Mark Anstey

Mark Anstey

33 year old male, Primary Teaching Assistant. Off to 'University of Brighton' in October 2016 to study; Primary Mathematics Education BA(Hons) with QTS

Location Eltham, London


  • In times of my own truma. I dont fight - I freeze and retreat.

  • That complex trauma is not the severity of the event but the fact that it is regular.

  • Mirror numrons is a intreating concept to hear about.

  • In primary schools I have worked, pastoral care was good but since austerity these have been taken away, it is these children that need the help the most and that suffer first.

  • Intresting to learn about the diffrence between the two main definisions.

  • Sounds intresting and looking forward to learning more.

  • Hello, I am a primary teacher. I am interested in the topic and to incease my knowldege.

  • Hi I am a primary nqt

  • I agree, outside year group would be great! However my school doesn't allow such freedom, therefore I do my best in class and with the parallel Year 4 class.

  • But even if they are smarter they are learning team work and how to impart knowledge to others which are great 'life skills'.

  • Concept cartons are a great idea. Never used them before!

  • It appears in 'my programs' rather than 'my courses' for me which is a tab on the same page.

  • Am a Year 4 T.A. but also teach Maths and Computing. When asking question, especially on the carpet I try to make sure I get my answers from children I know to be of varying ability. I normally start low and then ask the next person to add to [rather than repeat] which keeps the discussion moving and all in class learning. Pitfalls: Need to pick children who...

  • Trust is key when teaching children. Without they wont make any progression within any element of their school life.

  • I would do activity 2 as a lesson starter then activity 1 as a whole class. Before attempting 2&3 I would do some kind of practical. Then re-run activity 1 to consolidate learning.

  • It is about letting all learners reach their ultimate potential, no matter their entry level.

  • Making the work accessible to all by pitching at the right level so that all students can leave a lesson feeling empowered after learning some new content.

  • A mixture of self and peer reflection is always helpful for adults and students alike.

  • Am a TA in an inner-London primary school who will be studying to become a Teacher at University of Brighton. I will be studding: Primary Mathematics Education BA(Hons) with QTS.

  • I will be going to Uni in October to study; BA Primary Mathematics Education with QTS

  • Mark Anstey made a comment

    Uploaded a pic of a KS1 classroom from my school.

  • We must set the bar high as setting it low will only compound limitations and barriers. Poverty is a major issue and not only affects those abroad but even those in the UK, even more so in times of Austerity, like now.

  • I try to buddy have mixed ability groups at various point so that the less able can be helped and is less obvious than a 1:1 adult helping .Its also encourages team work and social interaction that many SEND find hard.

  • You need to be understanding of the child's emotional needs as well as their educational needs.

  • This type of teaching is great but cant be fully implemented until we become 'centres of learning' rather than exam factories!

  • My school has a 'Family Liaison Officer' who workers with parents to sign post to other agencies, help fill forms, (requesting in other languages). In the past she has even run English lessons for them to help them integrate. We also use the children to translate or book official interpreters for important meetings such as Parents Day.

  • In my school we have lots of interventions for EAL. Also once year we have an 'International Evening' when parents and staff donate traditional dishes from their home country and all have a mixture of dishes on their plate. Done to a backdrop of dance and music performed my pupils and their adults. The school Spanish teacher and the Steel Pan band perform too.

  • Finance (lack of finance) for fees and resources: Government cuts [England] mean my school has cut three TA's from September. SEND will have only the hours from their plan, where previously the school had topped up the hours to full time. Therefore, all students will receive less support in class and less differentiated materials that allow them to access the...

  • I have worked with SEND as a 1:1 TA. This allows access to many but for the few, specific schools would be a better setting. However, most of these have or are in the processing of shutting. It should be whats best for the child not the adults.

  • In my school we keep to 30 max in a class but the LA have been to look about adding extra floors to add more classes but we didn't have the playground space as it, in the past, has been sold off to developers for quick capital.

  • Breaking down barriers is good but we must not hold those back who are not affected barriers as otherwise they will be the barrier in future.

  • I do, the main aim must be getting people into work and less reliant on the state. More state funding earlier in life should lead to less later on. Also once a person has employment they will, in my opinion, have a more favorable outlook on education and more inclined to take up adult education to further their own interests.

  • It is better they leave part way through a course rather than part way through a year leaving class[es] without a teacher. With kids consistency is key. They will also blame themselves, believing they made the teacher leave. It may not provide a guarantee but will give the trainee a better understanding of if and then the type of teacher they want to be....

  • Even in England alone their are different routs. The government seems to be pushing for school based training instead of a PGCE Uni only route. I can see that classroom experience is important but theory is also and to make sure everyone is at a similar standard I believe all should do a three year course that mixes both elements. It will better prepare the...

  • Our old building was a three story Victorian building with many mezzanine floors with only stairs was demolished and now a two story building with lifts and accessible toilets have been included. As well as permanently affected people, it also helps with temporary disability e.g. broken legs. Also in London all of TFL's busses are wheelchair friendly but thus...

  • Mark Anstey made a comment

    Teachers are more likely to be willing to change their attitudes as they know their profession is always changing. However parents and teachers (where it comes from a personal rather than profession view point) maybe harder to change as it is something that has been instilled over time and maybe akin to something that happened to them as a child.

  • The curriculum should be varied as all people have different interests. If we could meet more of these, then less people would disengage with education. These days academic subjects take precedence over vocational ones but we need both to fill the labour market.

  • The text mentions difficulty in meeting up with other children in rural areas but this can also be true in urban areas as parents are too scared to let them out to play and cannot afford supervised clubs, in poorer areas. Also due to budget cuts many youth centres have closed.

  • • Attitudes of society: teachers; peers; the learner; parents
    • Finance (lack of finance) for fees and resources
    • Special education versus mainstream education
    • Curriculum
    • Location – rural versus urban
    • Access

  • Plagiarism is the taking on someones ideas and trying to pass them off as your own, It is important as they have done the work before and in future it maybe your work that is referenced e.g. dissertations.

  • I got mostly 2's

  • have been accepted to University of Brighton to study; Primary Mathematics Education BA(Hons) with QTS

  • It will be interesting to see the barriers between countries but also different elements within a country.

  • Education can be made to mean ALL but i doubt it will happen by 2030. However having a global goal to work towards is better than no goal at all.

  • Some people, who may have gone to school, may benefit from vocational education as not all have an 'academic mind'. In the UK more emphasis is placed on academics but many people use that knowledge to work in an office but yet may would have higher wages and job satisfaction by working in a vocational trade.

  • My previous learning has been positive. I have had a supportive family who have believed in me having a say over choice of schools not just making me follow 'family footsteps'. However i did go to Uni after school but didn't like it but believe it was wrong course choice. Believing this, I set out on trying multiple job disciplines and now I have found one...

  • Learning never stops. Within jobs CPD helps choose courses. However I have done some for my own personal interests. Analysing that I like to learn has spurred me on, to go to Uni as a mature student [am 33]to become a primary teacher. Within adult education it makes it more meaning full to link to outside wold. I even try to do this when delivering lessons at...

  • Education is universal but the value governments and individual place on it are variable. Its good to see the policy evolving beyond primary as hopefully those that benefited from the early legislation will now benefit from this. However secondary education will be of little help, if primary has been missed.

  • Special Needs are where needs cannot be meet and Inclusive is where, even with adaptations, the child's education needs can be meet.

    I have worked with a child with Cerebral Palsy but can walk with the aid of a walker. I was also trained to deliver daily physio techniques. Door ways needed to be wide enough, and now that he is in KS2, that lifts are...

  • Unfortunately, I don't believe that the UK does. It tries: but many children go home to parents on drugs (A33); Many parents have split up amicably but one on them is refused access to the child (A9); Many children can easily access age sensitive information esp. on websites (A17); Many children work in family business once home from school (A33) to name a...

  • 1 for all. Scary working in a school but this type of thing is never covered for support staff. I would suspect it depends on they entry route a teacher used to whether they have had any exposure to such documents.

  • In the UK, you have state vs private schools. Teachers can teach at either so Equity could be argued either way. However Social Justice is defiantly lacking as wealth opportunities and privileges are not spread. May MP's all come from the same schools and in most industries, its your connections that get you a job, not your academic prowess. Private schools...

  • Its nice to see a world view point but even children in this country are below the poverty line and can just about afford school. Even the ones that attend can have complex home lives their overfills into the classroom. Including malnourished as only meal some get is the lunch the school give. Also with the current boom in numbers schools in London are...

  • There are many students who are marginalised within the UK system. SEND [Special educational needs and disability] children in mainstream works for some but not all and with stretched budgets it's hard to send teachers on top-up training to help meet these complex needs. Another big problem is behaviour issues; both diagnosed and environment influenced. Also,...

  • How do you brake the cycle? If the education is poor they will not become teachers their-self and they will never rise up to the potential, that undoubtedly, many would have if it was harnessed in the right way.

  • As I mentioned before am a TA who will soon be studying to become a Teacher at University of Brighton; Primary Mathematics Education BA(Hons) with QTS.

  • I like the idea of different view points from around the wold. These can feed into and grow my own ideas and can only serve to make me a more enriched teacher.

  • Hi all, I'm Mark from London, UK. I am a Teaching assistant (class based, though have been 1:1). I have secured a place a University in October to become a fully qualified Teacher so strongly believe in the right to education.

  • Re-read notes on a regular basis not just at the end of the year. Lectures that happen after the one in question could feed extra information into this one. Also put the notes into a different format or see if it poses any new questions to add a 'fresh' element as just regurgitating information can be counter productive.

  • It will allow him [you] to reach the information easier and quicker. Once he answers his initial questions it will and should then make him think of secondary questions taking him off to new areas of reading.

  • I like the idea of a subject specific dictionary to aid learning.

  • Use your lecture notes and peer discussions to identify areas to focus on. Then start on the internet to hone in on relevant areas. This should then make finding relevant books easier. Within that book use of chapters, indexes and glossary's should help find most relevant information to aid your research.

  • After lectures you can type up notes and then deliver to your peer in a study group. This will also allow you to take their view points on board an lead to a discussion or debate that can be used to expand your own notes.

    As said before I like reading and practical; which is why my chosen area of 'primary teaching' appeals as you read the content and then...

  • I am a combination of 4 and 1. Definitely not 2's.

    This is true as I like to read about something an then compound my knowledge by completing a practical, related to 'said' content.

  • Seven 1's, zero 2's, three 3's and eight 4's.

  • Independent Study, means to me: Researching subjects and its sub-elements on your own [or in peer groups] using; recognised, respected, trusted and variable source materials.

    I like to make notes on paper or laptop in lecture or key words.

    I would then do post lecture reading and research to 'sure up' vague areas and to deepen my understanding. This...

  • Mark Anstey made a comment

    I like the point that revision is on-going not last minute. This will help in my transition from school to university expectations of study [even as a mature student].

  • This was a great start as it highlighted that my listening and notes work but my questioning needs improvement. We never stop learning and will never know everything but its good to have a direction to head in!

  • I answered two 2's and three 3's so mostly three!

    I write key words and concepts pre and during clips [lecture]. I need to work on my questioning techniques. This is a good reflective exercise as I now know my strengths and weakness as a learner.

  • Mark Anstey made a comment

    When I first saw the title I only thought of the physical being rather than the extension into mind and outside image. Hopefully knowing your discipline area will give a hint of the direction the lecture will head although maybe looking at it from another disciplines point will expand your knowledge.

  • I didn't notice it at first, now i cant un-see it!

  • Key words and bullet points should lead your post research and extra reading to recover some on the in-lecture key points, and will jog your memory of information you believe you have forgot.

  • What questions did you ask before the lecture?
    • What is Science and Religious viewpoints?

    What questions came from the lecture?
    • Who made that definition of ‘life’?
    • Will the definition evolve in-time as it has done in the past?
    • If oxygen was toxic, how can the first organisms that harnessed it, ever evolve?

    What more would you like to know...

  • Why is DNA better than RNA?

  • Thinking of what pre-lecture research I should do: Must make sure I look up the Science and Religious view points. Are there any others?

  • Your passion for your chosen subject should conjure up questions you would like to enrich your learning. You will know if it's appropriate. Know where your knowledge comes from to quote but be prepared for constructive criticism; it will allow you to flourish as a learner.

  • I make some notes but I know I like to listen more times. In a lecture this could be accomplished by using a Dictaphone or Webcam in a Laptop to record and play-back the lecture to make more coherent notes.

  • Key terms and bullet list helps me. I can then do post lecture research to make it into meaningful sentences and paragraphs. Then a highlighter to make the major ones of those lists, more apparent.

  • He should list what he knows. When researching, he should note if he finds evidence to support or object his view point. [Don't be narrow minded and search only for data to support his preconceived idea]. Think of some questions to ask the lecturer and ask himself; how this topic fits within the 'bigger picture' of his module/course; also how it maybe relevant...

  • Your perpetration should lead you to some questions to further your knowledge or to compound something, that is vague, from your research.

  • Make sure you have completed the reading list and done some independent research before the lecture. Look up meaning of key, technical, terminology.

  • I ask questions, even if I believe I understand as the other person may have another view point. In a work environment; that could mean undertaking the task in the wrong way. In an education environment; it allows you to take on-board an alternative view point thus expanding your horizons.

  • Mark Anstey made a comment

    Hi I'm Mark, 33. Currently a T.A. but off to 'University of Brighton' in October to stydy; Primary Mathematics Education BA(Hons) with QTS as a mature student.

  • off to uni in october

  • Mark Anstey made a comment

    Self reflection then some peer reflection. How very reflective!

  • First of all, I listen with no note taking. I then listen taking notes and then finally I listen a third time to add or streamline my notes, as appropriate.

  • Use 'Drop-Box' and 'One Drive' for sharing files with myself. 'Wikipedia' as a starting point for research but always check other sources to verify as it is an open source.

  • I use FB for social. I use One Drive to share my files, with myself, in multiple locations and on multiple devices. I share teacher blogs via Twitter and use linked in to share maintain a professional image.

  • Very apt content next week seeing at it is 400 years since the Bard's death and 452 from his birth year.

  • University of Leeds looks a great place although I'm of to study, in October, at the University of Brighton.

  • I use Pinterest to save pins others are used for ideas at work (Am a primary class TA).

  • I make notes on paper then re-write them on a computer to compound learning. Expanding or simplifying, as needed.

  • Hi I'm from London, England. Going to Uni in October as a mature student so need to freshen up my skill set.

  • Very informative viedo

  • Mark Anstey made a comment

    Have never used 'Google Docs'. The only cloud service i use is 'One Drive'

  • Great first week.
    If still usable I hand-down to younger members of my family or take to charity shops. We also have clothes recycling bank at our local supermarket [Although I have never used it personally]. In the past i have also sold on to other people at 'car boot fairs'

  • University of Leeds looks a great place although I'm of to study, in October, at the University of Brighton.

  • Its very important to re-read your work online. Its more important to be polite online as there is no body-language to read and sarcasm can not be picked up.

  • Only mistake I made on last quiz was to only put one option not two for the last question.

  • A variety of media help to reiterate the subject matter.