University of Sussex
SWOT
(Strengths, Weaknesses, Opportunities, Threats))
What constitutes a strength or a weakness depends on perception, the angle of view, or the circumstances: cf, the fable of the wind and the sun. What I see as a strength, someone else might see as a weakness; a strength in one situation can become a weakness in another; etc. But strictly they are the same thing in differing degree, and they are relative - ie, a small fish in a large pond or a large fish in a small pond; in the land of the blind the one-eyed man is king (as the sayings go). Perhaps the only sure way to discover one's strengths and weaknesses is to observe oneself in action and then reflect in contrast to what one observes of others - all of which may be highly subjective. To assess strengths and weaknesses for an unexplored future setting involves an extrapolation of experience. This requires imagination, so that the accuracy of our assessment will be dependent how realistic we are as well as upon the degree of accuracy and honesty with which we- can look at ourselves.
Strengths
For strengths I would like to bring to the PGCE course, I would cite my wish simply to be involved with the new generation, to be active in assisting its progress in the 21st century - and a will to adopt new ideas, especially those empirically derived. To know one's limitations, an inclination not to take life too seriously (insofar as safety is not compromised), and an ability to predict the outcome of one's actions also constitute important strengths. I believe that a contemplation of the following thoughts and observations also amount to strengths, for they provide an overview from which one can view oneself in a wider context: precisely what role we are playing within the great enterprise:
Since each generation builds on the heritage of its predecessors, the present generation should become more free and enlightened than previous ones, and foster visions of greater freedoms ahead. This is inevitable in a society that values education - as new philosophies, new technologies, new more tolerant social attitudes in a shrinking world develop and evolve.
We seem to be facing the dawning of a new age. This has nothing to do with the date, which nonetheless forms a timely and, I believe, positive psychological force. The global trend towards increasing democratisation, amidst decaying outmoded authoritarian structures at almost all levels of society, is enormously encouraging (though it is often regarded as ominous). So far as education is concerned, this means that children (indeed, everyone) will be taking an increasing responsibility for their own education - as a continuing lifelong endeavour that so enriches our lives:
For those who have experienced it, the hour of the awakening of passion for knowledge is the most memorable of a lifetime... In that moment, man glimpses the possibility of becoming truly human, and recognises that the instruments required in this new existence are not weapons and tools, but intellect and imagination. [from 'Beyond the Outsider'.1965; Colin Wilson.]
It is up to us as teachers to motivate and inspire, to convey a sense of broad horizons: the notion that whatever limit they set for themselves children (and ourselves) can always achieve more if we choose. To follow goals, to know when to revise them, and to learn to brush aside setbacks and disappointments, is the essence of progress. Even the dullest children have far more potential than they've been customarily credited with, and it is up to us to coax that out so they can see for themselves - with greater understanding comes greater freedom. The significance of esteem, teacher expectation, positive responses... cannot be over emphasised if children are to grow up understanding the world, and above all wanting to understand it.
Whether we embrace new trends with enthusiasm, or dig in our heels, makes little difference - except to smooth or roughen our path. The changes will happen in any case. The inertia builds, and there's no way back. I believe that the more confident and trusting we can be in the future, and the more imaginative we are, the more easily and constructively we will be able to relate to our pupils - and the more we will be in a position to help them. Like other enterprises, we have to earn the respect of our clients if we want them to respect and learn from us. We have to respect their generation, their interests, attitudes and ambitions (though wasn't it said by Proust that ambition is nothing more than a lust for power?). We have to demonstrate that what we have to offer is worthy of their attention and of their investment of time and effort.
I believe, by present standards, I have a reasonable grasp of my subject and an appropriate level of skill in communicating it; so if I can prove competence in the practical demands of the classroom - as I have already done 20 years ago - and which, like other creative talents, can only come with practice, then I think I can become a very effective teacher.
Weaknesses
Whilst realising the importance of first impressions; of perhaps launching, with moderated enthusiasm, into some gripping aspect of one's topic, using an approach both simple and fresh, questioning, drawing-out, there is the difficulty of remaining alert to how each pupil in a group of perhaps 30 is responding, whether to interrupt a lesson to attend to some minor 'event' and how best to handle it. The fear of alienating a pupil (by incorrectly pitching the work, or by being critical of certain behaviour) might be a concern, but equally pressing is the problem of how to strike an appropriate balance between spontaneity and order, between a relaxed informal climate and a tense formal one. To what extent should a teacher act or be him/her-self, instruct or entertain? To what extent do such issues depend on the school, the particular class or situation, or the personality of the teacher? And what if requirements clash? These uncertainties present a weakness, though resolving them doubtless comes with experience, and is presumably one of the purposes of the PGCE course.
Opportunities
To share ideas and experiences with colleagues - with some of whom one might constructively maintain contact beyond the duration of the course. To receive coaching in the best new techniques and procedures from skilled and innovative university staff. To receive feedback and advice from experienced professionals, tutors and mentors, and to be given support and encouragement in the working situation. To have access to data, psychological, empirical etc, from library and other sources: how best to communicate with and relate to a range of client-types what works and what doesn't, what pitfalls to avoid, what methods and approaches to embrace for most favourable results.
Threats
That one might not be up to managing a particularly unruly group during teaching practice. That one might become depleted of energy from the combined demands of part-time work (to sustain a living) and of teaching practice - while preparing lesson notes late into the night. That there may be no suitable teaching-practice/employment vacancy within reasonable distance of one's home town.
