Work Placement – Peer Assisted Learning Leader for 2nd Year Linguistics Module – UWE Bristol

What? PAL Leader (Peer Assisted Learning) for Foundations in linguistics: semantics and pragmatics & syntax module at UWE, Bristol (University of the West of England)

Why did you choose this place? I wanted to get some work experience in teaching/mentoring and this seemed like a good opportunity. I also liked the fact that it was linked with my course.

How did you find the application process? I don’t remember much of it which suggests that it was probably quite easy. There was an online application to be filled out and during the summer they checked my academic results to see if I didn’t fail the module I was supposed to be mentoring.

What do you do here? I mentor a group of 3-12 second year students (depending on how many show up) who are on the same course like me but one year below (I am in my final year). I run a session per week to help them to reduce the workload and answer any questions they might have about the module and the course as a whole. I need to prepare my sessions each week and write a schedule. In the past we’ve done some reading and now towards the end of the term we’re focusing more on essay preparation. My role is not to answer their questions straight away but rather redirecting them towards the whole group and make sure that everyone is involved.

The good things: I get paid for the session which is good because we were told that it is not paid in the rest of the UK. It really challenges me in terms of time management and coming up with new ideas what to do in the sessions. I really enjoy working with the students, it is fascinating to see how everyone has a different style and pace of learning, yet how they all want to pursue the academic goals. PAL has also taken the nervous feeling off me whether I will ever be able to stand up in front of a group of people and try to transmit some knowledge to them.

The bad things: I don’t get paid for the time I spend on planning the sessions, which is about 1-2 hours per week. Even though I mentioned it as a challenge, time management is crucial and sometimes I am wondering how I am going to cope with PAL and my deadlines at the same time towards the end of the academic year. The trainings sometimes seem to be too long.

Anything else we should know? PAL is a really good experience. Even though it is not about “normal” teaching it still involves working with students and preparing a lesson plan. Don’t be put off by the trainings and how formal it all looks; at the end of the day, you will learn how to mentor and enjoy your sessions at the same time in your own way, yet being backed up by the PAL office team.

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Manchester and Salford New Researchers Forum in Linguistics – Careers Panel

Contributor: Claire

Two weekends ago  I attended ‘Manchester and Salford New Researchers Forum in Linguistics’, or, ‘#mancsafil’ as it was known on the social networking communities. I was a little daunted when I arrived as being one of only three graduates, who were not currently on postgraduate study but felt welcomed and accepted by all. The one aspect, apart from the research of course, is the networking and meeting people who are enthusiastic as you about your field.

After not encountering much Linguistics in the past 6 months, since graduating as I am focusing my attention towards Speech and Language Therapy, it was quite lovely to indulge in some of my favourite fields of linguistics, namely phonetics, phonology, sociophonetics and sociolinguistics!

This post  focuses on the outcomes of the Careers panel, consisting of the plenary speakers, all either recently finished their PhD, or in the finishing stages, and with recent teaching positions. Sam Kirkham (Lancaster University), Ingrid Lossius Falkum (Post Doctoral fellow at the University of Oslo), Laurel MacKenzie (University of Manchester), and George Walkden (University of Manchester) all discussed their experiences in job applications, interviews, publications, publishing PhD work, Conferences, Post Docs and Lectureships.

I must reinforce that this post is based on notes written two weeks ago – if I have gotten something wrong, it’s probably due to my bad handwriting and bad note-taking abilities, if anything should be changed or I’ve represented things incorrectly – please contact me!

How to present your PhD and long term future research while applying for jobs

George: Your future research should feed on from your PhD, but not directly

Laurel: There’s always unanswered questions that stem from your research, or others ways you could address your research question.

Sam: You should have a balance between short and long-term research aims, so that you have something concrete that you can achieve in the not so distant future.

Ingrid: Her PhD concentrated on polysemy, and as its such a huge subject, you cannot consider covering it all at once, you should always be looking for the next step.

Laurel: You should have plans for future work. Not for the rest of your life but where you want to go in the next few years. You should look at the broader implications of your study.

Sam: Had lots of ideas throughout PhD -> keep them for future research

Laurel: Keep a research journal and future project ideas.

George: had some insane and some brilliant ideas, he got some other publications out during his PhD because he couldn’t concentrate on one, but they were all related to his PhD somehow.

Laurel: If your PhD is not done while applying, you should have some concrete, just write something, like a chapter or a related topic, in a paper and send it somewhere, so at least you can say that it is under review.

Publications

Sam: Completing a PhD would be quicker without any publications, however he made a planned effort to submit a journal article to get a publication out and leave his PhD a little longer. He used his masters as a source for publication.

George: Getting something published takes a long time, he submitted something in the summer of 2010, and it is being published in Summer 2013, you may not hear anything for 6 months to a year.

Ingrid: You need one publication at least in the job market.

Sam: He made an effort not to go to a journal, but to go for  special issue, because it was quicker.

Publishing PhD Work

Laurel: would write working papers, then turn it into a chapter and then turn it into a conference article and then an expanded chapter.

George: Would write two standalone articles and turn them into chapters and then fit it into the grand scheme of the PhD.

Ingrid: Working papers are good – you’re forced to write a paper and then you make it into a chapter.

George: Working papers are not ideal, as they are not recognised everywhere, but you can get your research down and start to get recognised.

Conferences

Sam: went to too many conferences and submitted a lot of undergraduate and Master’s work, and because it was all so different, people thought that he did different things. It’s not always helpful to resent.

George: If he hadn’t gone to conferences and networked, he wouldn’t have gotten his teaching job. You should ask yourself: what am I getting out of this conference?

Laurel: Her CV has formal and theoretical conferences, but also sociolinguistic conferences, it’s good to cross boundaries.

Sam: agrees with Laurel.

Ingrid: Went to too many conferences, but found it better to go to specialist conferences, because you get much better feedback.

George: Suggests going to LAGB because it gives you a landscape of the job market, and other research, also an excellent place to network and cross discipline.

Job Application Process

Laurel: Each job has different requirements. Regarding statements, you need to sit down, write down everything and then find your theme – the basis of a research statement should have a unifying theme.

Sam: You should have a consistent agenda, who you are and how it relates to your teaching and how you would fit into the university you’re applying to. There should be a coherent and consistent thread.

Ingrid: (regarding her post doctorate research proposal) she wrote different research proposals and contacted the staff, and collaborated together on a unified Research Proposal. It should be inline with staff interests.

Interview Process

Laurel: Used a lot of resources – careers centres etc., did a lot of research, didn’t do a practice interview, but wrote out answers to typical interview questions – LSA tips for job seekers, sample questions.

George: Questions he had: ‘Tell us your main ideas you’ve been researching and how can they be falsified?’, ‘How would you spend a grant?’, if all your work is in one theoretical framework: ‘what other frameworks could you use and how?’

Laurel: You’re asked, ‘Could you teach this’; do researching on funding groups, and what kind of money you could realistically get.

Sam: Was asked to give a teaching demonstration

Ingrid: Research the background of the committee members. Questions about a Research Proposal might be, ‘how would you do this from this point of view’, and it would be the point of view of one of the committee members.

Sam: Be realistic with timescales, such as when asked, ‘when will you finish you PhD’. Think about how you would prepare undergraduate and postgraduate work. What would you teach? Check what is on offer.

There were some questions asked and answers given, but notes on this part are even more wishy-washy!

 

Volunteering – South Somerset First School – Teaching Assistant

Contributor: Claire

Where? First School in South Somerset

What? Working in classes ranging from Foundation year up to year 4.

Why did you choose this place? Interested in Education but didn’t really want to be a teacher.
How long for? 2 days a week, for two months.

How did you find the application process? Easy, it was my First School, I knew some of the teachers there, and my mum had worked there. I just asked if I could come and do some experience and they said yes!

What do you do here? I worked in each class, predominantly the year three and four class, in a teaching assistant role. The teacher would place me with groups, or an individual and I would aid them with their work. Additionally there was the occasional photocopying and running around, but generally was working with the children. I also took on a stewarding role during sports day too.

The good things: Personally I love working with children, which was great. They also knew I was heading towards speech and language so they showed me some resources they used when recommending students, placed me which students who had difficulties, and even let me sit in on a speech and language appointment.

The bad things: Sometimes it was a bit drastic working with the year threes and fours, and then moving to foundation year.  I also wish I had worked with foundation a little more, as I spent maybe one day in total with them. Knew I didn’t want to be a teacher.

Anything else we should know? It really made me want to be a teaching assistant! Or maybe a SEN, but then I would have to go through the teacher education process.