https://padlet.com/laurawillustration/3ypu3u7kltg0acv0 en-us 2022-01-25 19:06:32 UTC 2022-02-05 20:49:49 UTC hello@padlet.com laurawillustration https://padlet.com/laurawillustration/3ypu3u7kltg0acv0/wish/2012039514 Main concern within my teaching practice currently:

Lack of time for marking which has been apparent throughout the year
I am currently not course tutor but have the responsibility - which isn't ordinarily an issue due to love of the job and needs of learners - to ensure this marking has been completed in a timely fashion
If feedback is not delivered to learners in a timely manner, for example before the start of a new brief, this could then impact on the learners development

]]> 2022-01-25 19:17:46 UTC https://padlet.com/laurawillustration/3ypu3u7kltg0acv0/wish/2012039514 laurawillustration https://padlet.com/laurawillustration/3ypu3u7kltg0acv0/wish/2012060969 Due to the course I teach currently being short-staffed, this being one of several obstacles, time for marking and feedback becomes difficult to find.

This occasionally leads to feedback not being delivered to learners in a timely fashion, even if feedback is only a week late this could still impact on each learners progression and development on the course. Being a course that includes several creative briefs throughout the year, if feedback is delayed and a new project has already begun, learners have then missed an opportunity to use this feedback effectively from the beginning of a new project.

"If over the year you have 300-400 assignments to mark, you need to make best use of your main resource - your time - by confining your written feedback to how students can improve with hard work" (Coffield et al, 2014, p.141). 

Is this down to my own professionalism and time management skills? Or is this a wider issue?

Lunch time and evenings at home become overrun with marking in order to catch up - this being completed in my own time and therefore not included in my wage - furthermore in my job description as currently I am not a course tutor. 

Though some work is expected to be done at home, considering the nature of the profession “Becoming a teacher is a messy, non-linear process” (McKay & Manning, 2019, p. 2), at times this seems excessive and I feel if the staff issues were resolved pressures would be improved



]]> 2022-01-25 19:27:46 UTC https://padlet.com/laurawillustration/3ypu3u7kltg0acv0/wish/2012060969 laurawillustration https://padlet.com/laurawillustration/3ypu3u7kltg0acv0/wish/2012090461 When referring to Shon's Reflective Model and 'Single Loop Learning' (1978): 

The assumption: questioning my own professionalism due to time constraints and personal time management skills

Strategies/techniques: though unhealthy, strategies for overcoming these barriers include working from home and during luck hours - with teaching being back to back on every day that I currently teach it becomes almost impossible a times to complete tasks concerning marking whilst at work

Results: Though marking at home ensures that marking gets done - I do not believe this is a healthy way to work and should not be an expectation of the teacher all of the time. This then linking back into the professionalism of a teacher and how a vocation or 'calling' and love of the job is relevant - is this not now taken away when your work is taken home frequently? 

This seems to be an issue out of my power, without a fully staffed course time restraints will continue for myself and my colleagues, and therefore linking into Shon's 'Double Loop-Learning' (1978) whereby results link back to the assumption. 

]]> 2022-01-25 19:42:06 UTC https://padlet.com/laurawillustration/3ypu3u7kltg0acv0/wish/2012090461 laurawillustration https://padlet.com/laurawillustration/3ypu3u7kltg0acv0/wish/2030949694 2022-02-05 20:49:49 UTC https://padlet.com/laurawillustration/3ypu3u7kltg0acv0/wish/2030949694