I regularly give feedback in all of my lessons, both verbally and written.
This was noted by my mentor in several lesson observations. I am always keen to give children verbal feedback, especially when questioning, as it motivates and encourages children to partake fully in their learning.
I have used the schools marking policy when giving written feedback. The school uses ‘stars and wishes’ when marking, to highlight the positives in their work and the areas on which I would like the child to try and improve in their work in the future. I also am able to reward the children for especially good work, by writing a number in a bubble, which symbolise the number of ‘good marks’ awarded to the children.
TARGET: Continue to look at other methods of giving feedback to children.
Above is an example of a tracking grid that I created to monitor the progress of children through each lesson.
I update the tracking grid during and at the end of each lesson. I use both formative (observations, questioning, discussions) and summative (children’s work, assessments) assessment to fill in the grid.
This has allowed me to see the progression that children have made, as well as set targets and guide pupils to stretch and challenge them.
TARGET: Continue to develop knowledge of statutory assessment requirements.
As a trainee teacher, it can be rather intimidating to enter a school and work with the class Teaching Assistant (TA) who has quite often had many more years experience in a school setting.
When I first started my Phase 1b placement, I felt that it was very important to build an effective relationship with the class TA. This allowed us to create a mutual respect and increase my confidence.
In each of my lesson plans I included a section that was specifically for the role of the TA. In this, I included great detail so that the TA understood their specific jobs for the session. I always aimed to give the plan to the TA the day before the session allowing them the opportunity to reflect on their own knowledge and think of any questions that they may need to know before the session. Each morning I would meet with the TA to ensure they understood what they were doing, as well as gain their opinion of the session.
As easy as it is to assign the TA to the lower ability children, I did try to use them in the most effective way. I found that the TA was great to extend the higher ability children’s knowledge. A TA can also be very helpful when it comes to assessment if you make sure that you outline what, who and how they should assess within the lesson.
TARGET: To continue to look at the most effective ways using a TA within the lesson.
Assessment is an area that I am constantly striving to improve within my Professional Practice. Prior to Phase 1b I had a very basic understanding of how assessment can be used successfully and effectively, as well as methods that can be used.
One form of assessment that I used in each lesson on my Phase 1b practice was traffic lights. I found that this was a very simple way of assessing the children’s confidence and understanding of the work completed. Children would colour in the traffic light red, orange or green, in accordance with how they felt about that piece of work.
Red – the child was unsure about the work and found it difficult.
Orange – the child found the work OK, but struggled at times.
Green – the child understood and was happy with the work.
This allowed me to see the children’s own opinion of the work and I was able to compare this with the outcome/results of the work completed. I was able to then use this to decide which direction I would proceed in that would allow the child to make progress and deepen their understanding.
I found this method very helpful, however it may not always be accurate. Some children may just copy those around them or due to confidence may not always be truthful. With this in mind, I would have conversations with children to gain a deeper understanding.
TARGET: Continue to find different ways of formative assessment to ensure children’s progression.