feedback from recalibrating english presentation

7/31/2019 Feedback From Recalibrating English Presentation

1/5

Feedback from Recalibrating English Presentation.

Q1. How interesting did you find the presentation?

Q2. Have you thought about the content of the session much in the

last week?

Q3. Which part of the session was most engaging?

comments:


2/5

I guess that I thought that the examiners would have more agency than they did.

23/10/2012 19:44

I thought this was very clear and put into words something that has been botheringme; it was also good to have the problem properly 'theorised' rather than the vaguerant I usually resort to.

22/10/2012 22:47

I found it all interesting but the feedback from examiners surprised me the most.

20/10/2012 11:42

Q4. Do you feel the session has influenced your teaching this week?

comments:

Not yet teaching!

24/10/2012 10:32

I am trying to encourage more critical thinking from my pupils.

23/10/2012 19:44

It's changed the way I've shaped discussions this week and hopefully I will be able tointroduce some of my chosen texts next week.

23/10/2012 9:07

Probably more in my thinking about my teaching long term than in my actualplanning for this week, as most of my classes are (ironically?) doing end of half termassessments or controlled assessments so I had no room to change much in theshort term.

22/10/2012 22:47

I taught a lesson on a text that I've always wanted to teach - I found it liberating.

21/10/2012 14:00

I am not teaching yet, but I will be after half term and I definitely want to spend timedoing creative writing with my year 9 class.

20/10/2012 11:42

Q5. Which parts of my manifesto did you agree with?

I agree that we should be teaching modern texts that are relevant and interesting tostudents.

24/10/2012 10:32

Your focus on the importance of pupils' ability to think critically about a text/piece ofmedia.

23/10/2012 19:44


3/5

That the study of literature is too influenced by a cultural capital

23/10/2012 9:07

That the canon can be damaging to students' enjoyment and experience of literatureand is socially/politically motivated, that grade quotas are wrong, that there shouldn'tbe set text lists on GCSE specifications. I agree that student enjoyment should play

a leading role in choice of texts, not some murky agenda or ease of teaching.

22/10/2012 22:47

I was particularly interested in the contrast between the exam boards for English andMedia in the way they approach the issue of canon. I think having more freedom tochoose texts to teach in English would great.

21/10/2012 14:00

English teaching would benefit from incorporating more Media techniques. Creativewriting should feature at GCSE and A Level. Exam boards should offer more choicesof texts to schools. Choose something that would shock Daily Mail readers andprove that it's as challenging and interesting.

20/10/2012 11:42

Q6. Which parts of my manifesto did you disagree with?

I don't agree that all texts are of equal value.

24/10/2012 10:32

I disagree with the notion of completely dismantling the notion of a value system interms of literary worth. Although I understand the notion of the canon is problematic(not least in terms of its ethnocentricism and the fact that it's predominantly male), I

still feel that there is a difference between literature that is worthy of study and thatwhich isn't. And, I believe in the transformative power of literature (obviouslydifferent for different people), and I think that we have a responsibility to introducestudents to texts that they wouldn't necessarily experience outside the classroom. Ifthey choose to reject it after studying it then that's fine. But at least they've had theopportunity to make an informed choice! Oh, and I love 'Of Mice and Men'!

23/10/2012 19:44

None

23/10/2012 9:07

I don't think this was actually in your manifesto, but it was implied in the talk that we

shouldn't be choosing certain (canonical) texts to read with students just becausethey are cultural capital - I agree that it is silly to only expose e.g. working classBengali girls to e.g. dead white middle class English male authors; however I alsothink there is a danger in this argument that the choice of texts could be narrowed bytrying to choose texts that 'suit' students' backgrounds. I think they should have agenuinely open and unfiltered exposure to literature of all kinds - as far as that'spossible.

22/10/2012 22:47

While I don't disagree with any of it in principle, I think it's impractical to havecomplete freedom of texts - there will still be departmental restrictions, and it putsthe onus on the teachers to determine which texts will give students the best resultsin a core subject. I'm not saying that's a bad thing, but the politics of assessmentmake it difficult. One of the pleasures of teaching media is that it is smaller and less


4/5

heavily scrutinised. In order to create the conditions for effective choice of text inEnglish on a similar model to Media, one would have to change the pressures put onit as a subject by external bodies.

21/10/2012 14:00

Although I agree with you that literary heritage texts shouldn't be at the forefront of

study, I don't think that choosing a heritage text means that a love of reading can'tbe encouraged amongst students because the subject matter isn't contemporary ortrendy.

20/10/2012 11:42

Q7. Were you able to use the text you chose in the session in a

lesson this week?

Q8. If you did do it, please tell me how it went. Comment on

students engagement, how it felt for you and how easy it was to

insert a standalone lesson on the text you chose.

Not this week but I'd already taught it, a few weeks ago. It felt great. Seriously anddespite everything I am resolutely optimistic about the opportunities to do a broadrange of FUN texts with students - I've always stuck to doing this, although it doessometimes mean working hard on how to present/justify it to (or in some cases, hideit from) leadership. It was actually easy to insert a standalone lesson because I findthat saying lessons are 'non-fiction for unit 1' or 'speaking and listening' means youcan do whatever text you like - I did this in an observed lesson and the deputy headwas really complimentary: I'm sure she would have been worried, however, if I'd saidI was teaching towards the literature paper... But your session inspired me to returnto wider reading, and to texts which I personally love, with my KS4 classes and I amlooking forward to putting lots of this into my planning for next half term.

22/10/2012 22:47View Responses

It went well. It was a real challenge, and I certainly had to work a lot harder todevelop an approach that didn't alienate the students but overall it was fun and Ithink the students got something out of it.

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5/5

Q9. If you didnt do it or havent done it yet, please explain why.I have not taught yet (still observing as a PGCE student)


I think that it will go down better when we're all a bit fresher after half term!

23/10/2012 19:44View ResponsesI feel it will fit in better with what we are doing in the next couple of weeks.


I haven't done the creative writing yet with my KS4 class because of CONTROLLEDASSESSMENTS however, I will do it next half term and thank you for the reminderto keep at it.


I am a PGCE student, starting to teach after half term.


Q10. What did you think about the format of the session? Is there

anything I could improve or change for next time in terms of timing,

location, presentation method etc?I think it would have been interesting to have more time for debate and moreparticipants/audience to contribute.


No, I think that the ethos of the EMC chimed with your manifesto very well!

23/10/2012 19:44View ResponsesLonger time for discussion at the end of the session, after the presentation anddiscussion sections


I think it would be really interesting to do this session with students, if you haven'talready. I think I am going to hold a version of it with my Year 11 class, who arereluctant readers and I wonder if a big part of it is this experience they have had ofthe imposed canon... the poor things are on their second reading of Of Mice andMen.


I think it was great. I really enjoyed it and came away feeling really excited aboutteaching.


I thought there was a good balance between your presentation and debate amongstthe audience. I liked the feedback from teachers / examiners that you displayed onthe white board. Your manifesto was polemical and interesting and you encouragedinteresting debate and defended your argument well.

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