• Feature,  For Students,  For Teachers

    An Open Letter to Students Sitting Exams

    Dear Writers,

    I know this can be a difficult and anxious time for students sitting examinations in college. The exam system is far from perfect and there are many valid criticisms of its ‘fitness-for-purpose’ and no doubt we will continue to improve how we assess learning in the future.

    However, like it or not you will soon be sitting in a controlled setting, for a limited time, to complete a previously unseen set of tasks related to your subject – in other words you will be taking an exam.

    So, here is some advice from the other side of the examination process – that of the college teacher tasked with reading your response sheets and grading your outputs.

    1 You are Writers – We are Readers

    This is so obvious but it is often overlooked by students taking exams. As a writer you have responsibility to guide and direct your reader throughout your response. You know yourself that readers like structure, stories, and clarity. Have you ever tried to read a book and come away saying “I just couldn’t get into it” meaning the author was obscure or rambling too much? Exam script readers want to find evidence for which they can award marks. They want you to do well. Why make it difficult for them? Point out what you are doing and take them with you on the journey as you complete the task.

    2 Read the Question and Use it to Structure Your Response

    This is another obvious and often overlooked guideline. You might think “obviously I’ll read the question – duh! I’m not that stupid”. Well, actually there are many situations in life where we overlook the obvious (as in “I just got to the airport when I realised I forgot my passport”). It so happens that in strange situations and times of stress we often overlook the obvious. And what are exams if not strange situations and times of stress? So please, please, read the full question or task. Parse it out into its constituent parts. Make a note of any verbs (discuss, compare, analyse, critique, solve, suggest, define etc.) and structure your response around the task – as in “(Hey reader!) this is where I ‘define’ – here is my ‘comparison’ and so on”.

    3 Give Yourself (and the Reader) Some Space

    Sitting an exam is a unique experience and as such it gives rise to some strange but common behaviours. Perhaps it’s the time limit, or the realisation that this is a test or competition but some student responses take the form of an endless stream of consciousness – a kind brain dump. As a reader, we are confronted with page after page of unformatted, unstructured and hurried writing. Trust me it is a difficult task to wade through this material to find where to award marks. Perhaps the student has misidentified the assessment goal and replaced the actual task with some sort of word count intensity trial. In my opinion, you need to write in blocks (paragraphs) with plenty of ‘advance organisers’ (e.g ‘in the next section I will show how my analysis may be applied…’) and headings to indicate the structure of your response. One of the best ways of achieving this is to leave space between sections and to consider the overall layout of your response from a readers perspective.

    4 On Your Marks

    Most exam papers provide a breakdown of the marking scheme – they might say “all questions carry 100 marks” and then indicate the proportion of the marks for each section (e.g. Part (i) 50 marks Part (ii) 25 marks and Part (iii) 25 marks). This is very useful information often overlooked by students. Your effort to complete Part (iii) of Question 1 carrying 25 marks must be weighed against the (perhaps easier) challenge of Part (i) of Question 2 worth 50 marks. Allocate your time and effort according to the marking scheme.

    5 It’s About Time

    It’s amazing how many student papers end with statements like “I ran out of time so I could not answer Question 4”. The hidden meaning is “I really know this stuff but the time passed so fast that I did not get around to the final question”. Well perhaps your did and perhaps you did not know but in all events the examiner can only mark what is presented on the exam script. So time planning is crucial to good exam strategy. Generally speaking you will have ample time to complete your test and some more besides. Most tests are not about speed writing. Allocate specific amounts of time for each question and then leave time for revision and improvement. I suggest you apply 80% of the total test time to attempt the required number of questions and 20% for revision and improvement. And don’t attempt more than the required number of questions – revising and improving your answers is a better strategy and there may be specific rules about exceeding the required number of answers.

    Remember as readers, examiners and above all as teachers we want every student to do well. If you take the advice above into consideration your chances of exam success will improve.

    Good Luck and

    Remember the Reader!!

  • Feature,  For Students,  For Teachers,  Philosophy & Science of Learning,  Tips

    Reflection, Teaching Practice and Learning from Experience

    Teaching practice or placement is one of the hallmarks of initial teacher education. As with many professions, the novice teacher is expected to learn through experience in an authentic setting. Student teachers are often required to write reflections on they have learned in placement. Many struggle with the task – wondering what actually constitutes reflective writing and why there is so much emphasis on the process of reflection.

    Many look to scholarship to provide answers and works by Dewey (1933, How We Think), Schön (1992, The Reflective Practitioner), Boud et al (1985, Reflection: Turning Experience Into Learning), Mezirow, (1990, Fostering Critical Reflection in Adulthood), Brookfield (2005, The Power of Critical Theory for Adult Learning and Teaching) and Moon (1999, Reflection in Learning and Professional Development) are all good resources to improve ones understanding of reflection.

    However, knowing the characteristics or constituents of reflective practice is not the same as engaging in reflective practice. Indeed, I have read many essays by students who describe the underpinning theory of reflection but fail to grasp the challenge of practicing reflection.

    It is important to realise that the foundation of teaching placement is learning from experience. We are in danger of missing the point if we emphasise ‘reflection’ per se rather than learning. It is more useful to regard reflection as part of the learning process – often an essential part.

    A good starting point is to consider a basic model of reflection as a ‘a situation with me in it‘. This simple conceptual device has a lot of complexity behind it. Normally, when you think about an experience – say a lesson you taught – your first inclination is to remember from your own perspective. You would perhaps think something like ‘that went well – I could see the attentive looks of my students as I was explaining’. Good for you! But that’s not thinking about the situation with you in it! That’s your recall of your perceptions of the situation.

    A basic model of reflection

    Notice the imaginative shift to look back on a situation and place yourself in the picture. W B Yeats’ poem Among School Children provides an example of this shift when he uses the line “the children’s eyes – in momentary wonder stare upon – A sixty-year-old smiling public man.”

    This sense of looking at yourself – often through other people’s eyes (as in Brookfield’s Lenses) – is characteristic of reflective thought. Notice how powerful the simple device can be. I can reflect on events, interactions and complex experiences. Even ‘big picture’ issues like global sustainability can be subjected to reflecting thinking “There I am in the world and what am I doing to sustain it?”.

    Teachers and many other professions involving human interactions need to engage in reflective practice. No two teaching events are the same. Unlike for example, piloting an aeroplane there is no procedural manual or situational checklists one can draw upon. Teachers develop their skills and knowledge through the ‘engine of experience’.

    Accomplished teachers are expert reflective practitioners. They have developed not just the instrumental skills of teaching, but the much deeper capacity to know what skills matter and when to use them.

    Reflective writing and journaling are useful for developing reflective capacity. This is especially true for novice professionals.

    Here are some guidelines to get you going.

    Reflective writing is about:Reflective writing is not about:
    A situation with me in itA situation from my perspective
    Questioning my assumptions Defending my actions
    Possibilities & alternativesTheory and practice
    Demonstrating how I came to know Demonstrating what I know
    Learning from experienceDescribing experience

  • Feature,  For Students,  For Teachers

    Reflections on 40 Years of Educational Technology

    Completing the NCI National Forum for Teaching and Learning Index Survey caused me to reflect on my previous experiences with technology and education.

    On an October afternoon in 1981 in Theatre L in UCD, I placed a coin on the flat surface of an overhead projector and adjusted the lens to reveal a perfectly focused black disc on the giant screen. With that simple action I began my professional relationship with educational technology.

    Studying for the H-Dip in Education to qualify as a teacher, I was lucky enough to get part-time hours as an audiovisual demonstrator. The only downside was the cringe-worthy task of focusing the projector for the professor’s lecture to the jeers of my fellow students.

    The Education Department in UCD had a studio and as demonstrators we were encouraged to take photographs and make audio and video recordings and programmes. (That’s me mixing audio circa 1983)

    Having spent the previous four years in the monotone and monochrome world of Physics, Maths, and ‘Maths Physics’, I was excited by the innovations of education and teaching.

    That was a time when new ideas were emerging on how and what we should teach. The latest technologies such as slide projectors, tape recorders and movie reels were slowly finding their way into the classroom. We self-learned film and videotape production and explored new uses of audiovisual media for learning.

    Throughout the 1980s, equipment became more sophisticated and we pushed the boundaries on what could be achieved in terms of education. This was particularly true for video, satellites and broadcast television.

    The RTE archive features a news item from 1986 on a project involving a live satellite link to Jordan used to deliver lectures to engineers with return audio via a telephone link. I traveled to Amman to set up that side of the project. It’s worth a look to see the early manifestations of what is quite commonplace today.

    https://www.rte.ie/archives/collections/news/21204395-ucd-link-to-jordan/

    The Studio Room in the Education Department UCD – I am on the control desk and cameraman Ronan Fox in studio and King Hussain wishing the project well from Jordan.
    Yes that’s me circa 1987 with one of the first mobile phones in Ireland. In those days you could rent them by the day as part of location filming equipment

    All the while, evolving and emerging technology provided new possibilities for learning. As the Audio Visual Centre in UCD, we moved to a purpose built studio with a direct connection to RTE across the road. This was the beginnings of an era of educational television production.

    With this development we were able to extend our on-going inquiry on new possibilities for learning. I trained as a TV director and had the wonderful task of devising, producing and directing over a hundred educational TV programmes.

    Broadcast TV series such as The Story of Irish Expression, Women’s Studies, Know School Today, N to End and Remote Control brought new ideas and accessible insights to everyday lives.

    This was a time before the Internet when video, broadcast and satellite TV were opening up new channels for learning. Soon the pivot point of the ‘technology revolution’ centred on the development of the World Wide Web.

    In 1997 we introduced a new live TV series called Learnnet which ran for three years on RTE. The programmes captured the excitement of the early days of the Internet and the realisation that new technology would play an important role in school, college and workplace learning.

    On location for an Archaeology programme in the Ollscoil TV Series.
    From left to right – Mary Harkin (Researcher), Sally Reynolds (Presenter), Dr Rhoda Kavanagh (Archaeologist Expert Contributor), Kevin Cooney (Sound), Leo Casey (Director) and Declan McCaughy (Camera)

    One series had a significant impact on my thinking on adult education: Right to Learn pushed the boundaries of power and access to mass media. Throughout the programmes, unemployed people voiced their experiences of the world through drama and expression. The emancipatory nature of the production process provided powerful insights on the transformative potential of learning from experience.

    I was also involved in several broadcast series for adult literacy such as Read Write Now and the Really Useful Guide to Words and Numbers. Insights from these series also shed a light on adult’s motivation for learning and the lasting damage of negative school experiences.

    Looking back I now realise that the current emphasis on ‘Teaching and Learning in the Digital World’ is the most recent manifestation of a trend that originated back in the 1980s. Essentially digital media are tools of inquiry in the world. The range and possibilities available today influence who, how and what we teach.

    Reflecting on what I learned over many years working at the intersection of technology and learning I can identify some qualities and trends that point to the future.

    Digital media will continue to provide access points for learning. From the early days of educational TV to the live Internet lectures of today – options and entry points for learning continue to expand.

    Digital media projects and productions are powerful aggregators of learning. The shift from specialist subjects to projects and broad themes will continue as Digital World educators grapple with big questions such as sustainability and social justice – essentially how the world works and how to make it a better place.

    Digital media democratise education by providing open access to the discourse of ideas. Of course there is a dark side to this and we’ve still much to learn on how to work together in dialogue. But we have come a long way from the times when public discourse was available only to academic and broadcasting elites.

    Digital media will continue to afford new ways to engage and understand our world. Our capacity to capture, simulate and interact through digital devices provides new ‘ways of knowing’. The primacy of the written word has not been overturned but it is now complimented by a rich array of visual, aural and multi-sensory representations of our world and ideas.

    As I write these words on a small laptop, to a file stored in the cloud, to a post shared with the world, I remember that day focusing the projector to begin my journey to Teaching and Learning in the Digital World.

  • Feature,  For Students,  For Teachers,  Philosophy & Science of Learning

    Some Educational Insights from Confucius

    While travelling in Vietnam I visited the Temple of Literature in Hanoi. Built in 1070, it is dedicated to Confucius sages and scholars. There are many beautiful and interesting features to the site. It is one of the oldest establishments dedicated to learning and scholarship. It is a place of worship as well as a place of learning. The design and layout reflect the ideals of Confucian education, introduced by the Chinese into Vietnam more than a thousand years ago.

    Temple of Literature Hanoi

    One of the biggest misconceptions of the Confucian approach to education is that it promoted rote learning and didactic teaching to the neglect of deep understanding, critical thinking and individual autonomy.

    Examination of the writings from Confucius and his followers reveals a much richer conception of teaching and learning. Many of the ideas espoused in the texts are remarkably relevant in today’s complex digital world.

    Confucius (Kong Fuzi) lived from 551 to 479BC and his influences continue to this day in his home country of China and in many other countries across Asia including Vietnam.

    Difficulties with translations, changing political climates and the arrogant primacy of ‘western’ ideologies have meant the full depth of Confucian thinking on education has not been appreciated. Recently however, new translations and revised scholarship have opened our thinking on the Confucian approach to education and its relevance to the modern world.

    Confucius Shrine in Temple of Literature Hanoi

    There are two main works in the Confucian canon that address education and learning. The Analects (Lunyu) comprises a collection of sayings and teachings from Confucius’ life and Xueji (Record of Learning).

    It is the Xueji that perhaps is only now beginning to be fully appreciated. It is a short chapter in the Book of Rites (Liji) one of the Five Classics of Confucianism. It is from this source that one of the most insightful passages deals with the strategies for skillful teaching:

    XIII. [When] a junzi (noble or exemplary person) knows the reasons for teaching to flourish and fail, [such a person] can then become a teacher. Therefore a junzi teaches by leading (yu): [lead] the way [of learning] but does not drag [the learners];

    strengthen but does not suppress [them]; open [their minds] but does not arrive [at the conclusion on their behalf].

    [To lead] the way [of learning] without dragging [the learners] will result in harmony [between the teacher and learners];

    to strengthen [the learners] without suppressing [them] will result in ease [of learning for them];

    and opening [the learners’ minds] without arriving [at the conclusion on their behalf] will result in [reflective] thinking.

    [A teacher who produces] harmony, ease and [reflective] thinking may be called skillful in leading.

    This translation as well as the clarification in square brackets is from Tan, C. (2015). Teacher-directed and learner-engaged: Exploring a Confucian conception
    of education. Ethics and Education, 10(3), 302-312 (the line spacings are inserted by me to facilitate comprehension)

    There’s a lot more useful insight in the Xueji on the subject of teaching and learning. One of my favourites is on the subject of ‘bad teaching’. The lament here on what is wrong with some teachers is still very relevant today. Consider for yourself:

    X. The teachers nowadays [only] chant the [texts on the] bamboos, with much talking and asking of questions. [They aim to] advance rapidly but disregard [the learners’ ability to] accomplish [the learning].

    [The teachers] are not sincere in making others [learn], and do not give [their] utmost to [consider the learners’ individual] talents when teaching them.

    [The teachers] carry out measures that are contrary [to what is right], and make requests that are not realistic [for their learners]. In such a case, [the learners] detest [their] study and resent [their] teachers; [they] are embittered by the difficulty [of learning], and are unaware of [its] benefits.

    Even if [they] were to complete their study, [they would] certainly lose [what they have learnt] quickly. These are the reasons why teaching does not produce [its desired] results!

    Also from Tan, C. (2015). Teacher-directed and learner-engaged: Exploring a Confucian conception of education. Ethics and Education, 10(3), 302-312

    Great insight from two thousand four hundred years ago still very applicable today!

    Gardens around the Temple of Literature Hanoi
  • Feature,  For Teachers

    College Teaching: How to let go of PowerPoint

    It started as a means to an end. You wanted to do well in class but felt you couldn’t cope without additional support. “Don’t worry” you told yourself, “I can manage. I’ll just use a few. I’m not really dependent on them.”

    So you start with five, and then it becomes ten and before you know it your on 30 or more slides per class. Deep down you know you’re addicted.  

    College teachers – you may have PTS! 


    You may have full-blown PTS! Powerpoint Teaching Syndrome.

    Here are five indications to help your self-diagnosis of PTS:

    • Preparation for each class is devoted exclusively to preparing powerpoint slides. You even say things like “that’s the first five lectures in the bag” as you complete the slide banks.
    • You consider cancelling the class if the projector is broken or unavailable.
    • You read all the text from each slide.
    • Your rush through the last ten slides saying something like “I don’t have time to go through all of this so here are the slides”.
    • Your students explain they won’t be in class next week but they will read the slides instead.
    • You’re constantly asking other teachers for their slides. 

    If you answered ‘yes’ to more than one the above statements then you probably have PTS. If all of the statements are true then you are in deep trouble and should get professional advice on how to improve your teaching. 

    Don’t worry there is a cure for PTS and in many cases with proper treatment it can be completely eradicated. Here are some tips to help wean yourself off the dependency:

    • Build in-class student questions and activities into your slides –that way you focus on what the student does rather than the ‘delivery of content’.
    • Use the ‘B’ button in slideshow (on Powerpoint) –that way you can make the screen go black and it takes the focus away from the slide and on to what you say or do. Press B again to resume.
    • Place additional content in the notes sections of PowerPoint rather than on the main slide. Notes can be helpful for student revision without cluttering up the presentation.
    • Try to make every slide work hard for its place. Ask yourself ‘Is it really necessary? What purpose does it serve and how are students expected to use it for learning?’
    • Some functionality such as animation can work well for explaining particular concepts, at other times animations are useless distractions. Make student learning the focus of every decision you make and your overall design approach.
    • In class, talk about a topic then reveal the slides. That way you are giving the students an opportunity to construct their own understanding and then subsequently, they can compare and review through the imagery or text you present.

    In short

    Make your slides serve your teaching not the other way around.

  • Feature,  For Teachers

    New to college teaching – here are some tips to get you going.

    Well done! You’ve been appointed to teach a college module and you’re really looking forward to the experience. You know your topic and whilst you’re very confident about your expertise in your subject or discipline, you’re a little more apprehensive about your ability to teach.

    Like many other competences, effective college teaching involves a mix of knowledge, skills and disposition. There is certainly a continuum between the novice teacher (albeit subject expert) and the more experienced and accomplished teacher.

    The good news is that you have a lot going for you from the start. Subject expertise is a necessary but not a sufficient qualification for good teaching. Your in-depth understanding of your topic is a stable foundation upon which to build your repertoire of abilities as a teacher.

    The first tip is really an imperative and it’s perfectively captured in the phrase “It’s not all about me”. Many novice teachers naturally focus on their own performance. They prepare meticulously for what they will cover in each lecture. They design an extensive bank of slides for each class and they organise tasks for the students to complete between each session.

    Sounds like ideal preparation! And yes, all teachers should be encouraged to prepare well and to think about the tasks the students need to accomplish in order to build their knowledge. However, the missing ingredient in ‘all about me’ teaching is the focus on the student.

    You need to start and finish and at all points in-between stay focused on student learning as the goal and purpose of teaching.

    Ask yourself the following questions and then devise strategies to glean the answers

    • what is the current level of knowledge and understanding among the students of your topic?
    • are there potential flaws in their pre-existing comprehension?
    • how confident are the students in their abilities to learn this topic?
    • is there a range of abilities in the class, if so where is the baseline and where is the optimum?
    • how long will it take to learn and how much effort will be required?
    • do the students know what is expected of them and what kind of assessments they will undertake?
    • do the students know what to do if they can’t follow the material?
    • how will you know how well the students’ knowledge is progressing as you teach the module?

    The questions above could be arranged as a checklist for your preparation. It’s ok to write ‘not yet known’ beside any of the questions provided you have a plan in place as to how to get the answer.

    So, now you see the difference. Your first class may involve some questions and answers. Some group work to gather insights on prior knowledge. Some instructions on how to approach the topic and how and where to get support.

    You might be nervous as a first time teacher but you can also be sure that your students will also be apprehensive. By shifting the focus from your performance to their learning you take much of the the angst out of the situation.

    The purpose of teaching is to bring about learning. Stay with that idea and you will always be an effective teacher.

  • Feature,  The Cycle of Life

    Away with the fairies

    The Cycle of Life by Leon Ó Cáthasaigh

    First published in Ireland of the Welcomes Magazine

    It was going to be a long day. I started about an hour ago and knew I had at least five more ahead. Travelling west against the wind. At least the roads were quiet and the gentle landscape encouraged me along; hard pedalling in soft rain.

    All around was bog; plain to see but also discernable in the saddle by the lumpy ground.

    You might think of long distances as hardship on a bike but the truth is quite the opposite. I suppose it depends on your approach. If you were in a hurry to get to where you want the experience might be troublesome but if the journey itself is your destination it can be a fulfilling experience regardless of conditions.

    Imagine yourself on the road as I pass. There I was head down, legs working hard, water spraying from the wheels, all energy and puff. Based on this outward appearance you might reasonably assume I was hard at work fighting my way along. But that was not the case. Inside my head, I was in the zone. My brain’s senior management had gone home for tea and left unhindered, my thoughts were running amuck, strange images darted in and out as my imagination wandered about. I might as well have been snug in bed for I was dreaming away.

    My mother, and many others from rural parts, would describe my condition as ‘away with the fairies’.

    All around was bog; plain to see but also discernable in the saddle by the lumpy ground. It must be a great challenge for engineers to build a road across a bog. There seems to be no hard surface just a squelch underfoot that encourages caution. Bogs have always been regarded as mysterious places associated with danger and strange happenings. Tales were told of the otherworld and the gentle people who live alongside us. The bog was their place and we pass through with caution and respect. It would be a brave soul that wanders about the bog at night.

    Looking around it was easy to understand why stories survive and the logical world of science and technology has not taken hold. In the misty rain small droplets formed on the bog cotton and twinkled as they caught the early light. The wee turf stacks left to dry were strangely regular and aligned. The rushes shifted unpredictably, perhaps it was the wind.

    Our ancestors realised that we cannot explain everything

    Our ancestors realised that we cannot explain everything. We see only part of the world and there is more beyond our reach. Long ago young people had much to learn, dangers to be avoided, knowledge and skills to be acquired and lessons on how to survive and succeed. Wisdom resided in the old people but there were no schools of colleges. Stories were the backbone of learning and an important means of preserving culture and tradition.

    Stories were also a means of entertainment; the soap-operas and block-busters of the day. Winter evenings spent around the fire listening to tales and sagas, some romantic, some heroic and some dark and scary. Like the Hollywood films of today there were popular genres and familiar plot lines that could be told and retold. And among the most well-liked and frequently used motifs wasthe notion of the parallel world of the fairies; the wee folk who go about their business and like to be left alone. Gentle people who offer no threat at all, until that is you disturb or annoy them, and then they become cantankerous, mischievous and malevolent trouble-makers.

    I pulled in off the road just beside a Hawthorn tree. All around was quiet but for the faintest rustle of wind. It was time to take a break and what better place than this. Just beyond was an outcrop of bog oak the shape of which looked to make an excellent seat. I had a small snack bar and a bottle of water so I left my bike and carefully picked my way toward the spot. Bog oak is common enough in Ireland, the remnants of ancient forests thousands of years old. The alkaline conditions ensure the wood does not rot and often very large specimens remain intact. When the wood is eventually exposed due to shifting ground or turf-cutting the emergent trees have a bleached and sinuous quality. Strange contorted shapes are not uncommon. These were my thoughts as I approached, for as sure as I’m telling you this now, there was the queerest shape of a little fellow in the tree. He was sitting on my seat!

    Strange contorted shapes are not uncommon.

    Stories were often used to warn young people about the dangers of wandering off or talking to strangers. A typical fairy story involves a poor lad, who wanders off in the night, often after too much of his favourite sup, only to find himself lost and alone. In the distance he hears sweet music and faint cries that indicate merriment and dancing. When he approaches the source he sees strange people with pale faces dancing away. The music is the most melodic and lyrical he has ever heard and the dance is fast and elegant. In the middle of all this, perched on a high seat, is the king of the fairies surveying the scene and directing affairs. Most story tellers suggest the best thing to do in this situation is to quietly sneak away and ‘leave well enough alone’. However, this never happens, the gormless drunk decides to join the party and rudely crashes in on the scene. The music stops! He’s immediately surrounded and brought before the king. Apologies are too late and some recompense needs to be paid. The unfortunate man is inflicted with a bad leg or a strange hump.

    In other cases the person who happens on the scene is treated more fortunately. If appropriate respect and compliments are proffered the visitor may be invited to join in the merriment. The revelry goes on through the night and few can keep up with the pace and finesse of the dancing. In the morning the visitor awakes alone in the field and is left to tell the tale.Of course these are just stories and it’s impossible to find anyone who will provide a first-hand account of such an encounter.

    In the beginning I wasn’t greatly troubled by the figure that seemed to emerge from the shape in the tree. It was a trick of light and shadow. The trunk was gnarled and folded and human beings are pre-programmed to see faces everywhere. However, this was uncanny. There was a clear outline of a full-figure of a man. He had a wide hat and he was looking slightly away from me as if in quiet contemplation. Despite my unease I continued to approach expecting the apparition to fade at any moment. Quite the opposite –the closer I got the more I became convinced there was someone really there!

    There are several folk-theories to explain the existence of fairy people. One suggests they are Tuath DéDannen the mythical inhabitants of ancient Ireland. These people remained on but live now in their own way on the land. Another folk-theory is that they are fallen angels, not bad enough to go all the way down, now stuck here on earth. Regardless, fairies were considered to live quietly among us and were seldom seen. Most fairies have pale skin and a fair complexion –that’s the best way to recognise them as not all are small in stature. It was considered impolite to refer to them directly so they were often described as ‘the good folk’or the ‘gentle people’.

    Fairies come it two types: there are the trooping fairies who march about on special nights such as mid-summer or better known hereabouts St Johns eve; and of course individual fairies such as the pooka, banshee and well known leprechaun. All have many talents and can bestow gifts such as special skills to help with music or dress-making or they can do damage and make milk go sour or inflict ailments on unfortunate people.

    The fairy world is parallel to our own and in many ways they live similar to us. They rear cattle and sheep and sometimes they slip into market towns to replenish their stock. Few can see or recognise them for they are masters at disguise and trickery. There are many stories of interference with farm animals and crops. They are often blamed for a bad harvest or missing sheep. Trouble also arises when houses were built in the way of the trouping fairies favourite routes. Should this happen the occupier would be in for a noisy time at night until the good order of the route is restored.

    Fairy superstition remains active to this day and although many people won’t admit it there are few who would desecrate the many ring forts, also known as fairy forts, on farms across the country. Let’s just say there’s less of it about but the old ways still linger.

    That day as I approached the figure in the bog I applied all my wits to find a rational explanation for what I was seeing. One moment it’s a tree and the next it’s a man. If it’s a man what is he doing here? What if it’s a sculpture that would explain it? I decided go around a bit and see if I could look head on. As I shifted I had the strangest sensation that his head was shifting too. At this point I was getting a bit anxious. So I decided to make one big leap toward the tree and settle the matter for once and for all. As soon as I jumped I realised my mistake. I was so focused on the figure that I forgot I was in a bog. They all came together: the unmistakable slurp, the cold wet sensation as water entered my shoe and, most worrying of all, the feeling of being pulled downwards into the bog. I was stuck!

    So there I was, about twenty paces in from the road, stuck up to my knees in a wet marsh staring at a piece of wood that was smiling back at me. I decided to do the only logical, rational and scientific thing I could think of. I bowed my head and apologised profusely. I explained that I had only wanted to stop for a short break, I meant no disrespect and if he wouldn’t mind releasing me I’d be on my way and happy to leave my fruity bar behind. I jiggled and pulled and eventually one foot, then the other, came loose minus my shoes. I fell over and scrambled on my knees toward the safety of the road. Moments later reunited with my bike, blackened and without shoes, I wasted no time in pedalling away from the scene. As I looked back I caught a glimpse of him again this time he seemed to be eating something and sporting what looked extremely like a new pair of shoes.

    Later that evening, as I retold my story around the fire, my friends looked knowingly at each other as if to say ‘he’s away with the fairies’.

  • Feature,  For Teachers

    New to College Teaching

    There’s a big difference between a novice teacher and a bad teacher. One is at the early stages of an upward spiral of improvement while there is no hope for the other. Thankfully there are few bad teachers!

    The appeal of college teaching is an attractive career option for many professionals.

    Today more than ever, students of all ages are attending college to achieve higher qualifications and fulfil their work and life goals. Colleges, such as NCI, continue to change and evolve in response to these needs. Yet despite numerous innovations in policy, infrastructure and technology there is still one simple truth that underpins our education system; it is that the quality of learning depends essentially on the quality of teaching.

    Professionals in areas such as business and computing see the value of ‘giving something back’ through their teaching. They are concerned for future of the profession and recognise that it depends very much on the quality of new entrants to the field. This is why many turn to college teaching.

    National College of Ireland

    Teaching and learning is what we do, it is at the heart of the college experience and there is no substitute for a fully resourced, accomplished teacher to encourage, guide and assess student attainment. Teaching in higher education, whether full-time or part-time, can and should be a life-enhancing, enjoyable and rewarding occupation. As educational institutions strive to provide high quality programmes, they face the challenge of recruiting the brightest and the best teachers. Higher education teachers need to be experts in their chosen field but they also need to quickly acquire the specialist skills and knowledge required for effective teaching. This is especially the case for part-time teachers who bring valuable experience from wider contexts into college classrooms.

    It’s a curious contradiction to be both an expert and a novice at the same time. Many newly appointed teachers find college settings somewhat daunting; there are specialist concepts, specific ways of doing, and an extensive array of often obscure terminology. Add to this, the challenge of dealing with students who have high hopes and justified expectations of quality teaching and learning environments. Teaching is always a challenge and yet it entices us; you can learn a lot about yourself and your subject area by teaching others. Good teachers are also good learners and quickly adapt and develop in new situations. 

    Time is the most precious commodity in college life. Everything seems to revolve around timetables and the academic cycle. Once classes are up and running the momentum seems unstoppable and new teachers are required to keep up with the pace. So here’s the thing – and I can say this based on my own experiences working in teacher education – ‘you don’t know what you don’t know until you experience it’. We run courses and explain in advance what to expect but there is no substitute for the real thing. Teacher professional development is an on-going journey and a career long endeavour. We will never stop learning.

    Welcome aboard!

  • Feature,  For Teachers

    What makes a good teacher?

    One of a series of questions to be explored at Essential Questions for Educators Everywhere open summer course National College of Ireland 26-30th of June 2017

    eqfee.org ‘What makes a good teacher’ seems a simple question and you might expect a straight forward answer. However, the more you think about it the more you will realise that it is not so simple after all.
    NCI Staff at a Learning & Teaching Development Event
    For many years now, I have worked with students and teachers in different sectors and contexts. Over time we have developed an exercise to interrogate this question. The exercise is worthwhile for learning professionals everywhere.

    You can try this yourself.

    Start by thinking about your own experiences as a student and ask yourself who was the best teach er you ever had. Go on think about who that might be now…. Have you identified someone? Good! Let’s presume you can picture that person in your mind. Write down, or make a mental list, of the top qualities you associate with them.

    Keep that list handy and read on…

    OK, I’m going to have to introduce some theory before we proceed. Let’s assume the basic task of a teacher is to bring about learning in another person. I hope you can accept this as a starting point. So, teaching is a skill or craft associated with a person who’s quality or effectiveness is only apparent through their impact on others. This is similar to, say, the skills of a comedian. The task of a comedian is to make others laugh; no matter how closely you examine the actions of a comedian you can only confirm their talent through the laughter of other people. So too for teaching, if you wish to examine the qualities of a teacher – don’t look to the teacher. Look to the students!

    Now, let’s take a look at your list…

    Did you write the words ‘passionate’ or ‘inspiring’ or ‘motivational’ or words to that effect, as qualities associated with your good teacher? At our workshops many participants suggest these terms. I agree these are important values but with one proviso: Think back to the classroom contexts in which you experienced the ‘good’ teaching. Try to visualise the scene and look around. Was it a maths or history class, was it school or college, practical or theoretical? Was everyone learning? How good do you think a teacher would be if they only inspired already talented students? In many cases, our vision of a good teacher is biased in terms of our own experience of learning with that person. Student teachers often speak fondly of a particular role model who ‘inspired’ them to do science or who ‘fired their passion’ for literature. Good for them! But always ask was there anyone left behind? In my opinion, good teachers do whatever it takes learning happen to the best extent possible for every student. This means teaching in a manner that includes all students and builds on existing knowledge and skills.

    One other point

    How many people do you think would write ‘left me to work it out for myself’ as a quality of a good teacher? This is a tricky one. When you focus on the actions of the teacher you see nothing happening. When you look to the student or learner you see someone busy in the stretch zone. This is an elusive quality of teaching often termed ‘nurturing inquiry’. At a certain point learners need to break free from the instructional supports and scaffolds required at the early stages. Good teachers know this and are not afraid to encourage students to go it alone at a point on the learning journey. *** Often, the exercise causes us to re-appraise our first thoughts on what makes a good teacher. Of course, the implicit question for all learning professionals is ‘am I a good teacher?’

    So what makes a great teacher then …

    Actually, no less an authority than Confucius, provides a very good response to this question in terms of a ‘The Skilful Teacher’. I have altered the quotation here to bring it up to date in terms of gender references:
    The Skilful Teacher
    When a superior person knows the causes which make instruction successful, and those which make it of no effect, one can be a teacher of others.
    Thus in teaching, one leads and does not drag; one strengthens and does not discourage; one opens the way but does not conduct to the end without the learner’s own efforts.
    Leading and not dragging produces harmony. Strengthening and not discouraging makes attainment easy. Opening the way and not conducting to the end makes the learner thoughtful.
    One who produces harmony, easy attainment, and thoughtfulness may be pronounced a skilful teacher.
    Confucius, Book XVI – HSIO KI (Record on the Subject of Education) Modified gender references.