio than outlined here to ensure the safety and welfare of children. For children aged under two:
Internship II Teacher Status or another suitable level 6 qualification is not working directly with the children:
Internship II 1.1.3. Different spaces and areas and their purposes The institution it sense is not so big, which can be reflected in the different spaces and areas. In the area 1, we can find the following play-roll spaces: kitchen, stage and speech and drama materials, music corner and drawing and crafting, apart from the library, the sofa and sleeping area and the lunch tables. Figure 2. Own elaboration Figure 3 and 4. Own elaboration. Meanwhile, the area 2 is mostly focus on the gross and fine motor skills. Big “Lego” blocks, different sizes balls, different kinesthetics games, big mattresses, acro-sport materials, bouncy castle, etc. Figure 5 and 6. Own elaboration.
Internship II The last one, the area 3 is mostly used for the older children, it’s divided by logical and mathematics space, art and crafts, sand beach, and technologic. Figure 8. Own elaboration. Figure 7. Own elaboration. Apart from the inside areas, the kindergarten also has outside spaces to their disposition: the playground and the forest. Those spaces are mostly used in the morning time and dedicated for free-playing, sports activities and focus with the nature aspects. In the playground we can find two dolly-houses for the kids to explore and play with it. Figure 9 and 10. Own elaboration.
Internship II Food and drink Where children are provided with meals, snacks and drinks, they must be healthy, balanced and nutritious. Before a child is admitted to the setting the provider must also obtain information about any special dietary requirements, preferences and food allergies that the child has, and any special health requirements. Fresh drinking water must be available and accessible at all times. Providers must record and act on information from parents and carers about a child's dietary needs. There must be an area which is adequately equipped to provide healthy meals, snacks and drinks for children as necessary. There must be suitable facilities for the hygienic preparation of food for children, if necessary, including suitable sterilisation equipment for babies’ food. Providers must be confident that those responsible for preparing and handling food are competent to do so. In group provision, all staff involved in preparing and handling food must receive training in food hygiene. Registered providers must notify Ofsted or the childminder agency with which they are registered of any food poisoning affecting two or more children cared for on the premises. Notification must be made as soon as is reasonably practicable, but in any event within 14 days of the incident. A registered provider, who, without reasonable excuse, fails to comply with this requirement, commits an offence. Accident or injury Providers must ensure there is a first aid box accessible at all times with appropriate content for use with children. Providers must keep a written record of accidents or injuries and first aid treatment. Providers must inform parents and/or carers of any accident or injury sustained by the child on the same day as, or as soon as reasonably practicable after, and of any first aid treatment given. Registered providers must notify Ofsted or the childminder agency with which they are registered of any serious accident, illness or injury to, or death of, any child while in their care, and of the action taken. Notification must be made as soon as is reasonably practicable, but in any event within 14 days of the incident occurring. A registered provider, who, without reasonable excuse, fails to comply with this requirement, commits an offence. Providers must notify local child protection agencies of any serious accident or injury to, or the death of, any child while in their care, and must act on any advice from those agencies. Safety Providers must ensure that their premises, including overall floor space and outdoor spaces, are fit for purpose and suitable for the age of children cared for and the activities provided on the premises. Providers must comply with requirements of health and safety legislation (including fire safety and hygiene requirements). Providers must take reasonable steps to ensure the safety of children, staff and others on the premises in the case of fire or any other emergency and must have an emergency evacuation procedure. Providers must have appropriate fire detection and control
Internship II equipment (for example, fire alarms, smoke detectors, fire blankets and/or fire extinguishers) which is in working order. Fire exits must be clearly identifiable, and fire doors must be free of obstruction and easily opened from the inside. Before/after school care and holiday provision Where the provision is solely before/after school care or holiday provision for children who normally attend Reception class (or older) during the school day, there must be sufficient staff as for a class of 30 children. It is for providers to determine how many staff are needed to ensure the safety and welfare of children, bearing in mind the type(s) of activity and the age and needs of the children. It is also for providers to determine what qualifications, if any, the manager and/or staff should have. See footnote 5 at paragraph 1.1 for the learning and development requirements for providers offering care exclusively before/after school or during the school holidays. Risk assessment Providers must ensure that they take all reasonable steps to ensure staff and children in their care are not exposed to risks and must be able to demonstrate how they are managing risks. Providers must determine where it is helpful to make some written risk assessments in relation to specific issues, to inform staff practice, and to demonstrate how they are managing risks if asked by parents and/or carers or inspectors. Risk assessments should identify aspects of the environment that need to be checked on a regular basis, when and by whom those aspects will be checked, and how the risk will be removed or minimised. 1.1.6. Professional situation of the teachers At the moment, the institution doesn’t have any qualified teacher. All members of the stuff are or primary teachers or assistants. It seems that the most demanded job and qualifications in Finland is Early-ChildHood Education Teachers, as long as it is every complicated to find qualified teachers from the area, specialized in the early ages of education. 1.1.7. Commented interview with the manager The interview I made to get to know better the manager was actually very useful. At that point I already knew him and his ideas about education as long as he had been my mentor during these three months. Anyways, it helped me to understand some of the mechanisms I was not really understanding about how teachers report the information for example, or when do they plan the meetings with the families. All sort of concepts I wanted to learn about. At last, something I would like to take in consideration as for me it was one of the best things of the interview, is one of his answers:
Internship II According to what they said and what I experienced, we all agreed that Finnish Curriculum is pretty much specific than others. However, it involves so much less than others in short periods of time, in a way, our view of it is that students learn along the courses in all their education path, having more time and opportunities to keep learning, with different ways depending on their needs, without pressure or high standards, curriculum more inclusive and respectful to students’ capacities. Also, one of the main things we all agreed was the difference between the resources we could find in different curriculums, when comparing the Finnish Curriculum with others, the number of skills and facilities we could notice were so much more developed and so much better in the one we found at the kindergarten. 1.3. Measures to promote multilingualism 1.3.1. Learning Finnish and English The institution is actually bilingual, which means that students have the opportunity to learn both languages, Finnish and English. This is possible because of the teachers working in the institution, the foreigners are teaching their lessons in English, while the native teachers make their lessons in Finnish. For a while, the institution did not have any native teacher, which made the kindergarten stop been bilingual for a while. Now a days, there is one Finnish teacher again, person in charge to teach Finnish to the children, depending on the colour changes in the planning it takes the different groups at least ones per day, doing the routines, M.I. activities or Teacher Led activities. 1.4. Learning and evaluation 1.4.1. Measures regarding school learning Below are some guidelines on what teachers can identify in a child’s intelligences. This helps them understand what should be looking for in a child and how to plan project to include those children with intelligence types. Bodily-kinaesthetic Using one’s body to solve problems and express ideas and feelings. Actors, athletes, and dancers use their whole bodies in this way, much the same way that craftspeople, sculptors, and mechanics use their hands. These are some questions to determine if children may be exhibiting a well-developing Bodily-Kinaesthetic Intelligence. Does the child: Excel in more than one sport? Move various body parts when required to sit still for long periods of time? Can mimic others’ body movements?
Internship II Enjoy taking things apart and putting them back together? Have a hard time keeping hands off objects? Enjoy running, jumping, or other physical activities? Show skill in activities that require fine-motor coordination, such as origami, making paper airplanes, building models, finger-painting, clay, or knitting? Use his body well to express himself? Spatial Perceiving the visual-spatial world in an accurate way, to be able to work in it effectively. The people who do this cover a wide range of fields that, upon first glance, do not seem to have much in common. Compare, for example, hunters, sailors, engineers, inventors, and surgeons to interior decorators, architects, painters, and sculptors. These are some questions to determine if children may be exhibiting a well-developing Spatial Intelligence. Does the child: Recall visual details in objects? Have an easy time learning to read and understand maps and charts in books? Daydream a lot? Enjoy the visual arts? Demonstrate ability in using art materials and creating drawings, sculptures, or other three-dimensional objects? Enjoy visual presentations such as videos, television, and movies? Get a lot of information from illustrations in books she reads? Scribble, doodle, or draw on all available surfaces? Musical Relating in a wide range of ways to music. This can take many forms, as a performer, composer, critic, and music-lover. These are some questions to determine if children may be exhibiting a well-developing Musical Intelligence. Does the child: Tell you when she recognizes that music is off-key? Easily remember song melodies and sing them? Have a pleasant singing voice, either alone or in a chorus? Play a musical instrument? Speak or move in a rhythmical way? Hum or whistle to himself? Tap on the table top or desktop while working? Show sensitivity to noises in the environment? Respond emotionally to music she hears?
