Chapter 1: Becoming a Teacher

Chapter 1 is all about becoming a teacher and has four units covering what teachers do, roles and responsibilities, developing resilience and using digital technologies.

The explainer video looks at the varied and professional role of the teacher.

In this section, you’ll find links to teachers’ professional standards, which support unit 1.1. These can also be looked at in conjunction with the mapping document in the Extra Resources section.

For section 1.2, you can look in more depth at the Ten Tenets of Collaborative Professionalism, which come from Table 1.2.4 and have been turned into revision flashcards. This will help you to think about the way that you work with others and the benefits of collaboration. Working with others is a key professional requirement of teachers.

To support unit 1.3, we have embedded Task 1.3.1 Building your resilience. You’ll be watching a YouTube video and reflecting on your interactions with pupils and then developing your own growth zone diagram.

For unit 1.4, we’ve provided an e-safety self-assessment, vital for your development as a digitally competent teacher. You can download this to assess your level of competency. You’ll also be able to view Figure 1.4.1 from the book, a diagram explaining digital technologies. You’ll be able to zoom in on this and use it in your own portfolio or discussions with your colleagues to consider your understanding and use of digital technologies. Continuing your learning in this unit, you can explore the Online Learning Spectrum based on Figure 1.4.3 from the book. This is important because developing a shared appreciation of the nuances of online learning will help you to plan better learning. Finally, based on Task 1.4.6, we have the self-reflective digital competence SELFIE task, which will provide you with a report on your proficiency level in each of the digital competence areas.

Becoming a Teacher

The varied and professional role of a teacher

1.1 What do Teachers Do?

Webpage

Professional Standards

Follow these links to see the professional standards for the different areas of the UK, and reflect on what these mean as you set out on your teaching career. These standards support Unit 1.1, and can also be looked at in conjunction with the Core Content Framework Links in the Extra Resources section.

1.2: Beginning Teacher’s Roles and Responsibilities

Flashcards

Table 1.2.4 Ten Tenets of Collaborative Professionalism

Working with others is a key professional requirement of teachers. These flashcards have been created from Table 1.2.3 in the textbook, and can be used to quickly revise the ten aspirational principles of collaborative professionalism in teaching (Hargreaves and O’Connor, 2018).

1.3: Developing Your Resilience: Managing Stress, Workload, and Time

Task

Task 1.3.1 Building your resilience

Dr Daniel Siegel presenting a Hand Model of the Brain

  • Watch neurologist Dr. Daniel Siegel presenting the hand model of the brain on YouTube.
  • Reflect on how the hand model may explain why you or a pupil may feel stupid or unable to think when confronted with something that relates to a prior bad experience.
  • Identify times you have been in your comfort, growth and danger zones. Create your own growth zone diagram. Add in key words that help you notice what you experience in each zone. See example in figure 1.3.2 below.
An example of a growth zone diagram

Figure 1.3.2

An example of a growth zone diagram
  • Select some ways to build your resilience from the previous list. For each, reflect on your own situation and how you might improve it. If you select devising challenging targets, what are your current targets for development? Are they sufficiently challenging or could the challenge be increased but still be attainable?
  • Store your reflections, work on them and review your progress in a month.
Quiz

Stress Coping Strategies

Feedback

Please download your feedback report below for support and advice.

Red Amber Green

1.4: Using Digital Technologies for Professional Practice

Downloads

E-Safety and online identity: a self-assessment tool

Use this checklist to self-assess your own knowledge and understanding of e-safety and online identity. Use your results to identify which competencies you need to develop further.

1.4 e-Safety Self-Assessment Download

Entry 

  • I have a basic understanding of the definitions of e-safety and cyberbullying. 
  • I understand basic e-safety prevention strategies and safety tips. 
  • I understand my school’s e-safety policies, how these relate to and support safeguarding, and the implications this has for my practice. 

Core 

  • I understand the difference between personal and professional use of online sites and communications technologies. 
  • I am aware of the importance of looking after my online professional reputation, using privacy settings and ‘friending’ or connecting to others appropriately. 
  • I understand my responsibilities under the Data Protection Act with regard to the electronic management and protection of pupils’ information. 
  • I am able to provide my pupils with basic tips about how to stay safe online, including how to deal with online bullying, and how to save evidence. 
  • I can address cyberbullying disclosures and key e-safety issues (for example, bringing the school’s name into disrepute online, accessing inappropriate content in school and sexting) and understand how to report these appropriately. 

Developer 

  • I am aware of what current research tells us about young people’s use of technology and the opportunities and risks relating to this. 
  • I can manage security and privacy settings in a range of platforms and services. 
  • I understand issues relating to the management of pupil data and information and take responsibility for ensuring it is used appropriately, responsibly and with proper permission. 
  • I support my pupils in understanding their rights and responsibilities in online environments, and in developing a positive online presence. 

Pioneer 

  • I understand the importance of modelling the positive use of technologies for young people and I do this in a range of ways. 
  • I understand how to identify, manage and address the risks associated with learning and teaching in a range of online environments. 
  • I keep up to date with the wide range of online, mobile and gaming technologies young people use and the key ways in which they use them. 
  • I ensure the whole school community (pupils, staff, parents and carers, governors) are actively involved in understanding and addressing e-safety issues. 
Image
This figure outlines the scope of digital technologies that can be used in the classroom. The middle section encourages you to think about the technology and its classroom application, whilst the outer circles provide reasons why you use digital technologies, as well as some suggestions of tools you could implement within your own teaching.

Figure 1.4.1 The Scope of Digital Technologies

This figure outlines the scope of digital technologies that can be used in the classroom. The middle section encourages you to think about the technology and its classroom application, whilst the outer circles provide reasons why you use digital technologies, as well as some suggestions of tools you could implement within your own teaching.
Webpage

Figure 1.4.3 Asynchronous online teaching

Asynchronous online teaching:

Pupils learn from instruction—such as pre-recorded video lessons or game-based learning tasks that they complete on their own—that is not being delivered in person or in real time. (Finol, 2020) (https://www.brynmawr.edu/blendedlearning/asynchronous-vs-synchronous-learning-quick-overview)  

Face-to-Face teaching:

That takes place 100% in a classroom. Technology may or may not be used to enhance learning. (College of DuPage, n.d, p.3)

(https://www.codlearningtech.org/PDF/hybridteachingworkbook.pdf)

Web-enhanced/Blended teaching:

The words “hybrid” and “blended” are used interchangeably, but in fact they mean different things. Blended Teaching takes place in a classroom, but technology is used to facilitate activities, deliver content, and/or assess pupils. (College of DuPage, n.d:3)

(https://www.codlearningtech.org/PDF/hybridteachingworkbook.pdf)

Hybrid teaching:

Combines face-to-face and online teaching into one cohesive experience. Approximately half of the class sessions are face-to-face, while the other half of pupils work online off-site. (College of DuPage, n.d, p.3)

(https://www.codlearningtech.org/PDF/hybridteachingworkbook.pdf)

Synchronous online teaching:

This learning refers to all types of learning in which pupil(s) and teachers(s) are in the same virtual place, at the same time, in order for learning to take place (Finol, 2020) (https://www.brynmawr.edu/blendedlearning/asynchronous-vs-synchronous-learning-quick-overview) 

Emergency Response Teaching (ERT):

ERT is a temporary shift of the mode of delivery to an alternative mode of delivery due to crisis circumstances. It involves the use of fully remote teaching solutions for teaching and learning that would otherwise be face-to-face or as blended or hybrid and that will return to that format once the crisis or emergency has abated. (Hodges et al, 2020) (https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning)

Task

Task 1.4.6 Your digital competence SELFIE

Complete your own self-reflective digital competence selfie by using the SELFIE for Teachers tool (https://education.ec.europa.eu/selfie-for-teachers). Once you have completed the SELFIE statements  you will automatically receive a report on your proficiency level in each of the digital competence areas and suggested next steps. In addition, you will receive a certificate and a digital badge.  Revisit and review your SELFIE certificate and update your knowledge at regular intervals during your ITE programme.

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