Misbah

Skills:
Organisations skills

In my current position, I have been faced with stressful situations that require me to work under pressure on a daily basis and have since learned to manage stress. Now it’s just part of the job that I do. Without my organisational skills I wouldn’t be here. My work is organized keeping priorities and deadlines into mind. This is done so that the highest quality of work can be produced in a good amount of time.

Being an organized person has definitely come in handy in my past e.g. balancing the life of the teaching whilst doing assignments and exams was very difficult however allotting time for each activity helped. At the beginning of each week I reviewed my calendar and outline the key things I need to accomplish. Then I set up reminders, blocks of time, and to do lists so I have clear steps and time allocated to meet those goals e.g. During the P.G.C.E. Saturdays were allotted to making resources and interesting activities for students. Of course, not everything can be planned and when things come up last minute hence I make sure I can adjust quickly and respond to those priorities as well e.g. my mentor asked me whether I would be able to deliver an extra lesson the day after, and it was took up as a challenge and successfully completed.

Competent in using IT systems:

Information and Communications Technology has been used throughout working life, in education, training and experience and it is how our daily life’s function e.g. lesson plans and power Points would be incomplete without the use of ICT.
Information retrieval is a skill a person needs master since legal practice/education is reliant on cases/common law/statutes hence technology has spectacularly transformed the nature of legal practice/research as this is all found through journals which are only accessible through particular websites such as Lexis Library/West Law and this is being done since the last four years.
Many institutions including Bolton College and the University of Bolton are increasingly using the internet to replace hard copy resources and place their topic guides on the Internet (Moodle). Hence why topics which were taught to the Law and ESOL were put together to develop learners’ technology skills as they offer Law learners with training in web-based information retrieval techniques.
Technology is having an impact upon curriculum design in Law to altering degrees. In one respect it has been engaged with technology as it results in legal sources being searchable and accessible online thus resulting in teaching learners how to access legal databases as a basic skill.

A suitable resource for teaching Law is the Smart Board (PowerPoint). Colours can emphasize points and kindle attention. Similarly this relates to pictures as sometimes it’s easier to understand images more. Video clips are also readily incorporated on the PowerPoint when Law is being taught (YouTube).

Plus a different way within which students were taught

Availability: Available Monday to Sunday any time.

Willing to travel: 10 miles

Experience: Bolton College:

As a teacher I was responsible for teaching Citizenship to ESOL learners and meeting each learners needs however this wasn’t only limited to the week days instead Saturdays were also taken up as an opportunity to teach adult learners Citizenships while during the week days Citizenship was taught to the teenagers.
Topics taught to the ESOL learners included Community Engagement. Because this was the first lesson and there was knowledge that the learners English was limited hence why activities such as vocabulary sheets were given in pairs and to extend the activity learners were asked to give the two important words that are most applicable to them and to stretch it for the learners who completed the task earlier to the time given, learners were required to give an explanation of why these words were applicable to them.

History lessons were also given whereby one aspect of the lesson was focused on women’s rights and because the ESOL learners were having difficulties with their English it was decided that as part of an activity learners would receive texts (mostly 2/3 lines) and then the learners would get the opportunity to point out the true and false statements.
Geography was quite interesting and because I knew the learners came from different countries each learners country was mentioned at least once in the lesson e.g. learners were required to match the correct flag with the correct country, however it was interesting to see how the learners had quite a few knowledge about different countries, plus they knew the currency which other countries use.
Meetings were also attended every week with my mentor to discuss student achievement e.g. after marking quizzes the learners marks were recorded in a journal to see whether the learners are improving. Plus strategies for success rates and behaviour issues were also discussed.

While at the placement in Bolton College a scheme of work of fifteen weeks was created which included all the relevant lesson plans and resources. The reason why a scheme of work was created was because it explains the learning experience and content that must be treated in each term of the year. Through the SOW I then produced lesson plans and then in effect I was able to build the resources suitable for teaching each topic in Citizenship. E.g. a booklet had been created “Citizenship” which included the SOW/lesson plans/ resources. The booklet also outlined formative assessment strategies and strategies for developing Generic skills etc.

The University of Bolton:

LLB Law was taught to Undergraduate Law Students and the two topics I was responsible for delivering were Criminal Law and Contract Law. 75 students were present every week in the lecture hall however I was also required to deliver seminars/tutorials whereby much more teaching was done informally i.e. much more interaction with students. Each group had approximately ten to eleven students whereby questions were given in the form of homework