Posted in TS1, TS2

Setting goals and expectations

At the start of each lesson I always present to the children the ‘I can’ – this is what I expect the children to be able to do by the end of the lesson. This allows the children to clearly see the expectations and allows the children to be challenged during their learning.

I am also able to do this by setting further steps to learning, so that children have the opportunity to reach Greater Depth. This therefore allows all children the chance to be challenged at all ability levels.

 

TARGET: Continue to set goals that can stretch and challenge all children.

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Posted in TS1

Demonstrating Positive Attitudes

Above are comments made by my mentor from several observations. I am always striving to promote a positive attitude through the classroom, that encourages children to participate and discover through a stimulating environment.

I consistently demonstrate the expectations that I have for the child’s values and behaviour through praising others and setting examples. This draws attention to what is expected of the children and develops a mutual respect.

 

TARGET: Continue to set a positive attitude in all lessons.

Posted in TS1, TS2, TS6

Giving Feedback

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.

Posted in TS1, TS2, TS6

Assessment – tracking progress

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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.

Posted in TS1, TS2, TS3, TS4, TS8

Topic – The Great Fire of London

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During my Phase 1b placement I produced and delivered the topic lessons that were based on The Great Fire of London. Although there were not many lessons available to spend on the topic, I believed that it was right to give the children the opportunity to explore, discover and ask many questions.

 

In the first lesson, I introduced children to 1600’s London by showing a picture of current day London and a drawing of 1600’s London. Children were then given the opportunity to explore the pictures, discussing the similarities and differences they could see. Children fed their ideas in to a class discussion which prompted further questions to be asked and allowed children to think critically and develop their own understanding and perspectives.

 

In the next lessons that followed children engaged with creating a timeline of The Great Fire of London, focusing on key events and times. They developed their understanding of how we know about events that have happened in the past and used a variety of historical terms.

 

I was also able to spare time for the children to create their own Great Fire of London landscape. Children painted the background and buildings and added coloured squares of paper for the windows and doors of the buildings. Although the format was given to the children, the children’s creations were all different and presented their own ideas and understanding of the Great Fire of London. Children were able to develop their skills and techniques, creating effective and colourful pieces of work for the class display.

 

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If I was to do this topic again, I would allow for the children to partake in more independent investigative work.

 

TARGET: Use activities that will allow children to investigate further about the topic.

Posted in TS1, TS5, TS7, TS8

Children’s Mental Health – Family Relationship Problems

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Mental health affects all aspects of a child’s development including their cognitive abilities, their social skills as well as their emotional well-being. It is therefore important that we support children ‘to be resilient and mentally healthy’ (Department for Education, 2014: 6).

One factor that can cause a deterioration and poor mental health in a child is the impact of family relationship problems. The picture above shows the research I have undertaken about the issue.

It is important as teachers that we are aware of the signs of distress that the children show and how we can use strategies to support them through this. We should always try to encourage positive mental well-being throughout every aspect within school.

TARGET: To continue with research around children’s mental health and ensure that when in the classroom, I create a safe and stimulating environment for children.

References

DEPARTMENT FOR EDUCATION, 2014. Mental health and behaviour in schools. Departmental advice for school staff.

Posted in TS1, TS3, TS4, TS5, TS7, TS8

Mud Glorious Mud – Westmorland County Show

As a reward for their good behaviour and progress in their work, Class 2 at Morland Area C of E Primary School were taken for a day out tothe Westmorland County Show.

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This may not have been a particularly appropriate reward for some children, however with the school being in a rural setting and many of the children from farming families, this was an ideal treat for the children – and an educational one too!

Th children visited the education tent, looked at the stalls and watched a very entertaining display by The Sheep Show (http://www.thesheepshow.co.uk/) learning about the process of wool. They also had the opportunity to get close to the animals learning about British Agriculture and the process of how the food that the children eat, reaches their plate; something that is not widely taught in schools.

For me, I benefitted from this experience as I was able to learn about the process of organising a school visit. The class teacher involved me throughout the whole process, increasing my confidence and encouraging meto arrange class visits in the future. The key aim throughout the organisation, and the visit itself, was keeping the children and adults safe throughout their experience.

Everyone (including myself) had a highly enjoyable day even with such atrocious weather and being covered in mud from head to toe!

TARGET: Arrange a class visit.