Helen Bilton

Helen  Bilton

I am Professor of Outdoor Learning and Play at the University of Reading. I am also Director of the Postgraduate Certificate in Healthcare Education.

Location Reading

Activity

  • Helen Bilton made a comment

    Congratulations again from us all on completing the course!

    Thank you for all your hard work and engagement and the discussions, which really make this course.
    Do have a good look at the links in Step 4.19, which detail all our programmes.
    Good luck in your future studies and beyond!
    And if you want to get in touch please do. I love hearing how...

  • Wishes are one thing, carrying them out is another. And changing so it becomes second nature is another stage.
    What are you going to do as a result of the wishes to ensure you do carry them out?

  • The more time we give to what questions we want to ask, the better will be the answers.
    Ensure you give some time over to consider carefully the questions you want to ask?
    And think about getting children to ask questions.

  • I find that when support staff realise they are not their for task completion, their world opens up to what they are there for.

  • Helen Bilton made a comment

    It would seem that the vast majority of you who tried this exercise got the same result. People like being heard and acknowledged.
    Can you do more to ensure others feel validated when they are talking to you?
    23.3.23

  • Be sure to have a good look at the information above. There is a lot to take in. Don’t forget the staff you work with may not know anything about the support staff role or their responsibilities. They also could feel scared of what they have to do, or scared of you- you might be a very confident character, they a young teacher. Its quite hard to tell someone...

  • Acknowledging the importance of communication will mean:
    • You will not assume what the person understands
    • You will not assume they can guess what is in your head
    • You will empathise with where they are coming from and what they know, not what you know
    • You will help the person to understand the purpose, the sense and the structure of the type of...

  • If you want to get the most from children, you must enable them to communicate (whether verbal or visual) using all forms of communication, talking, listening, reading and writing/drawing.

    And we can sometimes forget that children need to be taught all aspects of language development and taught explicitly.

    As you work through these steps we hope that...

  • I look forward to hearing your thoughts concerning this week's learning.
    And if things didnt make sense before, they should by the end of the course. 23.3.23

  • @JeanPlumb Why do you think you grew to love the library?

  • @ShahlaRaza Who are the children's heroes now?

  • @ShahlaRaza I love it!

  • Well, that concludes Week 3!
    We hope you have not only gained new knowledge, understanding and skills, but also been affirmed that you are doing things right. And hopefully look at the environment for learning differently now.
    We now turn our attention to language and how this impacts all we do.
    14.3.23

  • Welcome to the three quarters point of the course! Well done for getting here, and we hope you enjoy the rest of your journey with us!

    An important note from this step is be patient with yourself and the children/pupils. Trying to focus on the primary rather than the secondary behaviours takes time, practice and patience. But also remember to audit yourself...

  • Its always very helpful to consider and talk through with other staff, the three aspects of creating a good working atmosphere, that is: high quality relationships, effective use of language and working within a framework of principles. This means you need to have thought through and have at your fingertips a response to just about anything that might...

  • When you complete this step, try to see things from all angles, not just what is in front of you.
    In what ways does this step make you look at things within your setting differently? 14.3.23

  • The pandemic and subsequent changes in the way we lived, have impacted all, but particularly children.
    Are you aware of children who have been impacted by lockdown and is there any pattern to who seems to have been more affected than others?
    What is done in your school to support children get over the impact of the lockdown in terms of personal, social and...

  • Helen Bilton made a comment

    Many people are very keen on ability groupings, but we must remember that children are not stupid and can work out even if the grouping is unidentifiable by its title how clever they are perceived, dependent on the group they are in.

    We also describe children as low, middle and high ability, how about using the terms lucky and unlucky as titles instead? ...

  • Helen Bilton made a comment

    Many people are very keen on ability groupings, but we must remember that children are not stupid and can work out even if the grouping is unidentifiable by its title how clever they are perceived, dependent on the group they are in.

    We also describe children as low, middle and high ability, how about using the terms lucky and unlucky as titles instead?...

  • This completes Week 3. We hope that you have learnt lots, but also been affirmed that you are doing okay, have gained useful skills and knowledge and hopefully look at the environment for learning differently now.

    We now turn our attention to language and how this impacts all we do.
    13.3.23

  • Welcome to the three quarters point of the course! Well done for getting here, and we hope you enjoy the rest of your journey with us!
    An important note from this step is be patient with yourself and the children/pupils. Trying to focus on the primary rather than the secondary behaviours takes time, practice and patience.
    But also remember to audit yourself...

  • It is worth having the Haydn scale with you for a series of lessons and to try and find some patterns.
    Different times of the day can affect individuals and the class as a whole, different times of the week likewise. So then if you feel some lessons, times of day, etc, etc are not as conducive as others, this is about you thinking thinking through the three...

  • Its always very helpful to consider and talk through with other staff, the three aspects of creating a good working atmosphere, that is: high quality relationships, effective use of language and working within a framework of principles. This means you need to have thought through and have at your fingertips a response to just about anything that might happen....

  • When you note down your stars and wish, also note down what you will do to achieve your wish and how you will maintain your stars. 14.3.23

  • This step is trying to help you remember to not look at what is in front of you and the obvious, but to consider all things from all angles. 14.3.23

  • The impact of the pandemic and changes to the ways we lived at that time are still having repercussions in all walks of life and particularly so for children. They have probably been the most impacted.

    Have you noticed differences in children from pre to post lockdown?
    Which age of child do you feel has been impacted the most?
    What are the schools...

  • Helen Bilton made a comment

    Many people are very keen on ability groupings, but we must remember that children are not stupid and can work out even if the grouping is unidentifiable by its title how clever they are perceived, dependent on the group they are in.

    We also describe children as low, middle and high ability, how about using the terms lucky and unlucky as titles instead? ...

  • @JeanPlumb I like your suggestions. Do they come from personal experience?

  • @LindaSeaborn that is great to hear!

  • @JeanPlumb That's a really interesting one, and actually very true. If you are not a detective it rather suggests you are not interested in children.

  • @CynthiaS How will you do this?

  • @KathD Welcome!

  • @JeanPlumb How might this exercise impact your work with children?

  • @AfnanAlsaleh What ideas might you include and how might you incorporate them?

  • Helen Bilton made a comment

    I hope you’ve enjoyed working through Week 1 – it can feel overwhelming to cover climate and sustainability topics or using the outside as a learning space for the first time. The key message is to do one thing, but well, to make it feel more manageable.

    Do continue into Week 2 if you wish, as this is available straight away.

  • There are many more additional resources under ‘See Also’ section below on this Step and across the whole course. These have been gathered from a range of sources and we hope they are useful to you. (1.3.23)

  • I love the comment from one of the teachers, that you can simply go outside. You dont need permission through a lesson plan. We go in the hall, we use the library, the corridors for teaching. There is no reason why we cannot simply use outside. It needs to become the norm. (1.3.23)

  • If we see the outdoors as simply another learning and teaching environment then we straight away have a different mindset and will think ‘okay how can I exploit how the day is, how can I use the wind, the heat, the darkness to cover an area of the curriculum’.
    This is easier said than done and building up resources linked to curriculum areas is one way...

  • You’ll see quite a few examples from schools we work with in the Berkshire area. Every school is different and I’ve seen some really interesting and unique approaches to outdoor learning over the years – I’d love to hear more examples in the discussion areas on this course. (1.3.23)

  • Welcome to this course, it is great to see you and have you involved!
    We will be facilitating the course, that is responding to comments and postings, for the next two weeks, from 27.2.23.
    Please do join in the conversation as we are very keen to hear your ideas and thoughts. Only in this way can we start to build a strong body of evidence and a strong...

  • @EsraÇakmak Other peoples' behaviour is not about you, it reflects the person giving out the behaviour. Of course this is hard to deal with.
    How are you managing challenging behaviour?

  • @JulianOwen You are indeed right. And when you measure some things, inevitably you dont measure others and then important aspects can get forgotten because they are not being measured.

  • Well done for completing Week 1 we look forward to seeing you in Week 2. (1/3/23)