#professional placement

[abigail-art-blog]

29.01.2017 Monkey Fun Day Professional Practice Day 1: Volunteer work at Middleport Pottery, Stoke-on-Trent 

All photographs with children’s faces present were given permission by their parents. 

The activities for the day lasted from 11am-3pm, I arrived at arrived at 10:30 to be briefed on the activities that would run for the day surrounding the theme of monkey fun; a clay workshop, face painting and a colouring competition. This was an even that was largely popular with the visitors last year. I was instructed to inform the parents about the clay; that it was air drying so the children could paint their creations when they got home. As well as this I was told to encourage the children about today’s theme. 

Today I ran a clay workshop which allowed the children to begin creating small sculptures in regards to a monkey theme, but had the option to create whatever they wanted. For example, the younger children had difficulties creating those kinds of things so I encouraged them to use the tools to create patterns in the clay and cut out shapes with cookie cutters. 

The older children managed to create some great sculptures related to the theme; monkey’s, banana’s and palm trees. Others even created rabbits and cats. I encouraged some of the older children who for some, it was their first time using clay to make things like snowmen, butterflies or flowers as they are all created with easy shapes to build. 

I got a lot of positive feedback from both parents and children saying that they enjoyed today’s session, some parent’s were surprised that it was my first day working a placement at Middleport and thought that I worked there first time because they felt that I was very professional and fun with encouraging the children to be creative and helping them use the clay. The general feedback was that they enjoyed how involved I was with the children, how I helped them create things, did demonstrations on methods of how to approach creating their sculptures. For example, encouraging them to use a rolling pin to flatten the clay.  As well as this the parents liked how I talked to the children about their likes and interests and how I was attentive to what they were creating and giving them feedback on what to add to their creations. 

I was surprised about how easily the children opened up and were excited and willing to participate considering that when I first arrived at Middleport today I was very nervous. I didn’t know if I’d be any good at the workshops or would even like doing the activities with the children. I wasn’t sure about how to approach them; whether I should just sell the clay or to sit down with them and really interact with them so at first I sort of mimicked my coworkers behaviour; happy, smiling and enthusiastic about meeting and being involved with the children. After working with the first two children I began to settle into a more relaxed routine and was really able to have fun with them and enjoy the activity. I became more enthusiastic about the workshop and really started interacting and helping every child and parent that came in, asking the children what they were making and if they needed any help with what they were making. 

With the ones that needed help I had some really great conversations with them. I was particularly interested by one seven year old girl who told me about what she was learning about in school; blood in science and the fairy tale Jack and the Beanstalk in PSHE. 

This was interesting to me, because for one I thought that it was odd for a seven year old to be learning about blood, but mainly because I feel that I could relate this to my practice as in semester one I began exploring nursery rhymes and revealing their darker meanings or origins. The two topics link and are being taught to her but in a innocent and unrelated manner. In the nursery rhyme “the giant fell down and broke his crown, and the beanstalk came toppling after”. Losing his crown means beheading, this phrase also appears in the Jack and Jill, a nursery rhyme that I previously researched in semester one.

Also one child made me a doll for my artwork. This lead me to thinking that I could progress to do a doll making workshop out of clay or one where the children could make trinkets - this would lead to a larger range of options and designs. As well as this I have thought about creating some sort of doll colouring competition for the children as this was done today with monkey’s and was very successful. The design of the doll would be a rough outline so the children could draw a dress, shorts, whatever clothing they would want on the dolls. I figured that the best designs could be created by me and put in my dollhouse or I could have people dress up as them if I were to bring the dolls to life in a full scale house in the future, perhaps for an exhibition or photo shoot.

Overall, I really enjoyed today at Middleport and feel that my placement here has real potential in helping children but also improving and progressing my current practice for semester two. I received great feedback from my coworker running the session with me, whom stated that “I was awesome” and that she “really appreciated” me coming along as things got so busy and she would have had to run the workshop by herself if I wasn’t here to help. 

I’m really excited about attending more days at Middleport in February! 

Here are some of the fantastic sculptures that the children made today:

[swinburne]

From student to director: Swinburne’s Xenia Haysom tells her story

Xenia Haysom, Director of Swinburne’s Professional Placements, is a pretty familiar face around campus. Her team help to connect students with professional placements. Ironically, Xenia was once in the same boat as the students her team support each day.

We had a chat with Xenia about her professional placement experience, the challenges she faced and the role it played in kick starting her impressive career at Swinburne.

Tell us a little about your placement.

My placement was in Swinburne’s marketing department for 12 months. I was in my third year of a Bachelor of Business/Social Science when I applied, interviewed and got the role!

What was the best thing about doing a placement?

Having that break from the routine of study was great; I’d already studied for three years so was up for a bit of a change. I also wanted something to help stand out from others and a placement did just that – it helped me to start establishing myself as a young professional.

What was your career ambition growing up?

It was to go into advertising. I helped publicise a play when I was in at high school and loved it. However, during my placement at Swinburne I became involved in a range of student recruitment activities such as speaking at events and preparing marketing material. This helped me to realise that I wanted to engage with a broader range of people and that’s definitely one of the best things that came out of the placement.  

So your placement actually helped change your career?

It definitely helped influence my aspirations. Working with a wide range of people was really challenging, but rewarding. You pick up different skills during your placement like the chance to observe how your colleagues behave in meetings and professional behaviour around the office. Communicating in a professional way to people takes a while to learn, but is so important, and you take that knowledge to every workplace you go into.  

What about the challenges you encountered during your placement?

The transition from student to full-time worker was hard to get used to! I would get tired at first; I wasn’t used to working over most of the day. when I started I was also unsure whether I was able to add value to my workplace, something I was extremely keen to do I might add – but during the early days I felt pretty insecure about my contribution.

It sounds like a few people new to working might feel something similar!

Absolutely, it’s a normal thing to feel when you start a new job and it takes a while to build that confidence. I was lucky in my placement – the team had previously hosted other students, so they knew how to support me and help build that confidence.

After your placement finished, how did you capitalise on the experience?

My initial plan after my placement finished was to take a gap year, but then someone suggested student exchange. I applied and got in, and spent my final year of uni overseas, in England then Sweden. In some way the professional placement experience gave me confidence to go for something new that I might not have applied for earlier.

I also made an effort to keep in contact with my placement colleagues, and that network helped set up later opportunities. I kept a portfolio of work from placement and used these examples when applying for other positions. Several of the initiatives I had suggested and worked on were operating in Swinburne for a while after I left – I could then point to those things in interviews and say, “that was my idea, I came up with it, implemented it and it’s still there today!”

Describe what path your career took after uni. Has your placement had any lasting influence over your direction?

After exchange I started working with an advertising agency. But, after working there for a while I came to the realisation it wasn’t really for me.

I had such a fantastic time during my exchange year, and I remember thinking, “I want to help more people do just this!”  I wanted to work for an organisation that I believed in; I wanted to have passion in my work.

After leaving the advertising agency, I reached out to my network from Swinburne and they pointed me towards some temporary work at the university. I got experience in a few roles, and then my dream job came up, a role in the Education Abroad Office. Since then I’ve held different roles at Swinburne and I’m now working in the area of Professional Placements which is a kind of full circle after undertaking the experience as a student.

Swinburne’s Professional Placement team

Do you have any advice for students who are currently doing their placements?

In the workplace, don’t be afraid to speak up, to ask questions and voice your ideas. The company want you there, your fresh eyes and a new opinion and you will have time to prove yourself!

After your placement, stay in contact with your old colleagues – this network is so valuable. Throughout your degree; get involved with what Swinburne has to offer. Make the most of your opportunities here!

[swinburne]

Tips to help you on your professional placement

Starting a new job can be daunting, especially when you’re still a university student. 

Stepping into the industry you’ve been studying for the past few years can be nerve wracking, even more than your coursework. Not to worry though, here are some tips to make that transition to work a breeze.

Starting off slow

While some workplaces will throw their placement students into the deep end, it’s usual to be given easier tasks from the get go, to build confidence before tackling more challenging projects. This is usual practice for all jobs. Remember, placements are six or 12 months long, there’s no rush!

Ask, ask, ask!

You’re a student and you’re there to learn! Don’t be embarrassed to ask questions, it’s expected and, especially at the start of your placement, it’s the best way to get help. Once you have the answer, jot it down so you can refer to it later.

Tired? Sleepy?

Sure, you had a busy schedule before your placement, juggling uni, part-time work and other commitments; but getting used to a more regular, daily schedule can take its toll. Many students on placement (and new workers) report feeling tired during the first months of a job. The working week will take time to get used to, so rest up and take care of yourself.

‘Kind regards’, or ‘Yours sincerely’

Well you got the job but how do you approach tricky topics with colleagues? Is there a particular tone when speaking? This can be a tough one to crack. But don’t stress. Behaviours can vary depending on the role, so just observe others and follow their lead. If in doubt, ask for advice.

Student ID *******

Your placement will show up on your academic transcript and, for the icing on the cake, you still have access to all the student services available. Make sure you hold on to that treasured student concession card too!  

Show me the money!

So, you’re finally making some coin. If you’re hired directly by the organisation, you’ll be dealing with their HR team for pay matters.

What you earn could also affect your Centrelink payments or other benefits; notifying them is a must. Make sure you grab an official status letter through Student HQ. If further documents are needed, the team here will vouch that you’re still a student.

Site visits

Your academic supervisor will visit your workplace while you’re on placement. They can advise how to apply the theoretical knowledge you’ve picked up at uni to practical projects. So ask questions if you have any. Your academic supervisor is also your go-to person for any questions about assessments. 

Keep in touch

If you’ve got a question during your placement that’s not to do with your academic supervisor, or you’re not sure who to ask, contact [email protected]. 

[theningnangnong-blog]

24/05, 10:56pm.

i'm so incredibly overwhelmed at the moment. i've just finished my official term of placement, and although it is truely one of the most exhausting and amazing experiences i've had, it's just put even more weight on my mind. i didn't know what to expect when i started my course, but i knew the moment i stepped into my first lesson that it was where i was meant to be. i have never felt like this about anything before. i've never reall been good at anything, or had any specific natural talent. and even though i still have so much to learn, things are just clicking with me.

there is so much more to being a teacher than anyone could imagine. i grew up staying late after school because my mum worked there, so i had probably had a better idea than most about how hard they worked, but even still, my mind is racing with responsibility and possibilities. the school day doesn't just end when the bell rings. for the teachers, for me already, i'm finding that just because the school day has ended, doesn't mean your job does. aside from the obvious meetings and corrections, there is planning for the next school days and the constant thoughts of how the kids are coping with everything.

i've barely slept in the last three weeks. i already feel connected to the kids in the class, and somewhat responsible for their well-being. maybe not responsible, but bound to it. it's going to absolutely kill me to leave them, even if its only for a couple of months.