James Barron

My first experience of teaching was in 2016, when I was asked to deliver a talk to a group of 16-year-olds on what it was like to start your own business. I immediately knew I wanted to become more involved in teaching but I didn’t know where to start as I had not previously considered a career in education. A few weeks later I agreed to teach a class of Chinese students from the Shanghai Technical Institute of Electronics and Information, who had travelled to the UK to learn English and Software Engineering, after that I was hooked. Within the next few years, I taught hundreds of students of many different nationalities, aged from 16 to 60, and from levels 2 to 6. I focused my time teaching with Bath University and Bath College for several more years until I felt a change was in order. For the last few years, I have taught remotely with several private training organisations, provided dedicated one to one coaching sessions, provided consultancy on teaching and assessment practices and written about my experiences as a teacher. I plan to continue with my current activities for the foreseeable future but I’m always open to new teaching experiences.

support targets

Approaches to Support Learners to Create Personal Learning Targets

When a student is struggling and behind with their work it is common for them to block out all correspondence from the teaching establishment and ignore any messages from tutors and lecturers. This is a theme that in my experience is consistent with all learners, no matter their age, level of study, gender, etc. This […]

Approaches to Support Learners to Create Personal Learning Targets Read More »

personal learning plan

The Purpose of an Individual Learning Plan

Abstract This comprehensive discussion explores the concept, implementation, benefits, and challenges of Individual Learning Plans (ILP) in classroom settings. The ILP, tailored from initial and diagnostic assessments, provides a unique learning path for each student, considering their strengths, needs, and aspirations. While ILPs offer customisation and flexibility in instruction, enhancing student engagement, there are inherent

The Purpose of an Individual Learning Plan Read More »

Partners

How to Work with External Stakeholders and Partners to Support Learners

Teaching organisations do not work in isolation and receive support from external third parties in numerous ways. A simple way that I work with external stakeholders and partners to support learners is collaborating with local businesses, these relationships have provided projects, equipment loans and work experience placements, benefiting both the teaching establishment and the local

How to Work with External Stakeholders and Partners to Support Learners Read More »

Work with others

Case Study: How to Work with Others in a Specific Context to Support Learners

Shirley Shirley wants to do a Health and Social course. She is from Brazil and is aged 30. She wants financial support with the fees. She would like to know if the teaching establishment can pay for her to study an ESOL course in order for her to be able to study here. While Shirley

Case Study: How to Work with Others in a Specific Context to Support Learners Read More »

confidentiality

Legal and Organisation Requirements Relating to: Data protection; Copyright; Privacy; Confidentiality; Safe Guarding Disclosure.

Abstract Educational institutions shoulder the dual responsibility of fostering learning and safeguarding sensitive information. This article explores the intricacies of data protection within the educational sector, emphasising the significance of policies, copyright enforcement, and legal frameworks, such as the Data Protection Act and GDPR. Through a comprehensive examination of student privacy, understanding of confidential information,

Legal and Organisation Requirements Relating to: Data protection; Copyright; Privacy; Confidentiality; Safe Guarding Disclosure. Read More »

support

Range of Support Available for Learners Within a Specific Context (Financial, Learning, Counselling)

Within most teaching establishments there is a wide variety of support available for learners, every learner has a designated tutor, this will be the first person a student should talk to as their tutor will be able to refer them to the correct location. Alternatively, students can go directly to the appropriate person/department with their

Range of Support Available for Learners Within a Specific Context (Financial, Learning, Counselling) Read More »

Different Methods of Collecting Qualitative and Quantitative Data When Using Methods for Action Research

When collecting primary data for a research project the types of data obtained fall into one of two categories, Quantitative or Qualitative data. Quantitative is easily measured, normally expressed in numeric form and will be a count or a value. Qualitative data is not easily measured and is normally less structured than Quantitative. The goal

Different Methods of Collecting Qualitative and Quantitative Data When Using Methods for Action Research Read More »

games

Gamification Literature Review

As part of completing your preparation for a class you should conduct a review of literature relating to your area of practice, this is especially important when conducting action research. Literature Relating to an Area of Practice for Action Research “Gamification is a relatively new term, hence there are different existing definitions.” (Stieglitz, Lattemann, Robra-Bissantz, Zarnekow,

Gamification Literature Review Read More »

self assessment

The Function of Self-Assessment and Self-Evaluation in the Quality Cycle

Abstract The Self-Assessment Review (SAR) serves as a critical tool for academic institutions, providing an annual reflection on teaching standards against internal and Ofsted benchmarks. This document delves into the SAR process, emphasising its role in streamlining feedback and enhancing course management and accountability. At its core, SAR ensures that individual course assessments flow upward,

The Function of Self-Assessment and Self-Evaluation in the Quality Cycle Read More »

quality assurance

The Quality Improvement and Quality Assurance Arrangements of Own Organisation

Quality assurance is the process of measuring progress against requirements or standards. These standards may be created based on previous results and aspirational goals, based on an industry benchmark or a requirement for certification. Quality improvement is the process of using data from the quality assurance process to constantly improve the organisation and meet the

The Quality Improvement and Quality Assurance Arrangements of Own Organisation Read More »