This document summarizes the research project of a group of young researchers from different schools in Barrow. They investigated whether young people in years 5-7 have aspirations, and what those aspirations are. Their key findings were:
- The majority of pupils and parents said young people do have aspirations, though some teachers were less certain.
- Common aspirations included careers in sports, medicine, teaching, and the creative arts.
- Most pupils felt confident they could achieve their goals, though some lacked confidence. Family, practice, and encouragement helped confidence.
- Pupils saw parents as most able to help aspirations, while teachers saw themselves as most able to inspire.
- The researchers recommended providing more opportunities and encouragement to help
This document discusses the ethical and legal responsibilities of classroom teachers. It covers topics like professional boundaries, reporting requirements, negligence, and policies. Professional boundaries are important to establish appropriate teacher-student relationships and protect teachers from allegations. Teachers are mandatory reporters who must report any suspected child abuse or situations that could jeopardize a student's welfare. Negligence occurs when a teacher fails to properly perform job duties as described by their contract or policies. Teachers are responsible for understanding and following all relevant policies, and seeking membership in professional organizations can provide legal protection. It is not acceptable to ask for forgiveness for negligence or policy violations.
Queen of Peace Parent Evening Behaviour SupportCCQoP
David Vinegrad presented at a parent evening on behaviour and restorative practices. He discussed how restorative practices help develop qualities like participation, respect, honesty, and accountability in students. It focuses on repairing harm rather than punishment. He explained how a student's brain develops and the importance of positive relationships for parenting. When issues arise, restorative questions are asked to understand perspectives and how to make things right rather than blame.
This document provides information from a school counselor on cyberbullying and how coaches can address it. It discusses how cyberbullying is a serious issue due to its constant nature online. The counselor emphasizes that coaches should listen to students, gather data on bullying through surveys, and promote anti-bullying messages and policies to create a supportive team culture and school environment where bullying is not tolerated. The most important things coaches can do are to listen, support and care about students and follow up on any bullying issues reported.
The SIMPL model is a 4-step method for successfully asking donors for major gifts:
1. Show Interest (S&I) by asking open-ended questions to build rapport.
2. Match (M) key points of interest expressed by the donor to specific benefits your organization offers.
3. Pace (P) the discussion to confirm agreement and find signs the donor is ready to be asked.
4. Lead (L) to the ask, rehearsing your request and waiting for the donor's response without interrupting the silence.
This document provides guidance on using positive reinforcement to guide strong-willed children. It discusses mapping out a consistent weekly family schedule with fixed routines and events. It also recommends setting aside daily one-on-one time between parent and child using a timer to strengthen the parent-child relationship. Regular family meetings without children provide an opportunity for parents to connect without interruption.
"Why do we need to learn this?" is a common ELA classroom question. By going into the community and interviewing different careers, students are able to see the importance of reading and writing, which then provides motivation for more active learning. This presentation discusses the importance of role models in the classroom and what they can do for your students.
This document discusses the author's experiences as a first-generation college student, having children while pursuing a career in academia, and choosing to work at a primarily undergraduate institution. Some key lessons include getting involved with support networks for first-generation students, carefully planning timing of children with one's adviser, and balancing research and teaching expectations at undergraduate institutions through strong performance in both areas. The author emphasizes proactive planning and choice of supportive mentors to navigate various challenges.
The document provides guidance on using questions to drive inquiry-based learning. It outlines different types of question starters and prompts that can be used at various stages of an inquiry cycle. These include question words, Socratic questioning techniques to clarify ideas, probe assumptions, and elicit different perspectives. The document also links key questions to different phases of an inquiry process, including framing the inquiry, tuning in, finding out, sorting out, reflecting and acting. It provides examples of question prompts to remember information, prompt deeper thinking, reflection, transfer of learning, and creativity.
This document discusses the ethical and legal responsibilities of classroom teachers. It covers topics like professional boundaries, reporting requirements, negligence, and policies. Professional boundaries are important to establish appropriate teacher-student relationships and protect teachers from allegations. Teachers are mandatory reporters who must report any suspected child abuse or situations that could jeopardize a student's welfare. Negligence occurs when a teacher fails to properly perform job duties as described by their contract or policies. Teachers are responsible for understanding and following all relevant policies, and seeking membership in professional organizations can provide legal protection. It is not acceptable to ask for forgiveness for negligence or policy violations.
Queen of Peace Parent Evening Behaviour SupportCCQoP
David Vinegrad presented at a parent evening on behaviour and restorative practices. He discussed how restorative practices help develop qualities like participation, respect, honesty, and accountability in students. It focuses on repairing harm rather than punishment. He explained how a student's brain develops and the importance of positive relationships for parenting. When issues arise, restorative questions are asked to understand perspectives and how to make things right rather than blame.
This document provides information from a school counselor on cyberbullying and how coaches can address it. It discusses how cyberbullying is a serious issue due to its constant nature online. The counselor emphasizes that coaches should listen to students, gather data on bullying through surveys, and promote anti-bullying messages and policies to create a supportive team culture and school environment where bullying is not tolerated. The most important things coaches can do are to listen, support and care about students and follow up on any bullying issues reported.
The SIMPL model is a 4-step method for successfully asking donors for major gifts:
1. Show Interest (S&I) by asking open-ended questions to build rapport.
2. Match (M) key points of interest expressed by the donor to specific benefits your organization offers.
3. Pace (P) the discussion to confirm agreement and find signs the donor is ready to be asked.
4. Lead (L) to the ask, rehearsing your request and waiting for the donor's response without interrupting the silence.
This document provides guidance on using positive reinforcement to guide strong-willed children. It discusses mapping out a consistent weekly family schedule with fixed routines and events. It also recommends setting aside daily one-on-one time between parent and child using a timer to strengthen the parent-child relationship. Regular family meetings without children provide an opportunity for parents to connect without interruption.
"Why do we need to learn this?" is a common ELA classroom question. By going into the community and interviewing different careers, students are able to see the importance of reading and writing, which then provides motivation for more active learning. This presentation discusses the importance of role models in the classroom and what they can do for your students.
This document discusses the author's experiences as a first-generation college student, having children while pursuing a career in academia, and choosing to work at a primarily undergraduate institution. Some key lessons include getting involved with support networks for first-generation students, carefully planning timing of children with one's adviser, and balancing research and teaching expectations at undergraduate institutions through strong performance in both areas. The author emphasizes proactive planning and choice of supportive mentors to navigate various challenges.
The document provides guidance on using questions to drive inquiry-based learning. It outlines different types of question starters and prompts that can be used at various stages of an inquiry cycle. These include question words, Socratic questioning techniques to clarify ideas, probe assumptions, and elicit different perspectives. The document also links key questions to different phases of an inquiry process, including framing the inquiry, tuning in, finding out, sorting out, reflecting and acting. It provides examples of question prompts to remember information, prompt deeper thinking, reflection, transfer of learning, and creativity.
Legacy achievers: those who have had long term success, are a great model for our professional lives. How this relates to a veterinarians' life is very pracatical
This document discusses the importance of having a positive attitude. It states that attitude is the most important factor in one's personal and professional success, and that 85% of promotions and jobs are given based on attitude rather than skills or experience. It provides tips for cultivating a positive attitude, including focusing on positives, developing gratitude, continuous learning, building self-esteem, and starting each day positively. The document also discusses qualities of successful people like desire, commitment, hard work, character, and persistence. It lists reasons why people don't achieve excellence and factors that prevent maintaining positive relationships.
The Psychology of Relationships by Dr. Kathrine BejanyanMatt Kendall
This document discusses relationship psychology and addresses Cindy's relationship dilemma. It summarizes that while romantic love served an evolutionary purpose for initial attraction and reproduction, it was not meant to last decades with the same person. Modern relationships require developing companionate love through shared values, equity, standards, and connection. The quality of our connections depends on our own emotional well-being, which stems from early childhood relationships.
The document outlines Matt Kendall's presentation on building and maintaining social circles. It discusses internal and external validation, why social lives change, and differences between passive, reactive, and proactive social engagement. Matt shares his experience moving to London and building his current social life. He provides exercises for attendees to evaluate their social values, activities, and networks. The presentation offers advice on meeting new people through shared interests, experiences and community involvement. It stresses the importance of being proactive in organizing social activities and building a hub of friends through consistent get-togethers.
10 things you may not know about BULLYINGRon Graham
This document provides information about bullying and cyberbullying. It discusses how defining problems incorrectly can prevent solutions. It introduces an approach called NSTAAB that focuses on changing language, perceptions, and moving from control to collaboration. The document outlines signs that a child may be bullying, being bullied, or experiencing depression. It discusses the link between bullying and suicide. It also covers topics like cyberbullying, sexting, grooming and provides statistics. Throughout it emphasizes the importance of monitoring children's technology use, open communication, and educating students and parents on these issues.
The document discusses differences in social development and friendships between girls and boys from early childhood through adolescence. It notes that girls tend to have more fluid and transitory friendships early on, focusing on qualities they value in people, while boys identify strongly with groups and see friendships in more competitive terms. As adolescents, girls form closer best friend relationships and can be hurt by social dynamics, while boys rely more on small friend groups for security during a time of great physical and emotional change. The document provides tips for parents on intervening appropriately in children's social issues versus letting them work things out themselves.
This document provides library staff with tips and tricks for excellent customer service for teens. It discusses that teens are still developing physically, mentally, and socially. The document recommends that staff learn to Remember, Accept, and Project themselves onto teens to better understand their needs and perspectives. Additionally, it encourages staff to advocate for teens and ensure they feel equally welcome at the library as other patrons. The document provides suggestions for how to communicate respectfully and supportively with teens.
This document provides guidance for teachers on creating a welcoming classroom environment for all students regardless of sexual orientation or gender identity. It emphasizes that while teachers don't need to agree with students' identities, they must ensure equal treatment and prevent discrimination. The document outlines key terms, discusses challenges LGBTQ students face, and gives 12 strategies for teachers, such as using gender-neutral language, intervening against harassment, ensuring fair opportunities, and treating all students with kindness and respect. Resources on transgender youth and the importance of parent involvement are also referenced.
The document discusses the importance of relationships in middle years education. It argues that building trusting relationships with students will positively impact their learning, behavior, and future choices. It provides strategies for teachers to develop relationships, including getting to know students personally, acting as mentors, building a supportive classroom culture, and avoiding actions that damage trust. The key is for teachers to understand themselves and their students in order to best support adolescents through this developmental period.
- Alfred Binet created the first IQ test in 1905 to identify students who did not suit the standard curriculum so an alternative could be designed
- In 1915, Stanford University adapted Binet's test and used it to construct an ethnically-based social hierarchy, though language skills affected immigrant scores
- Binet argued intelligence was not fixed and could be increased, opposing the view it determined one's abilities
- Ability grouping benefits high achieving students but harms low achievers, with 80% of students held back in the US being black or Hispanic boys
- The Learning Pit model involves moving students from clarity to confusion to construction of new understanding through questioning
- Pre-testing identifies students' current understanding before instruction to better target teaching
This document discusses ideas around challenging learning from philosopher Alfred Binet and others. It explores what children need to learn, whether intelligence is nature or nurture, the impact of vocabulary exposure in early childhood, mindsets about intelligence, and balancing challenge versus difficulty. Key concepts discussed include mental orthopaedics, growth mindset, the teaching target model, and using question stems and colliding concepts to facilitate challenging discussions for learners of different ages.
This document discusses strategies for creating the right level of challenge in teaching and learning. It emphasizes that challenge should be at the zone of proximal development where tasks are difficult but still possible. Checklists and rubrics can help students and teachers understand expectations and progress. Praise should focus on effort, strategies and progress rather than innate ability so students see challenges as opportunities to learn and improve. Creating the right environment and high expectations can help ensure all students benefit from an appropriate level of challenge.
This document discusses ability grouping and praise in education. It summarizes research showing that ability grouping children at a young age and streaming them into "top sets" can negatively impact lower-achieving students. Specifically, research found that 71% of September-born children were placed in top sets compared to only 26% of August-born children. The document also reviews research demonstrating that praising children's intelligence rather than effort can have a detrimental effect on their motivation and resilience. In contrast, praising hard work and the learning process leads to greater persistence and achievement. The document advocates avoiding ability labels and focusing feedback on effort, learning, and growth.
The document summarizes information about Philosophy for Children (P4C). It discusses how P4C aims to help children become more thoughtful, reflective, considerate, and reasonable individuals rather than turning them into philosophers. It provides an example of the typical format used for P4C discussions and notes how creating cognitive conflict is key to developing critical thinking skills. The document also shares quotes from Socrates about wisdom and philosophy.
This document provides information about Philosophy for Children (P4C), a thinking skills program that aims to help children become more thoughtful, reflective, considerate, and reasonable individuals. It discusses the four C's of P4C - collaborative, caring, critical, and creative community inquiry. It also includes examples of questions that could be used in a P4C discussion and describes different levels of skill acquisition from novice to expert based on the Dreyfus model. Finally, it notes that P4C discussions with 3 1/2 year olds could help develop their thinking and reasoning abilities.
This document contains a variety of information on different topics related to education including:
- Data showing differences in vocabulary between children from professional vs working class vs welfare homes.
- Details about facilities at a private UK school compared to state schools.
- Background on the creator of the first IQ test and how it was later adapted and used to construct a racial hierarchy.
- Statistics on ability grouping of UK children by age and birth month.
- Diagrams showing relationships between value, expectation, and application in different school subjects.
- Details of an experiment comparing different types of praise for test scores.
- The Scandinavian phrase "FOAFOY" related to curling parents.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
The document summarizes research conducted by young researchers on aspirations. They surveyed students, parents, and teachers to understand what goals students have, what influences these goals, and how confident students feel in achieving them. The researchers found that most students do have aspirations, often related to sports, the arts, animals or technology. They also found that students see their goals as coming from internal motivations or external influences, and that having support from family, teachers and role models can help students develop and pursue their aspirations. The researchers recommend providing more support for students to develop self-belief in their goals and expanding opportunities to explore potential careers.
The document provides an orientation for youth on career exploration and guidance. It discusses the DepEd's career guidance programs from kindergarten to grade 12. It encourages participants to learn about career concepts, identify their skills and interests, and make wise decisions about their future. The document provides guidance on self-assessment, behavioral skills, career paths after senior high school, and helps address questions about career decision making. It stresses the importance of self-awareness and a slow, thoughtful approach to career exploration.
NC Paraprofessional 2019 - How To Ask Better QuestionsAmanda McLellan
In this hybrid presentation/workshop, learn some tips on how to ask better questions, practice active listening, and get better answers. The focus will be on team communication at work, but these tips could be applied to family, friends, and patron interactions as well.
Legacy achievers: those who have had long term success, are a great model for our professional lives. How this relates to a veterinarians' life is very pracatical
This document discusses the importance of having a positive attitude. It states that attitude is the most important factor in one's personal and professional success, and that 85% of promotions and jobs are given based on attitude rather than skills or experience. It provides tips for cultivating a positive attitude, including focusing on positives, developing gratitude, continuous learning, building self-esteem, and starting each day positively. The document also discusses qualities of successful people like desire, commitment, hard work, character, and persistence. It lists reasons why people don't achieve excellence and factors that prevent maintaining positive relationships.
The Psychology of Relationships by Dr. Kathrine BejanyanMatt Kendall
This document discusses relationship psychology and addresses Cindy's relationship dilemma. It summarizes that while romantic love served an evolutionary purpose for initial attraction and reproduction, it was not meant to last decades with the same person. Modern relationships require developing companionate love through shared values, equity, standards, and connection. The quality of our connections depends on our own emotional well-being, which stems from early childhood relationships.
The document outlines Matt Kendall's presentation on building and maintaining social circles. It discusses internal and external validation, why social lives change, and differences between passive, reactive, and proactive social engagement. Matt shares his experience moving to London and building his current social life. He provides exercises for attendees to evaluate their social values, activities, and networks. The presentation offers advice on meeting new people through shared interests, experiences and community involvement. It stresses the importance of being proactive in organizing social activities and building a hub of friends through consistent get-togethers.
10 things you may not know about BULLYINGRon Graham
This document provides information about bullying and cyberbullying. It discusses how defining problems incorrectly can prevent solutions. It introduces an approach called NSTAAB that focuses on changing language, perceptions, and moving from control to collaboration. The document outlines signs that a child may be bullying, being bullied, or experiencing depression. It discusses the link between bullying and suicide. It also covers topics like cyberbullying, sexting, grooming and provides statistics. Throughout it emphasizes the importance of monitoring children's technology use, open communication, and educating students and parents on these issues.
The document discusses differences in social development and friendships between girls and boys from early childhood through adolescence. It notes that girls tend to have more fluid and transitory friendships early on, focusing on qualities they value in people, while boys identify strongly with groups and see friendships in more competitive terms. As adolescents, girls form closer best friend relationships and can be hurt by social dynamics, while boys rely more on small friend groups for security during a time of great physical and emotional change. The document provides tips for parents on intervening appropriately in children's social issues versus letting them work things out themselves.
This document provides library staff with tips and tricks for excellent customer service for teens. It discusses that teens are still developing physically, mentally, and socially. The document recommends that staff learn to Remember, Accept, and Project themselves onto teens to better understand their needs and perspectives. Additionally, it encourages staff to advocate for teens and ensure they feel equally welcome at the library as other patrons. The document provides suggestions for how to communicate respectfully and supportively with teens.
This document provides guidance for teachers on creating a welcoming classroom environment for all students regardless of sexual orientation or gender identity. It emphasizes that while teachers don't need to agree with students' identities, they must ensure equal treatment and prevent discrimination. The document outlines key terms, discusses challenges LGBTQ students face, and gives 12 strategies for teachers, such as using gender-neutral language, intervening against harassment, ensuring fair opportunities, and treating all students with kindness and respect. Resources on transgender youth and the importance of parent involvement are also referenced.
The document discusses the importance of relationships in middle years education. It argues that building trusting relationships with students will positively impact their learning, behavior, and future choices. It provides strategies for teachers to develop relationships, including getting to know students personally, acting as mentors, building a supportive classroom culture, and avoiding actions that damage trust. The key is for teachers to understand themselves and their students in order to best support adolescents through this developmental period.
- Alfred Binet created the first IQ test in 1905 to identify students who did not suit the standard curriculum so an alternative could be designed
- In 1915, Stanford University adapted Binet's test and used it to construct an ethnically-based social hierarchy, though language skills affected immigrant scores
- Binet argued intelligence was not fixed and could be increased, opposing the view it determined one's abilities
- Ability grouping benefits high achieving students but harms low achievers, with 80% of students held back in the US being black or Hispanic boys
- The Learning Pit model involves moving students from clarity to confusion to construction of new understanding through questioning
- Pre-testing identifies students' current understanding before instruction to better target teaching
This document discusses ideas around challenging learning from philosopher Alfred Binet and others. It explores what children need to learn, whether intelligence is nature or nurture, the impact of vocabulary exposure in early childhood, mindsets about intelligence, and balancing challenge versus difficulty. Key concepts discussed include mental orthopaedics, growth mindset, the teaching target model, and using question stems and colliding concepts to facilitate challenging discussions for learners of different ages.
This document discusses strategies for creating the right level of challenge in teaching and learning. It emphasizes that challenge should be at the zone of proximal development where tasks are difficult but still possible. Checklists and rubrics can help students and teachers understand expectations and progress. Praise should focus on effort, strategies and progress rather than innate ability so students see challenges as opportunities to learn and improve. Creating the right environment and high expectations can help ensure all students benefit from an appropriate level of challenge.
This document discusses ability grouping and praise in education. It summarizes research showing that ability grouping children at a young age and streaming them into "top sets" can negatively impact lower-achieving students. Specifically, research found that 71% of September-born children were placed in top sets compared to only 26% of August-born children. The document also reviews research demonstrating that praising children's intelligence rather than effort can have a detrimental effect on their motivation and resilience. In contrast, praising hard work and the learning process leads to greater persistence and achievement. The document advocates avoiding ability labels and focusing feedback on effort, learning, and growth.
The document summarizes information about Philosophy for Children (P4C). It discusses how P4C aims to help children become more thoughtful, reflective, considerate, and reasonable individuals rather than turning them into philosophers. It provides an example of the typical format used for P4C discussions and notes how creating cognitive conflict is key to developing critical thinking skills. The document also shares quotes from Socrates about wisdom and philosophy.
This document provides information about Philosophy for Children (P4C), a thinking skills program that aims to help children become more thoughtful, reflective, considerate, and reasonable individuals. It discusses the four C's of P4C - collaborative, caring, critical, and creative community inquiry. It also includes examples of questions that could be used in a P4C discussion and describes different levels of skill acquisition from novice to expert based on the Dreyfus model. Finally, it notes that P4C discussions with 3 1/2 year olds could help develop their thinking and reasoning abilities.
This document contains a variety of information on different topics related to education including:
- Data showing differences in vocabulary between children from professional vs working class vs welfare homes.
- Details about facilities at a private UK school compared to state schools.
- Background on the creator of the first IQ test and how it was later adapted and used to construct a racial hierarchy.
- Statistics on ability grouping of UK children by age and birth month.
- Diagrams showing relationships between value, expectation, and application in different school subjects.
- Details of an experiment comparing different types of praise for test scores.
- The Scandinavian phrase "FOAFOY" related to curling parents.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
The document summarizes research conducted by young researchers on aspirations. They surveyed students, parents, and teachers to understand what goals students have, what influences these goals, and how confident students feel in achieving them. The researchers found that most students do have aspirations, often related to sports, the arts, animals or technology. They also found that students see their goals as coming from internal motivations or external influences, and that having support from family, teachers and role models can help students develop and pursue their aspirations. The researchers recommend providing more support for students to develop self-belief in their goals and expanding opportunities to explore potential careers.
The document provides an orientation for youth on career exploration and guidance. It discusses the DepEd's career guidance programs from kindergarten to grade 12. It encourages participants to learn about career concepts, identify their skills and interests, and make wise decisions about their future. The document provides guidance on self-assessment, behavioral skills, career paths after senior high school, and helps address questions about career decision making. It stresses the importance of self-awareness and a slow, thoughtful approach to career exploration.
NC Paraprofessional 2019 - How To Ask Better QuestionsAmanda McLellan
In this hybrid presentation/workshop, learn some tips on how to ask better questions, practice active listening, and get better answers. The focus will be on team communication at work, but these tips could be applied to family, friends, and patron interactions as well.
The document provides an overview of person-centred outcomes and approaches. It discusses:
1. Understanding the difference between what is "important to" a person versus what is "important for" them and how to collect information to create a one-page profile.
2. The value of identifying a person's aspirations, which differ from outcomes in focusing on personal goals rather than service goals.
3. The difference between a person-centred outcome, which is measurable and has the person's influence, versus a service solution.
4. Various person-centred approaches and tools that can be used to develop outcomes focused on what matters to the person.
Dr Phil Garner came to Homefield Preparatory School on Thursday 9th January to talk to staff and parents about how best to raise achievement levels in boys.
The document provides an agenda and materials for a workshop on promoting responsible fatherhood and parenting for teen parents.
The agenda includes sessions on father figures, the needs of teen parents, identifying resources, priority setting, and promoting responsible fatherhood. Workshop goals are to explore attitudes toward young parents, identify knowledge and skills barriers, and encourage improved and effective parenthood.
Several activities are outlined to help participants reflect on father figures in their own lives, discuss the educational and behavioral needs of teen parents, identify supportive services for teen parents, and set priorities for teen parents. A video on cultural forces influencing fatherhood and responsible parenting is also included.
The document summarizes an interactive seminar on parenting. It introduces the presenter and participants. It then discusses what good parenting entails, focusing on developing confidence, building character, and nurturing creativity. It also covers the four developmental needs of children and ways parents can potentially spoil their kids. The seminar provides a formula for good parenting and outlines seven types of meaningful activities for children.
"How you see yourself is what matters most"Kawita Bapat
This document profiles Dr. Kawita Bapat, an obstetrician and gynecologist in Indore, India. She has held several leadership positions in medical societies and organizations. The document then discusses how people often criticize their own appearance when looking in the mirror due to influences on self-image from a young age. It focuses on the impact of social conditioning, family, and peers in shaping adolescents' body image and potential issues that can arise from poor body image.
This document summarizes a presentation given by two stay-at-home dads, Chris Singer and MC Rothhorn, about how to better engage fathers in early childhood programs. They discuss common obstacles that discourage dad participation like work obligations and a lack of knowledge. The presentation provides tips for making programs more dad-friendly through activities, marketing, and partnering with other organizations. It also outlines current efforts like partnering with an expectant parent organization to facilitate dad-focused birthing classes.
The document discusses fathers who care for children with autism spectrum disorder (ASC). It notes that while fathers are often overlooked, they offer many positives to parenting. Support groups help fathers discuss challenges and successes of caring for a child with ASC. The document outlines issues fathers face, such as coming to terms with diagnosis and navigating support systems. It also describes a training course for fathers on autism and seeking support. The conclusion reiterates that fathers care deeply for their children with ASC and support groups promote networking, training, and a positive father identity.
Here are some questions I have about my life that I'm still seeking answers to:
- What career path is best suited to my strengths and interests? I'm still exploring different options.
- How can I balance responsibilities and still make time for things I enjoy? It's a challenge figuring out priorities.
- What are some small ways I can make a positive impact on issues that matter to me? I want to contribute in a meaningful way.
- How will continuing to learn and grow as a person help me find greater purpose and fulfillment? I hope more self-reflection provides insight.
- What relationships and experiences will help me become a wiser, more compassionate person? The journey to answer this
The document provides an introduction to morality. It discusses how morality relates to judging right from wrong and choosing to do right. It explains that morality comes from various sources, including family, friends, religion, society, emotions, and personal values. Moral behavior can depend on consequences, emotions, situations, rules, authority, customs, and conscience. The document provides examples of moral, immoral, and amoral people and discusses making moral decisions through considering facts, options, advice, values, and prayer. It emphasizes that morality matters for healthy relationships and society.
This document provides information on parenting styles and tips for effective parenting. It discusses how demanding, controlling or indulgent parenting can lead to issues for children like increased risky behaviors. The most effective parenting involves being warm, supportive, consistent and having open communication. Setting clear rules and avoiding knee-jerk reactions can help. The document recommends websites for more parenting resources and tips.
The document discusses support for fathers of children with autism. It notes that while fathers are often involved in their children's lives, they may have some unique issues compared to mothers, such as difficulties communicating emotions. Support groups help fathers share experiences and provide mentoring. The author has run successful support groups for over 10 years and provides training to help fathers understand autism and learn strategies for supporting their children and accessing services. Little is known about the experiences of autistic fathers. Overall, support groups promote positive father identity and help fathers support each other.
This document summarizes a presentation about supporting families of children with Auditory Neuropathy Spectrum Disorder (ANSD). It discusses the challenges these families face due to contradictory information from professionals and a lack of understanding about ANSD. Through interviews, common themes from families were identified. These included a desire to understand what their child can hear, relying on self-education rather than professional support, and having to constantly explain ANSD. The document outlines families' experiences from birth to school-age and key issues at each stage, such as developmental delays, communication options, and social skill difficulties. It also identifies factors that did not help families, such as a "wait and see" approach and lack of professional knowledge about ANSD.
We distributed 20 questionnaires using paper, text messages, and social media to gather information about our target audience. Most respondents were male. While most had some interest in healthy eating, they believed that canteen staff opinions would most influence choices about healthy eating in schools. These results will help us choose engaging content for our documentary that our target audience will prefer and provide useful insights.
Parenting Young Children Effectively.pptxSritha Sandon
The document provides guidance on parenting children ages 3 to 12. It discusses the key domains of child development - physical, cognitive, and socio-emotional. For the physical domain, it emphasizes the importance of nutrition, sleep, hygiene and physical activity. For cognitive development, it outlines theories of intelligence and cognitive stages. For socio-emotional development, it discusses the importance of praise, affection, self-esteem and the theories of Erikson and attachment. It addresses common parenting concerns and provides tips for being involved without being over-involved or neglectful.
Commitment to Student and Student LearningAdults must be alert.docxclarebernice
Commitment to Student and Student Learning
Adults must be alert to sexed-up images targeted at very young girls ZOSIA BIELSKI Globe and Mail; Published Tuesday, Jun. 09, 2009 4:00AM EDT; Last updated Thursday, Mar. 10, 2011 4:25PM EST
They troll gossip blogs, pore over Miley Cyrus videos and eyeball toy store shelves. They're not preteens, but a crew of early childhood educators on a mission: to show parents and teachers what their five- to 11-year-old charges are ingesting.
The educators from the University of Toronto's Ontario Institute for Studies in Education are meeting with teachers across North America to drive home the message that consumerist culture is sexualizing girls, and early onset puberty is worsening the problem.
The educators want to deepen elementary school teachers' understanding of media. They will present their research, entitled the Pink Project, at a U.S. National Association for the Education of Young Children gathering in Charlotte, N.C., next week.
Early childhood education specialist Kimberly Bezaire spoke to The Globe and Mail.
Why are you looking at girls aged 5 to 11 specifically?
There's so much research on teens and that three- to five-year-old range, but so little from 5 to 11. Biology and branding are really changing the ways these girls are growing up today.
What do you mean by biology changing?
Accelerated puberty - early onset puberty. It's commonplace now for a certain percentage of girls to be having their period when they're 8. We still haven't gotten a clear answer on that one. Body mass index is one of the speculations, and also environmental conditions. Then it's coupled with acceleration in social maturity and high achievement pressures. Girls excel but it's a double-edged sword: Along with that comes an obsessive perfectionism.
You look at digital characters. What do you mean by that?
Miley Cyrus, the G-rated [actress] on Nickelodeon who seems so wholesome - she doesn't stand alone: There's Hannah Montana, clothing, products, YouTube videos, her Vanity Fair photo, her fashion photos in all the tabloid magazines, and there's 24/7 access to those things. [Colleague] Shelley Murphy wanted to be Laurie Partridge when she was growing up. The most personal information she could learn was her star's height, weight and favourite toothpaste. Now, the girls mine and know every single little detail - who [Ms. Cyrus] is dating, what she wants to wear and buy, who she's posed in her underwear for, what picture she took in the shower to send to which boy and that she wants to have breasts like Katy Perry. We found from our interviews with parents that they often aren't aware of the extent of information their girls know and make sense of.
And how do they make sense of it?
That's the complicated question. Making a YouTube video of yourself in a push-up bra and a tank top when you're 10 years old and having adult men subscribe to your [channel] - that's what we're seeing. They're looking at media ...
This PowerPoint presentation explores the art of questioning in communication. It emphasizes the importance of asking the right questions to facilitate deeper understanding, foster meaningful conversations, and build stronger relationships.
This presentation aims to equip the audience with effective questioning skills that can enhance their communication abilities, whether in professional settings or personal relationships. It’s a valuable resource for anyone looking to deepen their conversations and connections through the power of questioning. Enjoy the journey through the art of questioning!
CDEC is an organization that promotes global citizenship education in schools through programs like school linking, outdoor learning, and teaching about fairtrade. Their vision is for students to develop understanding of other people and places, and make informed choices that positively impact society. They provide resources and training to help teachers engage young students in learning about global issues and fairtrade, with the goal of encouraging students to not just learn about these topics but take action that can make a difference. One of their programs, called "The World from our Doorstep", aims to raise awareness of development issues and sustainability in young children through stories, games, and connections to local food producers.
This document discusses poverty in the UK and education for global learning. It notes that poverty has doubled in British households over the past 30 years, with 1 in 3 people unable to properly heat their homes or eat healthily. The director of CDEC advocates for global learning in schools to build understanding of interdependence and empower students to take action on poverty. CDEC's EU-funded project aims to increase teacher confidence in global topics and student understanding of links between Europe, developing regions, and poverty's causes to motivate collaborative action for a fairer world.
Global literacy for a Fairer World, Arezzo, 9-10 april 2014katiecdec
This document outlines an EU-funded global citizenship education project led by CDEC in the UK, Czech Republic, Poland, and Ghana. The project aims to build teachers' confidence in incorporating global learning into their lessons to help students understand interdependence between countries and take meaningful action towards a fairer world. Key elements include participatory and experiential learning, conducting student audits to assess knowledge of global issues, and exploring different levels of student participation in school. Resources are provided on the project website to support these goals.
This document provides an introduction to Philosophy for Children (P4C). It discusses the aims and structure of P4C sessions, which involve forming a circle, presenting a stimulus, inviting questions, voting on questions, dialogue and debriefing. P4C develops skills like questioning, reasoning, exploring concepts and seeking truth through dialogue rather than debate. The document traces the history and development of P4C and provides examples of open-ended questions that can be discussed. It emphasizes the importance of higher-order questioning and thinking in P4C.
Hawkshead primary school Pupils Take Action presentationkatiecdec
Pupils at Hawkshead Esthwaite Primary School took action to investigate water use, raise money for WaterAid, and share their findings with parents and the community. They carried water to experience what children in other countries face daily, and performed a play about a water shortage. The school also investigated food waste and encouraged composting and recycling. Pupils communicated with their link school in Ghana to compare their lives and learn about challenges with access to water, food, and the environment in Ghana.
This joint presentation is by pupils at Kirkoswald, Our Lady of the Rosary, a...katiecdec
Pupils at Our Lady of the Rosary in Jericho, Kirkoswald have taken action to raise funds for education. They organized several fundraising activities including a car wash, cafe with African and castle banquet menus, and selling fairtrade products and homemade crafts. The funds will help support a school in Cameroon and doctors in Gambia, as the students were inspired by other schools taking action and wanted to help ensure all children have access to a good education.
Cambridge primary school's Take Action Projectkatiecdec
The class worked on a project about global citizenship and food/trade issues. They debated different perspectives and decided to promote fair trade goods. The students designed their own fair trade snacks using ethical ingredients. They created packaging and hosted a fair trade afternoon tea party event for families. Their goal was to raise awareness of fair trade products and encourage others to support these types of goods.
Armathwaite school's take action project!katiecdec
Armathwaite school took part in a take action project at the Marmalade festival to promote Fairtrade and local sugar. They set up an interactive stall with games and activities to educate festival-goers and get them thinking about their sugar choices. The students engaged with over 100 people and hope they helped raise awareness of how choices can impact farmers locally and abroad. They worked as a team and felt it was a successful experience that boosted their confidence, but also learned engaging people requires different strategies.
We had a discussion about the future of the world and are concerned about changes that may occur. We considered issues of poverty, equality, and fairness through studying literature, history, music, and global learning. As an artist commented, art can be used to reflect on important issues in the world. We explored these topics through various classroom activities and discussions.
Wellbeing is contingent on a sense of self-efficacy (a person’s belief that their effort and actions can bring about desired results) and on social capital (“the web of cooperative relationships between citizens that facilitate resolution of collective action problems” ).
This workshop explored the impact on wellbeing of enabling pupils’ sense of self-efficacy and their understanding of global ‘interconnectedness’ within the context of a global citizenship project ‘Global Literacy for a Fairer World’. This multi-national project, funded by the European Commission and led in the UK by Cumbria Development Education Centre (CDEC), engages teachers and pupils aged 7-11 in the UK, Czech Republic, Poland and Ghana, in learning about international development themes of poverty, inequality, and interdependence, and supports them to take real and relevant action in their own communities which will address global inequality. Through exploring global citizenship, pupils’ self esteem and self-efficacy will grow as they understand the impact that their actions can take, both locally and globally.
CDEC is a registered charity that inspires young people and their teachers to engage with global issues, to take responsibility – individually and together – for the world in which they live, and to contribute towards a fair and sustainable world.
This document is a newsletter update from September 2013 for the World from our Doorstep project. It provides information about their work bringing global issues and international development topics closer to home for communities in Cumbria, UK. The update shares news from the project and their contact details for those interested in their efforts to promote global citizenship and understanding on a local level.
The document outlines a whole school training for the Autumn term 2013 about the "World from our Doorstep" project. The project aims to raise awareness of development issues and sustainability among young children. It will involve infant and pre-school teachers using stories, games, and activities centered around themes of interconnectedness, sustainability, and fairness. Participants will learn new methodologies to engage children in learning and are provided with resource boxes and storybooks to use in their classrooms. Focus group meetings and trainings will be held periodically to support participation.
Inglewood school embedding global learning powerpoint,3 sept 2013 2katiecdec
This document outlines an agenda and presentation for a workshop on embedding global learning in teaching. The workshop aims to explore what global learning is, why it's important, and how to incorporate it across the curriculum. It discusses key concepts like diversity, identity, and global citizenship. Teachers will learn strategies for raising awareness of different cultures and global issues, and how students can take action. The presentation encourages mapping topics against concepts like interdependence and evaluating coverage to identify areas for development, in order to better promote global perspectives in education.
Gl pta2 workshop 1 powerpoint, september 2013katiecdec
This document provides information about an introductory workshop for the Pupils Take Action project, which aims to build teachers' confidence in incorporating global learning into lessons. The workshop agenda includes introductions, an overview of the Global Literacy project and timeline, classroom activities from the Challenge and Enquiry Pack, and next steps. The project is a 3-year EU funded initiative led by CDEC to help children in the UK understand interdependence with countries in the Global South through topics like food and trade, and empower them to take action towards greater fairness. Teachers will support students to complete pupil audits, learn about global issues, and design their own action projects.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Introduction
Today we want to
• Tell you about our story
• Share our research results
• Make some recommendations
• Try to answer questions
3. Introduction
• We are from five different schools St Georges, Greengate
Juniors, Cambridge Primary and Sacred Heart. At the first meeting it came as a
surprise to us when we had to work with people we had never met
but soon we all became good friends.
• we have been researching about aspirations.
• This is what we did.......
4. First meeting
• We met at Cambridge Primary school
• we had a surprise visit from Neil Doherty from Inspiring
Barrow, and he explained to us what he wanted us to
find out.
• The questions Neil asked us to investigate are:
Do young people in Yr 5,6 & 7 in Barrow have
aspirations, and if so, what are they and do they feel
confident that they can achieve them?
5. We explored how wanted our team
to work
5
How did we want our team to
work?
• good communication
• respect
• listening
• working together
• honesty
• trust
7. We started by looking at
some pictures and using
them to make our own
questions about
Aspirations
Exploring Aspirations
We chose our favourite one, which was ‘Is your
Aspiration different when you are young to
when your are older?’
When we discussed together it helped us to see
all the similar ideas.
8. Our Expectations
From our enquiry we found that
• Aspirations are a goal that you want to
achieve
• most people have them
• lots of young people want to be famous but
some people want to have a normal life
instead of fame and glamour
9. We learned
• skills, on how to be a good researcher to carry
out the research about aspirations
• that research is important because it helps us
to improve what we know about the world so
we can make good changes happen & avoid
repeating our mistakes
Research
10. Research
Next we explored what research is
We found it is a special type of ‘finding-out’
activity that is
• Systematic - which means we do things in a
planned and organised way
• Sceptical - which means we are always asking
questions!
• Ethical - which means we make sure that no-
one comes to any harm, and it is always fair
and respects everyone’s needs
11. The next step!
• After finding out about Research the next thing
we did was to make our surveys about
aspirations.
• When we planned the surveys we thought about
what questions we were going to ask. We used
what we had learned from our Enquiry about
aspirations to help us
• Then we tested the questions
13. The next step!
Then we had to decide how we could get everyone
to do the questionnaire
• We decided it was a good idea to do a
presentation to Assembly, explaining what we are
doing
• We also wanted teachers and parents to join in.
• We sent the on-line links home and invited some
parents to do the survey after school, using i-pads
14. We all did a presentation in our own schools, to let people know
that we had put a survey on line and on paper as well
18. And then we went outside and we practiced working together as a team and
trusting each other
19.
20.
21.
22. We talked about what makes a good team and what we appreciate about each other
23. The Data
• Then we went inside to start looking at our
results and trying to understand them
24. We started to tell the story of how we have worked on the Young Researchers
25. There was lots of survey data to
sort .
Some of it was graphs of what
people said,
but most of it was lots and lots of
individual answers to our open
ended questions. And each answer
was different.
It was more difficult to interpret
this data because it was all about
people’s opinions and feelings.
But we think it is the most
interesting part of our research.
26. For some questions, we took all the answers,
cut up into strips, and started to look at them
for any patterns
27. `
Then we tried to see to see if we could spot
any similarities, and put them into groups.
We counted how many was in
each group using tally charts
30. 257 Young People answered our
questionnaire. We achieved a lot more than
people would think.
36 Parents answered - to get these we sent an
internet link home with the youngest sibling.
33 Teachers responded - over half were teachers,
2 were Head Teachers, and some were Teaching
Assistants
These are the results:
31. We asked Pupils:
Do you have any aspirations or goals
in your life, that you would like to
achieve?
32. 90% of children said ‘yes’ they do have
aspirations or goals in life. That’s almost all of
them! Which confirms what we had expected at
the start
We think this tells us that most young people in
Barrow do have aspirations
33. When we asked parents the same question:
Does your child(ren) have any aspirations or goals
that they want to achieve?
34. 86% said they think their children do have
aspirations or goals they want to achieve.
We think it is interesting about 1 in 8 parents said
that their children don’t have any aspirations or
goals that they want to achieve.
It is surprising, because children have influences
from a very early age; for example Keith’s little
brother wanted to be fireman as soon as he
watched fireman Sam on TV when he was young.
35. Then we asked teachers the same question:
Do you think that children in years 5 & 6 have
aspirations or goals that they want to achieve?
36. Just 13% of them thought that ALL children have
some aspirations or goals that they want to
achieve.
Most teachers are not confident that all of their
pupils have aspirations, but the majority, 87% of
think that some or most children have aspirations.
We think this shows that teachers, parents and
children have different opinions, and that teachers
and parents both take their roles seriously.
Teachers may not think that children have learned
enough.
37. Do children in years 5 & 6 have aspirations or
goals? Teachers told us:
• it depends a lot on their home environment
• their goals are sometimes limited, short term or
unrealistic
• children are affected by a lack of opportunity or
exposure to possibility
• Children sometimes find it hard to articulate their goals
38. Some of what Teachers said:
• ‘It's difficult to have a goal if you don't know what is
possible.’
• ‘Young people’s aspirations are sometimes quite far
fetched, for things they have seen on tv, like being a pop-
star or a footballer....because it offers a lavish lifestyle.’
• ‘All young people have dreams and aspirations ....all
they require is support’
39. Parents mentioned
When we asked parents about their children's
aspirations they thought these are in...
• Careers in Sport
• Medical careers
• to ‘Get a good job’
• to ‘become a Teacher’
40. One parent with 5 children said to us
“ My 16 year old wants to be a music teacher/rock Star,
my 13 year old wants to be nurse,
my 12 year old wants to play for England women’s team,
my 8 year old wants to own their own cafe,
my 5 year old wants to be a fighter pilot...
.... and my 3 year old wants to be a Ninja Turtle : ) ”
41. We wanted to find out what young people’s
goals are so we asked them ‘What are your
Aspirations or Goals?
This was one of our main open ended
questions.
We didn’t want to give a dropdown list of
options for people to choose because we didn’t
want to influence what they told us.
Paul helped us sort the answers - these are the
main categories.
42. What are your Aspirations or Goals?
Fire / Police - Accountant - Lawyer
Creative - teacher – Digital -
archaeologist - work with Animals -
become famous - Medical - Scientist -
Improve my learning - beautician -
hairdressing - BAE - motor-biker /
racing driver - Travel - trade /
commerce
43. 0
10
20
30
40
50
60
70
80
90
Series1
What are your Aspirations or Goals?Noofpupils
Aspiration or Goal
This graph shows how many people are interested in each
As you can see, in years 4, 5 and 6 sporting aspirations are the
most common, followed by ones that are creative.
But even though the other choices weren’t as popular, there is a
very wide range of different aspirations and goals that the
children have.
44. These are some of the things in the
main categories
becoming a professional footballer / rugby player / runner / wrestler / referee /
gymnast / tennis & table tennis player / swimmer / boxer / golfer / hockey player
Sport
Creative
Digital
Animals
being a professional artist / designer / author or writer / performer or actor / singer
/ dancer / photographer / architect / chef / working in fashion
working on You-tube / games designer / working in film
being a Vet, working for the RSPCA, with Horses
45. To make sure everyone was included in the
questionnaire we asked the people who don’t
have aspirations or goals at the moment:
‘Have you had any in the past?’
46. Nearly two thirds said they have NEVER had
any aspirations.
Just over a third said they have had aspirations
in the past, and we concluded that SOMETHING
must have happened to make them lose their
aspirations.
47. We also asked the same people without aspirations
Do you want to have them in the future?
And we found that most do want to have an
aspiration when they get older
48. We asked Pupils an important question:
How confident do you feel that you can achieve
your aspirations?
We gave a them a choice of answers:
very confident / confident / not very confident
/ not confident at all.
49. The majority of young people (80%) say they
are either confident or very confident that they
will achieve their aspirations.
50. However about one in seven, or 14% of
children, feel not very confident or not
confident at all. We hope that the findings of
our research can help those children who don’t
have aspirations or goals, or who don’t feel
confident about them.
51. We asked Parents:
How confident do you think your children are
that they can achieve their aspirations?
52. 92% of parents believe that their child is confident
or very confident that they could achieve their
goals and aspiration.
We think this shows that they know their children
quite well because about 80% of children said they
feel confident or very confident
53. We asked Pupils:
What helps you be more confident about
achieving your goals or aspirations?
0
5
10
15
20
25
30
35
Family Practicing Friends Paise &
Encouragement
School Self Belief Watching
others / t.v. /
You tube
Series1
54. They told us that their family helps the most,
followed by practicing or gaining experience, and
having help from friends.
They also talked about praise and encouragement,
support from school, self belief, and watching
others including on tv and on-line as making them
more confident about achieving goals.
55. We asked Pupils:
Are there any people who can help you
achieve your aspirations or goals?
56. Most think that the people who can help them a
lot are their parents/carers (63%), followed closely
by other family members (58%) and friends (56%).
42% said that teachers can help them a lot. Youth
leaders were also seen as helpful, but only a little
57. We compared this to what teachers said about who
can help young people's aspirations
and they thought that they are the most important
58. And when we asked Parents the same question
they thought that they are the most important
59. The results show us that parents believe
that they themselves have the most
influence. Next, they think that teachers
can inspire children.
We think this is telling us that parents and
teachers take their roles seriously
60. When we had our Enquiry about aspirations, to
find out what are the important things to research,
we wondered whether aspirations change as you
get older, or stay the same. So we asked Pupils:
Do you think your aspirations will change as you
get older?
61. And we found that 19% of children thought
that they would change, 36% thought they
wouldn’t, but most children (45%) weren’t
sure.
It’s telling us that most young people don’t
know if there aspirations will change when
there older.
62. We asked parents the same question:
Do you think children's aspirations will
change as they get older?
63. Although only 19% of children said yes to this
question and we found that parents have a
different view
almost half of them expect their children’s
aspirations to change. About the same amount
weren’t sure whether they would change or not.
64. Answered: 32 Skipped: 0
When we asked Teachers ‘Do you think children's
aspirations change as they get older?’ We found
they are more certain that children’s aspirations
will change as they get older.
65. Opportunities or
chances
Being encouraged
Self esteem
Feeling safe
Being inspired
Experiencing success
We asked Teachers:
What do you think helps children develop aspirations
or goals?
66. Teachers’ answers included
‘Having opportunities or chances ’ is what helps
children the most to develop aspirations.
We think teachers’ opinion is important because
they’ve known lots of children as they grow up
and they know children well
67. When we asked Pupils:
How did you get you aspirations or goals? they told
these things:
From Inside
T. V. / on-line
Parents
Outside immediate family
Friends
Siblings
Out of School activity
68. and the ‘From inside’ included things like
‘Because I just like it / because I am interested in
it
Watching t.v. or you-tube clips is also important
for developing aspirations, and so are parents
and family
69. We asked Pupils:
What might stop you from having aspirations, or
from achieving your goals?
175 children answered this question. 51 of
them actually said “nothing” will stop them!
This tells us that they are already really
confident.
We printed out ALL of the answers, and found
that they were evenly split between two main
categories:
70. 46% said
“inside me”, which is things about who I am,
how I feel and think.
45%
“outside me” which is things that happen in life
that I don’t have control over
71. Summary
We’ve learned
- about research and that it is fun and important
- the majority of YP in Barrow do have or want
aspirations
- that young people think their parents are
important for helping develop aspirations
- that adults, teachers and children see their goals
differently
72. Summary
From our research we have understood that
-parents and teachers take their role of helping
young people’s aspirations seriously
-that many children see their goals coming from
somewhere ‘inside’ themselves
- some young people might have problems
stopping them from developing aspirations, but
others think nothing will stop them from following
their goals
73. Our recommendations
We recommend that
• more help is available for young people to
believe in themselves, and to have aspirations
that they follow
• young people have encouragement from
parents, teachers, and others
74. Our recommendations
• parents, teachers, and others are supported to
help them develop young people’s aspirations
• there are more opportunities for young people
to see what is possible through
- making visits and trips out of school
- through experts visiting class.
This will help them to understand that it is a large
world, and that you have to work hard for your
goals and never give up.
75. Thank you for your time!!!!
Any questions?
(For more details contact CDEC:
Paul Jenkins
paul@cdcec.org.uk
tel 01539 421602)
Editor's Notes
Hello [SMILE]
We are young researchers and we want to tell you about the research we have carried out for the Inspiring Barrow project.
CLICK
Today we want to:
CLICK
Tell you about our story
CLICK
Share our research results
CLICK
Make some recommendations
CLICK
Try to answer questions
CLICK
CLICK
We are from five different schools
St Georges, Greengate Juniors, Cambridge Primary and Sacred Heart
and when we met each other at the first meeting it came as a surprise to us when we had to work with people we had never met
but soon we all became good friends.
CLICK
we have been researching about aspirations
CLICK
This is what we did.......
CLICK
CLICK
we had our first meeting at Cambridge primary school, where we met each other for the first time
We heard all about Young Researchers
CLICK
we had a surprise visit from Neil Doherty and he explained to us what he wanted us to find out
The questions Neil asked us to investigate are
Do young people in Yr 5,6 & 7 in Barrow have aspirations,
and if so, what are they and do they feel confident that they can achieve them?
CLICK
At the start we explored how we wanted our team to work, which included lots of things, like these
CLICK ONCE – the list appears automatically
Paul helped us to return to these at different times during the project
CLICK
We explored our own ideas about aspirations by doing an Enquiry,
CLICK
We started by looking at some pictures and using them to make our own questions about Aspirations
We chose our favourite one, which was ‘Is your Aspiration different when you are young to when your are older?’
When we discussed together it helped us to see all the similar ideas.
CLICK
We explored our own ideas about aspirations by doing an Enquiry,
CLICK
We started by looking at some pictures and using them to make our own questions about Aspirations
We chose our favourite one, which was ‘Is your Aspiration different when you are young to when your are older?’
When we discussed together it helped us to see all the similar ideas.
CLICK
CLICK
From our enquiry we found that Aspirations are a goal that you want to achieve in your life.
CLICK
We expected that most people have them - but not all
CLICK
We also expected that lots of young people want to be famous for many reasons but some people want to have a normal life instead of fame and glamour
CLICK
CLICK
And we learned skills, with Paul, on how to be a good researcher to carry out the research about aspirations.
We learned that research is important - its important because it helps us to improve what we know about the world so we can make good changes happen & avoid repeating our mistakes
CLICK
CLICK
First we explored what research is:
CLICK
We found that it is a special type of 'finding out' activity' that is:
CLICK
Systematic - which means we do things in a planned and organised way
CLICK
Sceptical - we are always asking questions! – like: How do we know this? Can we say this is true?
CLICK
Ethical - which means we make sure that no-one comes to any harm, and it is always fair and respects everyone’s needs
Also - our research tries to make a difference, so it has a purpose.
CLICK
What was the next step?
CLICK
CLICK
When we planned the surveys we thought about what questions we were going to ask. We used what we had learned from our Enquiry about aspirations to help us
CLICK
Then we tested the questions
CLICK
......by trying them out on each other
CLICK
CLICK
CLICK
CLICK
When we finally finished making our questions, and made some changes, we had to decide how to get everyone to do the questionnaire.
CLICK
We decided it was a good idea to do a presentation to assembly, explaining what we are doing and asking everyone to do the survey.
CLICK
We also wanted teachers and parents to join in.
We sent the on-line links home and invited some parents to do the survey after school, using i-pads
We all did a presentation in our own schools, to let people know that we had put a survey on line and on paper as well.
When we checked the results we found out that 263 people from years 4,5 and 6 did the survey, which we think is a lot
36 parents also completed the survey, and 33 teachers.
Then we went away to Kepplewray to try to understand our results
CLICK
This is the room where we worked [ point out on the photo the room where we worked ]
CLICK
This is us setting out from Barrow station
CLICK
At Kepplewray first we had to make our beds
CLICK
And then we went outside and we practiced working together as a team and trusting each other
CLICK
CLICK
CLICK
CLICK
CLICK
We talked about what makes a good team and what we appreciate about each other
CLICK
Then we went inside to start looking at our results and trying to understand them
CLICK
We started to tell the story of how we have worked on the Young Researchers
CLICK
There was lots of survey data to sort
Some of it was graphs of what people said,
but most of it was lots and lots of individual answers to our open ended questions. And each answer was different.
It was more difficult to interpret this data because it was all about people’s opinions and feelings.
But we think it is the most interesting part of our research.
CLICK
For some questions, we took all the answers, cut up into strips, and started to look at them for any patterns
CLICK
Then we tried to see to see if we could spot any similarities, and put them into groups.
CLICK
We counted how many was in each group using tally charts.
CLICK
We made different tally charts of people’s answers to our questions
CLICK
CLICK
A total of
CLICK
257 children answered our survey online. We achieved a lot more than people would think.
To get the parents to complete the survey we sent an internet link home with the youngest sibling.
CLICK
36 Parents or guardians answered our survey and only 11% of men participated. There could be many reasons for this,
However all we know is that only a few did take part.
Nearly 40% of parents had 2 children. One had more than 5!! We’re not sure whether that makes them more of an expert on children or not.
CLICK
33 School staff filled in this survey. Over half of them were teachers, 2 people were Head Teachers, and some were Teaching Assistants
CLICK
When we asked about aspirations,
CLICK
90% of children said ‘yes’ they do have aspirations or goals in life
That’s almost all of them! Which confirms what we had expected at the start
We think this tells us that most young people in Barrow do have aspirations
CLICK
When we asked about aspirations,
CLICK
90% of children said ‘yes’ they do have aspirations or goals in life
That’s almost all of them! Which confirms what we had expected at the start
We think this tells us that most young people in Barrow do have aspirations
CLICK
When we asked parents the same question
CLICK
86% said they think their children do have aspirations or goals they want to achieve.
We think it is interesting about 1 in 8 parents said that their children don’t have any aspirations or goals that they want to achieve.
It is surprising because children have influences from a very early age for example Keith’s little brother wanted to be fireman as soon as he watched fireman Sam on TV when he was young.
CLICK
When we asked parents the same question
CLICK
86% said they think their children do have aspirations or goals they want to achieve.
We think it is interesting about 1 in 8 parents said that their children don’t have any aspirations or goals that they want to achieve.
It is surprising because children have influences from a very early age for example Keith’s little brother wanted to be fireman as soon as he watched fireman Sam on TV when he was young.
CLICK
Then we asked teachers the same question
CLICK
just 13% of them thought that ALL children have some aspirations or goals that they want to achieve.
Most teachers are not confident that all of their pupils have aspirations,
But the majority, 87% of all our respondents think that some or most children have aspirations.
This shows that teachers parents and children have different opinions, and that teachers and parents both take their roles seriously. Teachers may not think that children have learned enough.
CLICK
Then we asked teachers the same question
CLICK
just 13% of them thought that ALL children have some aspirations or goals that they want to achieve.
Most teachers are not confident that all of their pupils have aspirations,
But the majority, 87% of all our respondents think that some or most children have aspirations.
This shows that teachers parents and children have different opinions, and that teachers and parents both take their roles seriously. Teachers may not think that children have learned enough.
CLICK
We asked teachers to share their thoughts about children's aspirations and they told us these things
CLICK x 4 - with time to read each
We think these are telling us that teachers think children need help at home and opportunities at school to make realistic aspirations
CLICK
Here are some quotes from what teachers told us:
CLICK – with time to read each one
CLICK -
CLICK -
We think this shows that some teachers believe most pupils will try to achieve their goals and need help to think carefully about what they truly want to be when they are older.
CLICK
When we asked parents about their children's aspirations they thought these are in...
CLICK – with time to read each one
CLICK
One parent with 5 children who they saw our article in the Evening Mail and did the survey told us that
Click – x 6
We wanted to find out what young people’s goals are so we asked them ‘What are your Aspirations or Goals?
This was one of our main open ended questions.
We didn’t want to give a dropdown list of options for people to choose because we didn’t want to influence what they told us.
Paul helped us sort the answers - these are the main categories.
CLICK – time to read
CLICK
We wanted to find out what young people’s goals are so we asked them ‘What are your Aspirations or Goals?
This was one of our main open ended questions.
We didn’t want to give a dropdown list of options for people to choose because we didn’t want to influence what they told us.
Paul helped us sort the answers - these are the main categories.
CLICK – time to read
CLICK
This graph shows how many people are interested in each
CLICK
As you can see, in years 4, 5 and 6 sporting aspirations are the most common, followed by ones that are creative.
But even though the other choices weren’t as popular, there is a very wide range of different aspirations and goals that the children have.
CLICK
CLICK
SPORT
CLICK
[becoming a professional footballer / rugby player / runner / wrestler / referee / gymnast / tennis & table tennis player / swimmer / boxer / golfer / hockey player ]
CLICK
CREATIVE
CLICK
[being a professional artist / designer / author or writer / performer or actor / singer / dancer / photographer / architect / chef / fashion designer]
CLICK
DIGITAL
CLICK
[working on You-tube / games designer / film maker ]
CLICK
ANIMALS
CLICK
[being a Vet, working for the RSPCA, with Horses ]
CLICK
To make sure everyone was included in the questionnaire we asked the people who don’t have aspirations or goals at the moment ‘have you had them in the past? ‘
CLICK
Nearly two thirds said they have NEVER had any aspirations.
Just over a third said they have had aspirations in the past, and we concluded that SOMETHING must have happened to make them lose their aspirations.
CLICK
To make sure everyone was included in the questionnaire we asked the people who don’t have aspirations or goals at the moment ‘have you had them in the past? ‘
CLICK
Nearly two thirds said they have NEVER had any aspirations.
Just over a third said they have had aspirations in the past, and we concluded that SOMETHING must have happened to make them lose their aspirations.
CLICK
We also asked the same people without aspirations if they want to have them in the future
CLICK
And we found that most do want to have an aspiration when they get older
CLICK
This was an important question for us. Neil asked us at the start how confident young people really feel about achieving their aspirations, and so we gave them a choice of answers:
CLICK
very confident / confident / not very confident / not confident at all.
CLICK
The majority of young people (80%) say they are either confident or very confident that they will achieve their aspirations.
However about one in seven, or 14% of children, feel not very confident or not confident at all. We hope that the findings of our research can help those children who don’t have aspirations or goals, or who don’t feel confident about them.
CLICK
This was an important question for us. Neil asked us at the start how confident young people really feel about achieving their aspirations, and so we gave them a choice of answers:
CLICK
very confident / confident / not very confident / not confident at all.
CLICK
The majority of young people (80%) say they are either confident or very confident that they will achieve their aspirations.
However about one in seven, or 14% of children, feel not very confident or not confident at all. We hope that the findings of our research can help those children who don’t have aspirations or goals, or who don’t feel confident about them.
CLICK
This was an important question for us. Neil asked us at the start how confident young people really feel about achieving their aspirations, and so we gave them a choice of answers:
CLICK
very confident / confident / not very confident / not confident at all.
CLICK
The majority of young people (80%) say they are either confident or very confident that they will achieve their aspirations.
However about one in seven, or 14% of children, feel not very confident or not confident at all. We hope that the findings of our research can help those children who don’t have aspirations or goals, or who don’t feel confident about them.
CLICK
We asked parents How confident do you think your children are that they can achieve their aspirations?
CLICK
92% of parents believe that their child is confident or very confident that they could achieve their goals and aspiration.
We think this shows that they know their children quite well because about 80% of children said they feel confident or very confident
CLICK
We asked parents How confident do you think your children are that they can achieve their aspirations?
CLICK
92% of parents believe that their child is confident or very confident that they could achieve their goals and aspiration.
We think this shows that they know their children quite well because about 80% of children said they feel confident or very confident
CLICK
When we asked pupils ‘What helps you be more confident about achieving your goals?’ they told us
CLICK
that their family helps the most, followed by practicing or gaining experience, and having help from friends.
They also talked about praise and encouragement, support from school, self belief, and watching others including on tv and on-line as making them more confident about achieving goals.
CLICK
When we asked pupils ‘What helps you be more confident about achieving your goals?’ they told us
CLICK
that their family helps the most, followed by practicing or gaining experience, and having help from friends.
They also talked about praise and encouragement, support from school, self belief, and watching others including on tv and on-line as making them more confident about achieving goals.
CLICK
We asked children to tell us if they think there are any people who help them to achieve their aspirations and goals.
CLICK
Most think that the people who can help them a lot are their parents/carers (63%), followed closely by other family members (58%) and friends (56%).
42% said that teachers can help them a lot. Youth leaders were also seen as helpful, but only a little.
CLICK
We asked children to tell us if they think there are any people who help them to achieve their aspirations and goals.
CLICK
Most think that the people who can help them a lot are their parents/carers (63%), followed closely by other family members (58%) and friends (56%).
42% said that teachers can help them a lot. Youth leaders were also seen as helpful, but only a little.
CLICK
CLICK
Teachers said they thought that they are the most important,
CLICK
And Parents thought
CLICK
they are most important in inspiring young people to develop their goals or aspirations.
The results show us that parents believe that they themselves have the most influence. Next, they think that teachers can inspire children.
We think this is telling us that parents and teachers take their roles seriously
CLICK
When we had our enquiry about aspirations, to find out what are the important things to research, we wondered whether aspirations change as you get older, or stay the same. So we asked people in the survey.
CLICK
And we found that 19% of children thought that they would, 36% thought they wouldn’t, but most children (45%) weren’t sure.
It’s telling us that most young people don’t know if there aspirations will change when there older.
CLICK
Although only 19% of children said yes to this question and we found that parents have a different view,
CLICK
almost half of them expect their children’s aspirations to change. About the same amount weren’t sure whether they would change or not.
CLICK
And when we asked teachers,
CLICK
they are more certain that children’s aspirations will change as they get older. No teachers thought they wouldn’t.
We think teachers probably have a reliable opinion on this because they’ve known lots of children as they grow up, and also they’ve been young themselves.
We think this is telling us that children are determined to get the job they want, but that parents think their aspirations may change as they grow up, and Teachers think their aspirations will definitely change.
We asked Teachers:
What do you think helps children develop aspirations or goals?
This is what they said
CLICK
‘Having opportunities or chances ’ is what teachers think helps children the most to develop aspirations.
We think teachers’ opinion is important because they’ve known lots of children as they grow up and they know children well
We asked children how they got their aspirations or goals and this is what they said
CLICK
And ‘From inside’ included things like ‘Because I just like it / because I am interested in it
Watching t.v. or you-tube clips is also important for developing aspirations, and so are parents and family
CLICK
We asked Pupils:What might stop you from having aspirations, or from achieving your goals?
175 children answered this question. 51 of them actually said “nothing” will stop them”! This tells us that they are already really confident.
We printed out ALL of the answers, and found that they were evenly split between two main categories
which we called
CLICK
‘inside me’ and
CLICK
’ outside me’’
We haven’t found out what makes some people more confident than others but we know the answers are split evenly between reasons that are inside and outside
We think this is saying that when people are trying to help young people’s aspirations they should address both inside and outside factors
CLICK
We asked Pupils:What might stop you from having aspirations, or from achieving your goals?
175 children answered this question. 51 of them actually said “nothing” will stop them”! This tells us that they are already really confident.
We printed out ALL of the answers, and found that they were evenly split between two main categories
which we called
CLICK
‘inside me’ and
CLICK
’ outside me’’
We haven’t found out what makes some people more confident than others but we know the answers are split evenly between reasons that are inside and outside
We think this is saying that when people are trying to help young people’s aspirations they should address both inside and outside factors
CLICK
We’ve learned
CLICK
all about research
CLICK
We learned that the majority of YP do have or want to have aspirations
CLICK
We’ve learned that parents are important for helping children develop aspirations
CLICK
that adults, teachers and children see their goals differently.
Unlike parents and teachers, most children don’t think their goals will change as they grow
CLICK
CLICK
parents and teachers take their role seriously
CLICK
That many children see their goals coming from somewhere ‘inside’
CLICK
and that some young people might have problems stopping them from developing aspirations, but others think nothing will stop them from following their goals
We recommend that
CLICK
more help is available for young people to believe in themselves; and to believe that they can follow their own aspirations
CLICK
Young people need and should have encouragement from parents, teachers, and others
CLICK
We also recommend that
CLICK
parents, teachers, and others are supported to help them develop young people’s aspirations
CLICK
Finally we recommend that YP have opportunities to see more of the things that are possible through
CLICK
making visits and trips out of school , and
CLICK
through experts visiting children in class and talking about their career
Thank you for listening to our presentation
If there are any questions we’ll try to answer them