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.
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.
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.
Miss Morris' Teaching Standards 