Teachers’ International Professional Development - TIPD

Hertfordshire LEA co-ordinated Study Visit

Summary profile
Local Education Authority : / Hertfordshire
Full Name of LEA visit leader :
E-mail address : / Lucy Connolly

Reference and Title of Visit : / SV478 Creativity
Provider : / British Council
Country / Region visited : / India
Types of schools visited : / BirlaHigh School (Girls section)
VivekanandaMissionSchool
Three outreach centres based in the slum areas of Kolkata
Age of students observed : / 4-17
Language/s used: / English and Bengali
Key Educational Purpose of the Visit: / To study and learn about creativity in a different country and culture.
Introduction

Intended aims of the visit:

Although the group included teachers from both primary and middle schools, all participants had the following common objectives:

  • To widen our experience of a range of primary/secondary models for developing creativity throughout the curriculum.
  • To gain an understanding of how other cultures develop creativity within their educational system.
  • To explore the way in which creativity is introduced and developed into teaching and learning.
  • To study cultural issues that arise from creativity.
  • To heighten awareness of creativity in approaches to fostering inclusive education.
  • To look at ways in which counsellors, Educational Psychologists and other agencies support teaching and learning in main stream schools.
  • To use the findings from the visit to inform practice within the teacher’s own schools, in their consortia of local schools and more widely throughout the LEA

Expected outcomes of the visit:

  • To identify new, effective and practical strategies that can be applied in participants schools to support the development of creativity.
  • To compare and contrast different approaches to creativity.
  • A wider and deeper understanding of creativity in a different culture.
  • Confidence arising from a deeper understanding of creativity issues that will motivate participants to generate change in the delivery of the curriculum

How were these to be identified and recorded:

  • The group met on several occasions before the visit to discuss the areas we might focus upon. Individuals within the study group completed a pro-forma that identified key aspects of the visit that were important to them. These were then discussed by the whole group and key aspects for the whole group were agreed
  • Each school team undertook a SWOT analysis in their school in order to identify research objectives.
  • .During the visit, individual members of the study group observed evidence that answered the key aims of the group visit. These were recorded in a variety of ways, through notebooks, diaries, and scrapbooks and discussed by the whole group on a daily basis.

Report of the experience

Before the visit, the expectation was that we would see a very creative curriculum. The variety of schools visited ensured we saw a range of creativity although much of the teaching we saw was not based around a creative approach. Education is viewed as an extremely important opportunity for children and two of the schools visited were fee paying and the children were taught in English. The size of the classes differed from one school to another. BirlaHigh School had only 25 children in each class and this is considered a very small number. The VivekanandaMissionSchool had classes of 40 or more. Space is at a premium in India and classrooms are small. As a consequence, movement around the room is limited which may be one reason for the very formal approach to core subject teaching. All school sites were well cared for and we saw no signs of litter or graffiti. The children respected their environment. The outside areas of both schools were very small and limiting and they had very small play areas. The school day started early so that the children could go home before the incredible heat of the afternoon.

The three outreach centres that we visited had few resources but amazingly creative teachers and children able to express themselves in a most creative way. The further down the social spectrum, the more creative the education offered appeared to be. It gave us cause to consider if we are missing out on creative opportunities in England, because we have become more formalised and governed by tests and league tables. In all schools the behaviour of the children was exemplary. Children stand as an adult enters the classroom and both the children and the parents hold teachers in high respect.

In the fee paying schools most curriculum subjects are taught in an extremely formal way. The teacher at the front of the class leads lessons. It was based on the acquisition of knowledge through didactic teaching methods and not through hands on experiences as in the English educational system. However, we have to respect the cultural differences between the two. Children are expected to listen and learn rather than apply skills.

Like England however, there is a strong emphasis on testing. Testing starts when the children are 9 and continues at the end of each year. There are no national tests until the children are 15 when they sit the all-Indian Secondary School examinations. There are further public examinations when the pupils reach the end of their school education at 17.

Although creativity in the subject teaching was not always witnessed, there were other areas linked to management of the school and classroom, where creativity was apparent. The use of peripatetic teachers giving other teaching staff planning and preparation time was evident with most teachers teaching for only 60% of the day. This would appear to be recognition of the teacher time involved in planning and marking in addition to contact time. With the introduction of workforce re-modelling, it would be of a positive benefit to teachers in England particularly in the primary sector where non-contact time is very limited. In India certain subjects are taught be specialists even to the youngest pupils. Music, dance, drama, ICT, PE Hindi and Bengali are all taught by specialist teachers and we saw some outstanding examples of Indian dance and drama.

Literacy and numeracy are taught daily in the school. However, for the youngest pupils, these lessons were only 35 minutes in length. This could be applied to our Key Stage 1 children allowing greater flexibility in the curriculum for the pupils to apply skills learnt in other subject areas or through the use of creative media at later stages during the day.

At BirlaHigh School, the involvement of parents in their children’s learning was very apparent from entry into the Kindergarten class and throughout the school. Communication systems between home and school have been developed through a home/school diary complete with a timetable in which the children could note down any items required the next day or the following week. It also contained information about the school aims, rules and regulations. The system of communication seemed to work well and all staff valued the role the parents played in their child’s education.

The VivekanandaMissionSchool employed a full time educational psychologist who was available as a counsellor for the children and an adviser for the parents. Because this person was a member of staff, she was well known and the children felt they could approach her and talk about any problems they might be experiencing. This eliminated many minor problems before they grew. In our system, the school budgets are not designed to support a full time Educational Psychologist but a much higher level of support such as one EP being based within a small consortia of schools, might reduce the problems some children experience.

At the VivekanandaMissionSchool, part of her role has been to raise awareness of particular aspects of parenting. She shared with us the presentation she uses with parents on “Emotionally Intelligent Parenting” and these demonstrated proactive methods of enlisting parental support. In the VivekandaSchool, teachers were addressed as “Sister” and the school was seen as an extended family, caring and loving, with authority gained through mutual respect. This school has also piloted the principles of Quality Circle Groups. The older students are responsible for promoting change within the school. They include all children by asking them to identify where they have problems and to look at solutions to those problems. The Principal and senior managers are committed to the pupil voice and it was clear changes have happened as a direct result of this initiative.

It was evident that whilst striving for Inclusion, the Indian perception of SEN is still seen within a deficit model as opposed to looking for the strengths and accepting differing rates of progress. The Principal of The Birla High School was extremely interested in our concept of formative assessment and in discussion about the observation of children (as opposed to formal testing) leading to provision to develop both strengths and areas of concern. She is visiting England soon and will have the opportunity to spend time in Hertfordshire to see and debate first hand inclusion issues and how we include all children in differing ways, in one of our local secondary and primary schools.

The mission statement of the VivekanandaMissionSchool allowed for outreach education for under privileged sectors. Part of the school fees employed teaching staff to educate through creativity in the hope that these children would enjoy learning through this approach and want to receive a more formal education in the Government schools. The teaching we saw in these outreach centres was stimulating and exciting. Children of all ages enjoyed learning through dance, drama, PE, art and music. It was a privilege to see the teaching in these centres.

Within the school day, Yoga is used in an effective way. Children learn to meditate and this is used to engage creative thinking. A calm start to the day seemed very effective.

The visit to India was a great success for all participants. Our expectations for the trip were far exceeded in all areas and we all felt it had been an enormous privilege to have taken part in it and some of what we saw, particularly in the deprived areas of Kolkata will have a profound effect upon us for life. The teachers and staff at all schools were so hospitable and welcoming. They were keen for us to share teaching methods with them and we were encouraged to join in with lessons and other activities such as Yoga, dance, drama and music. We all had the opportunity to teach and staff seemed to enjoy this as much as the children. Not only did they make us welcome in their schools they went out of their way to share other aspects of Indian life. We were escorted to markets to look at Indian handicrafts, to buy saris, jewellery and fabric and taken on an extensive tour of Indian temples and through these visits, we learned more about the country and its traditions and culture.

We have been lucky enough to have an educational experience of a lifetime and we pass on our grateful thanks to our host schools and all their staff, the DfES for the financial backing and finally, the British Council and Hertfordshire LEA for organising the visit.

Evaluation

  • Education is highly valued by children and considered extremely important by Indian society.
  • The use of a creative curriculum to motivate and engage disadvantaged pupils.
  • Teacher workload is far less than in the UK and the use of additional staff members such as counsellors and Educational Psychologists supports learning
  • Few resources can still lead to creative teaching and learning.
  • Behaviour in all lessons is excellent and there was little need for behaviour management strategies.
  • All children, even the very young are expected to settle quickly to their learning. The children are focussed and concentrate well.

How can the findings be applied to the UK context?

  • Developing stronger counselling and pastoral systems for staff, pupils and parents.
  • The use of yoga to develop calmness and concentration.
  • To examine further the length of lessons and its impact on learning.
  • Further reflection on the creative curriculum in our schools.

How will you apply them to your work?

Each school has reflected on the trip and has developed points for action. These include:

  • To improve motivation and concentration of pupils.
  • To have shorter lessons to see how effective this might be.
  • To begin the day in a calm way such as through the use of music or meditation.
  • To look at whether too many resources limits the creativity of teachers and pupils.
  • To improve communication with parents of all children.
  • To look at the curriculum of less able children and develop their learning through visual perception exercises, yoga and story telling.

How do you now intend to disseminate the findings of your visit?

  • Through staff meetings, Governors meetings and meetings with parents.
  • Through sharing the experience with other schools.
  • Through feedback at LEA level for schools and advisers in the next cohort.
  • Feedback to senior managers in schools to encourage participation in the TIPD scheme.
  • By involving the children in a wide range of experiences gained from the trip.

Proposals for future developments and continuing links?

  • Links established between schools visited via email and letter writing
  • Opportunities for Internet contact – literally opening up the world and building relationships based on contacts made.
  • Return visit to Kolkata may happen in 2005
  • Visit from Principals to England to further extend the links.
  • To look at ways in which we can support the work of the outreach centres.

General advice for other visitors to the country/region:

  • Very hot in April
  • Essential injections required and malaria tablets have to be taken for almost seven weeks.
  • Food and water in the hotel was fine.
  • Lots of markets but bartering essential.
  • Escorts in shopping areas helped us to manage the constant demands from beggars
  • Very cool, loose fitting cotton clothing essential
  • Plenty of books to read on India and Kolkata