A.1. Ethics statement - Jean McNiff

1 Appendix A: Ethics statement and letters of permission Ethics statement Letter to Chairperson of Board of management requesting permission to carry out research Letter to principal requesting permission to carry out research Letter to parents requesting co-operation, permission to carry out research and to use recorded transcripts Letter to parents of Junior Infants (2002-2003) accompanying sample transcript (original sample transcript consisted of several pages) Sample letters to colleagues requesting co-operation and participation in aspects of my research Letter to participants in workshop requesting permission to use evaluations.

2 Letter to participants on summer course requesting permission to use their evaluations Sample letter to parents requesting permission to include specific photos in thesis document Letters to principal (and reply) requesting permission to include specific data in thesis document 10-04-07 Dear M _____ Please find attached herewith an excerpt from my draft thesis document outlining some difficulties we mutually encountered when I was first putting my ideas into practice. Please take time to read the account. I would be grateful if you would sign the permission slip if you are happy to have the extract included as it stands.

3 If you are not happy to have it included, I will delete it. Regards Mary [TO NOTE: The attached text in question was an extract from Encountering Dilemmas of draft] Letter to parents inviting them to view filmed classroom Thinking Times and requesting permission to use video clips in thesis Letter to children & parents requesting permission to include samples their work in my thesis 06-02-07 Dear Iwouldlikeyourpermissiontoincludesome; havechosenit~ thinkit showsclearlythotyouaI'ea ;permission,tickthe'yes'boxondif youwouldrathernottickthe.'no' )'. !JfJ! !Misr.,.. !Mis,.,.. > 'child (l, havechosentheworkbecauseI thinkIt showsclearlythatyoUI' ,tickthe'yes'box,andif nottickthe'no' )'.

4 L<m< !JfJ! !Mis,.,..missiontoinclutkmyworkin".,. ,..missionto/ B 1 Appendix B Validations and Evaluations Evaluations by teaching colleagues of my educative influence a. Evaluation by teaching colleague JM b. Evaluation by teaching colleague DOS I was born into a world and educated in a system where adults had a monopoly on wisdom. Children were literally expected to be seen and not heard. It isn t an exaggeration to claim that children s thinking, in that milieu, wasn t so much undervalued, as accorded no value. While always attempting to value children s opinion (and thinking) in my own teaching , it wasn t until I came to work in Scoil N.

5 , where Thinking Time is a core value of the school, that I was exposed to an educational setting where children s thinking was accorded importance and value. I have been most impressed, not only by this liberating approach towards pupil/teacher interaction but also by the stress which is placed on the improvement of children s thought processes. Mary Roche has always stressed the centrality of the guiding hand of the teacher in the facilitation of Thinking Time. Thinking Time is not an open-ended, laissez faire unstructured, directionless activity but demands instead, a high degree of skilful guidance from the teacher.

6 This subtlety of approach is vital in that it facilitates the pupil to improve the quality of their thinking, while still allowing them the space to actually think for themselves. DO S. 28 February 2005 Appendix B 2 c. Evaluation by teaching colleague LOS When I was first introduced to Thinking Time I was really excited about trying it out. I was very impressed with the reaction I received from the children, their enthusiasm in voicing their opinions and their varied ideas. I had worked quite a lot on language development in my previous school, and I encouraged my colleagues there to try this approach. I was amazed at the language used by junior infants when speaking and also the language gained from listening to other children.

7 LO S 27 February 2005 d. Extract from transcript of conversation with LOS e. Evaluation by teaching colleague ML Mary has really influenced me as a teacher as regards approaching philosophy with children. She encourages us to challenge the children (regardless of their age) with what I would previously have regarded as adult topics of conversation. It has been a learning experience for me to discuss heaven and spirituality with an infant class. I am amazed at the dept of thought children at age 5 and 6 can have! The support given through workshops and our ideas file have also been invaluable. ML 01 March 2005 Appendix B 3 f.

8 Extract from transcript of conversation with ML g. Evaluation by teaching colleague SB Thinking Time was a new idea to me as a teacher. There is a strong emphasis on the oral section of the revised English curriculum on teaching children to speak, and thinking has also been recognised as a priority. Thinking Time helps to develop speaking and thinking skills in children as young as Junior Infants. Thinking Time Appendix B 4 allows children explore ideas in a creative way affording them the chance to be innovative. However, this was an area of my teaching that I feel was underdeveloped and through Mary s stewardship this is changing.

9 The workshops are practical and specific to the teachers on staff. But far more helpful is the fact that as Mary is a teacher on staff, she is accessible (more or less) on a daily basis for questions or direction. Thinking time makes a lot more sense the more you do! This year the file with suggestions was particularly helpful. SB 23 February 2005 h. Evaluation by teaching colleague SD Since using Thinking Time I have stopped taking mundane things for granted and now question more as to why things are the way they are. The experience of doing weekly Thinking Time sessions has made me appreciate others point of view and have pride in my own judgement.

10 In my teaching it has encouraged me to step back and give extra time for the class to express their opinion. The atmosphere in the room is more accepting of different ideas and opinions. The benefits of our Thinking Time sessions have enhanced the children s skills in many aspects; verbal reasoning, critical thinking, social skills, moral development etc. My colleagues value the benefits of Thinking Time. It is a respected worthwhile activity that is a priority in Scoil N. As a staff we pride ourselves in being progressive and tapping into this fun activity that comes so naturally to the children. Mary you been very encouraging and supportive and I am delighted you shared your knowledge with us.