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.