TS8 report form

This section of my PP2 report form highlights my contribution to the wider life of the school environment whilst on placement. I attended numerous school trips planned in different year groups, including the Year 6 two night residential, communicated effectively with parents, including through parents’ evening and through written dialogue, and engaged positively in staff meetings and CPD INSETs. I always tried to incorporate the advice and targets given to me from observations into my practice in order to positively impact on the children’s experiences and progress. I positively collaborated with my teaching assistant to enable identified groups of children to make further progress in their learning and developed positive relationships with all school staff.

TS7 report form

This extract, taken from my end of professional practice 2 report form, shows my engagement with TS7 during this placement. My mentor notes my consistent approach to behaviour and classroom management throughout the placement and the impact that my clear expectations and instructions have on the children and the learning environment. Through the consistent implementation of the behaviour policy and rewards system, the management of children’s behaviour was successful.

TS6 report form

Taken from my PP2 final report form, this extract shows my mentor’s feedback in regards to my assessment methods. Throughout this placement I used the Lancashire KLIPS to assess children and monitor their progress. From this, I was able to effectively implement interventions for reading, writing and maths in the run-up to SATs to directly impact on lower attaining children’s progression. Monitoring each child’s progress closely also enabled me to accurately plan each of my lessons to positively build on the current level of understanding and knowledge held by each child.

TS5 report form

This extract, taken from my end of PP2 report form, highlights the progress made towards TS5 during my final placement. My headteacher recognised my ability to appropriately differentiate learning experiences and objectives to suit the individual children within my class. He also commented on my ability to adapt my teaching approaches to suit the learning styles present within the class, be that incorporating further collaborative activities, planning visual aids during lessons or implementing practical tasks. Understanding the attainment and needs of all children within the class enabled me to plan effectively and ensure progression.

My target was decided upon through the recognition of limited opportunities to observe colleagues during this placement, consequently reducing the observation of varied teaching approaches designed to impact on learning. Through engaging in the observation of various practitioners, my understanding of the impact that different teaching approaches can have on learning will be considerably improved.

TS4 report form

This extract from my PP2 report form highlights the progress noted by my mentor, and headteacher, in regards to TS4. He often commented on my effective questioning and counter-questioning to encourage an in-depth understanding from all children during my lessons. I also found that this use of questioning during lessons enabled me to effectively identify and resolve misconceptions that had been formed.

The implementation of feedback and targets given from observations allowed me to greatly improve my teaching and effectively enhanced the children’s learning that took place during my time at this school. My target for this standard of contributing to curriculum planning was decided upon due to the limited opportunities for this to happen in this particular setting due to the use of schemes. However, as commented on by the headteacher, I ensured that I delivered the curriculum content in a creative and effective way to enable the children to enjoy their learning whilst making clear progress in their understanding. This is an element of teaching that will contribute to allowing me to achieve this target in my future practice.

TS3 report form

The extract above was taken from my professional practice 2 end report form. My mentor states that in regards to TS3 I consistently demonstrated a good subject knowledge and used the appropriate vocabulary for the ability of the children within the class; this was not only in my specialism subject of English, but throughout my teaching. The headteacher identified my engagement in staff meetings and CPD INSETs as well as my clear implementation of whole school policies throughout my practice.

Following the school’s marking policy enabled me to provide children with a celebratory comment in regards to how they met, or almost met the learning objective for that lesson and a target or a challenge for them to either include in their work next time or for them to complete or amend before the next lesson. I found that this system worked well and that all children were keen to make the amendments identified in order to improve their own knowledge and understanding. I also tried to provide children with verbal feedback in regards to the lesson content during the session as I found this often had a greater impact on the children’s learning.

My target of developing my knowledge and understanding of the principles and practices of teaching PE was identified as I was unable to teach PE during professional practice 2 due to the school having bought in  a specialised PE coach. However, I did have multiple opportunities to assist the coaches in their lessons, become familiar with their tracking and assessment system and engage with their planning system. This has allowed me to gain a range of ideas in regards to teaching and assessing progress in PE.

TS2 report form

This extract was taken from my end of professional practice report form for PP2. My mentor states that I am acutely aware of all children’s attainment within the class which enables me to effectively plan learning activities to help the children make good progress in their knowledge and understanding. My own personal reflection throughout practice enabled me to consider the methods of teaching which were most beneficial to each individual child and consequently provided me with the means to adapt my own teaching to meet the strengths and needs of all.

I strongly believe that collaborative activities can enable children to progress in their learning more effectively than being limited to their own personal views and ideas. My target of continuing to regularly create opportunities for independent and autonomous learning arose through the identification of the level of scaffolding provided to some children perhaps unnecessarily in some instances. However, I do still believe that a good combination of both collaborative and independent learning opportunities need to be provided to all children.

Ts1 report form

The above extract was taken from my end of professional practice 2 report form. The feedback from my mentor, who was also the headteacher, indicates the progress I have made towards TS1 during my time at the school. My target was decided upon through the recognition that some children in the class were not always identified as contributing in collaborative activities. This is something I need to ensure in future practice and also relates to TS5 which is my overall target standard.

Differentiating through provision

25.02.16 – properties of 3D shapes

The lesson plan that I have attached shows a clear understanding of the children’s prior experiences and current stage of learning and how this impacts on the current lesson, with some children completing work for the higher ability group and others being closely monitored and supported throughout the completion of the task.

It also shows a clear differentiation between the ability groups for mathematics, with the Trapeziums receiving more guidance, easier practical provision and fewer complex vocabulary and the Parallelograms being supported in independently naming complex shapes and completing the activity with less scaffolding.

My deployment of the TA during this lesson shows my understanding of the impact they can have on lower attaining children’s learning. I identified children who would need extra guidance during different stages of the lesson, be that with the understanding of key vocabulary or with the main practical component of the activity, who my TA would be able to effectively support to enable them to achieve the learning objective.

The differentiated use of practical provision enabled the higher attaining children within the class to demonstrate their knowledge of both 2D and 3D shapes as they were required to create both using the materials provided. The lower attaining children however were provided with 2D Clixi shapes which they could identify and then use to create the 3D shapes. This ensured that all children within the class were able to demonstrate their understanding of 3D shapes without their knowledge of the properties of 2D shapes presenting a barrier to their learning.

 

Effective behaviour management

TS7 Professional Practice 2

I have attached my final report form section for Teaching Standard 7 from Professional Practice 2. Having being graded 1 for this standard overall I have noticed a great improvement from Professional Practice 1b to my current attainment for this standard.

Throughout Professional Practice 2, I consistently implemented behaviour and classroom management strategies and set out clear and high expectations in accordance with the policies that were in place. This had an immediate impact on the attitude and behaviour of the children within the class which was maintained at a high standard throughout my time there. Ultimately, this allowed all children to progress in their learning as expected and to work effectively in a safe, collaborative environment.

My mentor for this practice recognised that due to the clear expectations and instructions I give in my lessons, the children were eager to settle with their work. He continued by explaining that the good relationships I formed with the children, the high expectations I set and my decisive nature allowed me to build and maintain a positive and productive working environment for the children. This is a great improvement from Professional Practice 1b where there were low-level disruptions during my lessons due to the fact that I did not sett high enough expectations or use the behaviour management system as consistently.

Throughout this practice I was able to identify the impact that having clear rules and routines within a classroom, having high expectations of behaviour, using strategies consistently and building relationship formed through mutual respect can have on a class. I feel that all children were able to achieve their learning goals in an environment that allowed them to be themselves whilst also taking consideration of others’ needs.