I’m thinking of doing an #Apprenticeship in hospitality/events management any good providers? @notgoingtouni @studentroom @morrisey
If I were to say I support these guys and gals, it would be an understatement, these and others just like them do an extremely difficult job. Alison, Lily and I went to Battersea dogs home earlier this year, and as we went around I couldn’t help myself, I shed a tear. Some of the residents had received such awful abuse, you wouldn’t wish it on your worst enemy, ever! add them to your network they will follow back.
Identify what qualifies you for the role
It isn’t only paid experience that counts. Voluntary or community involvement, work placements, coursework, personal projects and extracurricular activities can all be highlighted to show your suitability. Think from the employer’s perspective – decide on the most interesting factors, where you have used relevant skills, and then make these prominent on your CV.
For instance, this graduate CV highlights education and training, including achievements and endorsements, while this CV demonstrates how to emphasise project work above less relevant work experience. Breaking down each project into target, result and learned competencies shows relevant skills and achievements in context.
Make yourself irresistible to an employer
One of the hardest things to do convincingly on a CV is to convey desirable personality traits. Just writing that you are enthusiastic or motivated without giving supporting details isn’t enough. Instead, demonstrate through examples.
Starting something from scratch and overcoming hurdles can show resourcefulness and determination. For instance: “Launched a local skills-swapping service to slash household expenditure. Found free advertising channels, and enabled residents to make combined estimated savings of more than £10,000 in first year.” You can use examples like this to illustrate other characteristics such as an ability to get on with others, or organisational and communication skills.
Holding down a job to help family finances or pay your way through college can reveal humility and a strong work ethic: “Consistent work record: held variety of part-time roles since the age of 16 to contribute to educational costs.” Learning about a role or sector through online communities, upskilling through tutorials or conducting your own projects all show enthusiasm – it could fit into the education, training or skills section of your CV.
Graduate employers like applicants who can demonstrate these personality traits, as well as attributes such as numeracy and commercial awareness, which you could show through retail, marketing or sales work.
Quantify achievements where possible (how much money saved, percentage of time reduced, etc) and mention instances where you were promoted, rehired, or given greater responsibility.
Speak the same language
This is especially the case for career changers, but all applicants should aim to use language that an employer would expect to see from an ideal candidate. Include keywords throughout your CV, in job titles, skills, and in how you describe your work experience. In this example, the course modules (international finance, risk management, etc) are keywords in their own right, and are included in the skills section, titled “specialised knowledge”.
Experiment with layout
You don’t need to always use a strict chronological work history format or have the same section order. Put the most important information first – relevant project work can come before less relevant employment, while voluntary projects bridging your move into a new career could come before current, paid work.
You can be flexible with layout and include additional sections for work that is less relevant, or earlier in your career. You can also put your education before your work experience, or extract relevant course work and place that prominently.
Don’t be tempted to flesh out a CV with long, rambling paragraphs and irrelevant details to compensate for a lack of work experience. Instead, write leanly and concisely, and focus on making it easy for your reader to find key information.
Consider putting a summary of stand-out points at the beginning of your CV. Put your name and contact details at the top of the page, then use the job title itself as a heading. Under this, summarise key details such as years’ experience in a particular skill, project experience or summer placements at that company, or a short branding statement highlighting your strengths and attributes. A couple of lines in note or bullet-point format (rather than entire sentences) can work well. Include a brief cover letter explaining your reasons for applying, and interest in the company.
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2. Feedback should be given in a timely manner.
When feedback is given immediately after showing proof of learning, the student responds positively and remembers the experience about what is being learned in a confident manner. If we wait too long to give feedback, the moment is lost and the student might not connect the feedback with the action.
3. Be sensitive to the individual needs of the student.
It is vital that we take into consideration each student individually when giving feedback. Our classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher level and other needs to be handled very gently so as not to discourage learning and damage self-esteem. A balance between not wanting to hurt a student’s feelings and providing proper encouragement is essential.
Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that learners want to know where they stand in regards to their work. Providing answers to the following four questions on a regular basis will help provide quality feedback. These four questions are also helpful when providing feedback to parents:
- What can the student do?
- What can’t the student do?
- How does the student’s work compare with that of others?
- How can the student do better?
5. Feedback should reference a skill or specific knowledge.
6. Give feedback to keep students “on target” for achievement.
Regular ‘check-ins’ with students lets them know where they stand in the classroom and with you. Utilize the ‘4 questions’ to guide your feedback.
Be sure to keep your frowns in check. It is imperative that we examine our non-verbal cues. Facial expressions and gestures are also means of delivering feedback. This means that when you hand back that English paper, it is best not to scowl.
9. Concentrate on one ability.
Utilize this strategy when grading papers or tests. This strategy allows you the necessary time to provide quality, written feedback. This can also include using a rotation chart for students to conference with at a deeper more meaningful level. Students will also know when it is their turn to meet with you and are more likely to bring questions of their own to the conference.
Model for students what appropriate feedback looks like and sounds like. As an elementary teacher, we call this ‘peer conferencing’. Train students to give each other constructive feedback in a way that is positive and helpful. Encourage students to use post-it notes to record the given feedback.
The principal at the school I taught at would often volunteer to grade history tests or read student’s writing pieces. You can imagine how the student’s quality of work increased tenfold! If the principal is too busy (and most are), invite a ‘guest’ teacher or student teacher to critique work.
During a conference over a test, paper or a general ‘check in’, have the student do the writing while you do the talking. The student can use a notebook to jot down notes as you provide the verbal feedback.
14. Use a notebook to keep track of student progress.
Keep a section of a notebook for each student. Write daily or weekly, dated comments about each student as necessary. Keep track of good questions the student asks, behavior issues, areas for improvement, test scores etc. Of course this requires a lot of essential time management but when it is time to conference with a student or parent, you are ready to go.
Returning papers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion.
Sometimes seeing a comment written out is more effective than just hearing it aloud. During independent work time, try writing feedback comments on a post-it note. Place the note on the student’s desk the feedback is meant for. One of my former students had a difficult time staying on task but he would get frustrated and embarrassed when I called him out on his inattentive behaviors in front of the class.
He would then shut down and refused to do any work because he was mad that I humiliated him. I resorted to using post-it notes to point out when he was on task or not. Although it was not the most effective use of my time, it really worked for him.
17. Give genuine praise.
Students are quick to figure out which teachers use meaningless praise to win approval. If you are constantly telling your students “Good Job” or “Nice Work” then, over time, these words become meaningless. Make a big deal out of a student’s A+ on that vocabulary test. If you are thrilled with a student’s recent on-task behaviors, go above and beyond with the encouragement and praise.
Make a phone call home to let mom or dad know how thrilled you are with the student’s behavior. Comments and suggestions within genuine feedback should also be ‘focused, practical and based on an assessment of what the student can do and is capable of achieving’ (Dinham).
Make an effort to notice a student’s behavior or effort at a task. For example; “I noticed when you regrouped correctly in the hundreds column, you got the problem right.” “I noticed you arrived on time to class this entire week.” Acknowledging a student and the efforts they are making goes a long way to positively influence academic performance.
Communicate with your students the purpose for an assessment and/or feedback. Demonstrate to students what you are looking for by giving them an example of what an A+ paper looks like. Provide a contrast of what a C- paper looks like. This is especially important at the upper learning levels.
Remember when you finished a class in college and you were given the chance to ‘grade’ the professor? How nice was it to finally tell the professor that the reading material was so incredibly boring without worrying about it affecting your grade? Why not let students give you feedback on how you are doing as a teacher?
Make it so that they can do it anonymously. What did they like about your class? What didn’t they like? If they were teaching the class, what would they do differently? What did they learn the most from you as a teacher? If we are open to it, we will quickly learn a few things about ourselves as educators. Remember that feedback goes both ways and as teachers it is wise to never stop improving and honing our skills as teachers.
I’d like to take this opportunity to introduce to our group, Gillian Kitchen
Peter Stone AIEPFounder of Apprenticeships LifeTop Contributor
Good morning everyone,
Earlier this week I had the pleasure of meeting (by phone) and discussing Gillians quest to find out how we in the industry are preparing for the forthcoming new gov, initiative I’ll let Gillian explain in the message sen to me:
Workforce development strategies to meet the demand for additional early learning places for two year olds
Thank for taking the time to talk to me today. As I mentioned I am currently working on a report for the National Day Nursery Association commissioned by Hempsall’s to bring together examples of best practice in local authority workforce development strategies for Achieving 2 Year Olds together in a report. This work will Include, apprenticeships schemes, workplace academies with JobCentre Plus and childcare taster programmes, etc. If you have any information that you think will help me including the national contact for Health & Social care apprenticeships or any other relevant information that would be great. I only have 10 days (to be completed by 13th March) on this work so any information will be gratefully received.
So as you can see, time is running out and your views are most welcome
I have attached contact details for Gillian, any information useful to her can be posted here or send it to Gillian direct
Gillian Kitchen The Change Agency uk.linkedin.com
View Gillian Kitchen The Change Agency’s (United Kingdom) professional profile on LinkedIn. LinkedIn is the world’s largest business network, helping professionals like Gillian Kitchen The Change Agency discover inside connections to recommended…