Educational Clocks

senclock 1I don’t usually write blog posts recommending products, but I’m making an exception for this educational clock: not because it’s my brother and sister-in-law who make it, but because it’s so versatile I really believe it’s useful to teachers and carers.

Richard and Theresa are children’s nurses and they have a lot of experience working with children with special needs, and this was originally designed as a SEN clock, but I think it could also be used by EFL and MFL teachers.

It has a tickless mechanism, making it suitable for anyone who is susceptible to auditory overload, including those on the autistic spectrum. The background is clutter-free, and because they’re customisable you can choose how much or how little information goes on there, depending on what the child can cope with. They recommend having the hour hand only as that is the most distraction-free, but if you really want the minute and second hands as well, you have the option to have them in a different colour to the hour hand so that they blend into background.

senclock 2The magnetic pictures make a great visual timetable for anyone who needs structure to the day. I think they work better than a traditional visual timetable, which usually consists of pictures blu-tacked along the bottom of the white board, because the clock shows at a glance whether it is a long or short time to the next event – especially useful for people with a poor concept of time.

You can choose between pictures only, or pictures and numbers, depending on the individual it’s for. The write-on wipe-off surface makes it ideal for teachers, TAs and carers to write additional notes on there, such as required doses of medicines.

The versatility of this clock would also make it ideal for the EYFS setting.

The fact that the pictures have words written under them made me realise that this clock would also be really useful to EAL children. It’s bewildering to be somewhere where you don’t understand the language, and this clock could help introduce structure and reduce anxiety levels for children who have only recently arrived in the country. The pictures would indicate what lesson was next and the words would reinforce the English word for that subject. Because the pictures are magnetic, it’s easy to swap them around for days when lessons happen in a different order.

Thinking about the benefits to EAL children led me to thinking about MFL teachers – most things do because I am one! Because the clocks are custom-made, there is no reason why you can’t have one made with the subject labels in whatever language your class is learning. Most primary school learn one language all the way through KS2, but if your school alternates there is no need to buy a whole new clock when you change languages – you can just order a new set of magnetic pictures.

These clocks are also ideal for children who are learning to tell the time in any language. The pictures can easily be replaced with magnetic words (y cinco, zehn nach, et quart, twenty past) or numbers. You could easily put just the o’clocks first and then add the half and quarter hours and the five minutes as you learn them.

If you have an idea in your head of what a fully customised clock like this is going to cost, I think you’ll be pleasantly surprised. For more info visit Trip Clocks.

VCOP display

Every classroom in my school has to have a VCOP display. In fact as a supply teacher I’ve been in a lot of classrooms, and every single one of them has had a VCOP display, so I’m assuming it’s something on Ofsted’s ticklist.

Now don’t get me wrong – I like VCOP. I know it has a lot of opponents, but I find it a very useful teaching tool, and like every tool its success depends on how you use it. I’m not a big fan of taking it out of context and treating it as four separate elements that children have to shoehorn into their writing, and to me a VCOP display does that.

My sentence displayThis display is my solution. My children are Deaf and for many of them BSL is their first language. They find English sentence structure difficult, so I have put up this display to demonstrate the structure of a standard English sentence. It would work equally well for EAL and EFL students, and I’m sure it could also be adapted for the MFL classroom, although I haven’t tried that yet.

adjective and subjectI have my Openers at the beginning of the sentence, where they belong, and my Punctuation at the end, also where it belongs. Connectives are underneath punctuation, to show that they are used to join two sentences together. Vocabulary is spread over four panels – Nouns (subject and object), Verbs and Adjectives.

Like everything with teaching, once you’ve done it, you think of a better way to do it, and next time I’ll move the adjective panel to just before the object instead of just before the subject. I think adjectives are probably used more to describe the subject than object, and it means that I could also have a S V A structure (The rose is pink) in the middle of the longer structure. It’s still a work in progress and I do plan to split the subject panel into nouns and pronouns, and the white panel needs an “or number” halfway down. Other than that, I’m quite happy with it so far.

In addition to providing them with a standard structure sentence, it is exposing them to grammatical terms, and already one of the boys in the class has asked what the word “article” means and what it’s for.

So there you have it. Nobody can accuse me of not having a VCOP display in my classroom, but I’ve managed to turn it into something more useful.