I was in a school the other day and as I walked about I noticed a teacher sticking photographs into a very nice art ring bound book. The photographs were a record of some practical art that the class had done and were accompanied by brief descriptions of what was happening.
It had obviously taken some time and as I complimented her on the work I asked the question…
Who is it for ?
After spending all this time and effort in compiling this book I was a little taken aback by the answer. “We were told to do it by the Head as it shows what we have been doing” – she obviously then thought this was perhaps a little vague and went on to try and justify it by saying – “I can always leave it on display for the children to see and perhaps on parents evening it would be good to show also.”
With half an eye on workload is this another example of time not being used to any purpose?!
You will all, I am sure, have had the pleasure of moving into a new classroom or new school and having a clear-out! It is surprising to see what previous colleagues found useful and to browse at old registers, records and photographs. Amongst all this memorabilia you will occasionally come across bound photographic records like the one I have just described. You may take a few minutes to flip through the pages and look at the faded pictures of children clay modelling or painting or the like. You will then put it to one side and forget it. It is not relevant and it’s someone else’s memories.
So is there really any need for photographic records at all or are we again being asked to “cover our backs in readiness for Inspection”.
There’s a big difference in taking photographs as part of a project or topic in order to enhance the theme rather than as an accountability exercise. Take a look at a couple of examples
Children always love to see themselves on display in topic themes…it draws the class together and cements the activity learning for all and makes the topic all the more relevant and personal to the children themselves.
Trips, visits and residential stays are an ideal opportunity to take photographs of the action. The involvement of children in these extra activities are special occasions for everyone and vitally important in children’s development. The use and display of photographs relives the excitement, reinforces the learning and brings together the whole school community.
However I am getting off the theme slightly !
Photographic evidence is also useful if you are a coordinator. Your role within the school requires you to have an overview of not only the schools programme of work within your subject but also the standards achieved. In assessing, you may draw on various strands of information (which we will not discuss here!) – however, one of these may be the use of photographs of displays shown in classrooms relating to your subject. Not only does it illustrate the subject in operation and the work covered, but it also lends support to the standards achieved.
Should you coordinate a subject such as P.E you may also have a “Sports Board” which of course would create interest by showing the schools teams “in action”.
These type of “personal” boards create a lot of interest in school and are usually crowded by pupils as results from the latest match or event is published. They do in fact illustrate a very important side of school life and should not be underestimated. The use of photographs personalises this not only for a few children featured but for the whole school.
(I saw a great example of a school using photographs when I visited a leavers assembly at one school. They had collected a variety of photos of the pupils from over the years and in various activities – these had been put onto a computer slide show and were playing on the hall screen as the parents waited for the final leavers assembly to begin)
Which brings us back to the use of Photographic records – our starting point.
I started out when writing this article with an open mind – I was not sure which way my thinking would take me nor what conclusions I would eventually arrive at.
Having arrived at the conclusion I can now say this – The use of photographs within the school teaching and learning environment enhances involvement and reinforces learning. As we all are aware – when children actively participate in learning activities the learning process is enhanced, reinforced and consolidated. Activity makes learning fun, and enjoyment in learning gives confidence, happiness and success.
In recording these special moments we preserve the experiences, celebrate each child’s involvement and give ourselves a rare chance to momentarily relive the magic.
The use of photographs can be another resource in our teaching and learning strategy. Not all areas of the curriculum lend themselves to this but when opportunities arise, then photographs provide a fun, useful and important addition.
However it should be remembered that photographs are an addition to the learning process and not an end in themselves. To be part of the process adds to the process – but to simply record events for inspection purposes down the line, is to me, pointless and counter productive.
As I teacher I wish to celebrate what we do – not nervously cover my back in order to justify my actions!
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Charles