In my placements and interviews with various education professionals it became apparent that in some cases, there was a noticable reluctance to use the EDG's as they are intended. Many of the professionals would happily let the children use them, but not integrated as part of a structured lesson. Instead they would use the EDG's as positive reinforcement for tasks completed, often tasks completely unrelated to the content of the EDG.
This is something that I will discuss in far greater detail in the blog, how many teachers are failing to use the EDG's appropriately. In the interview I have queried with professionals about their experiences on the PGCE, the teaching degree and asked if they had been introduced to EDG's fully there and whether they had been taught how to integrate them into the curriculum and individual lesson plans. By and large the consensus was that teachers who had studied the PGCE recently have been introduced to varrious EDG's but not shown how they should be utilised. There is an improvement over time on the amount that teachers had been shopwn the EDG's but unfortunately it is nowhere near enough time to successfully studty them and realise their benefits.
Some teachers interviewed however embrace them and the results are noticeable not only wih resultant attainment levels but also with attitude and behaviour of the pupuls whilst using the EDG's.
The essay will further address how this attitude needs to change in order to fully take advantage of the EDG's potential.
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