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.

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.

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.

 

Behaviour management

TS7 Professional Practice 1b

This reflection is based upon my final report form from Professional Practice 1b, specifically for TS7. At the beginning of the placement I struggled to implement effective behaviour management strategies and consequently there were low-level disruptions during my lessons. However, I was graded as a 2 in this elements showing the improvements I made to my practice over time.

Successful behaviour management is key in delivering effective lessons and helping children to progress in their knowledge and understanding. Children need to be aware of the rules and routines of the classroom, which need to be implemented consistently, and I need to ensure I uphold high expectations of behaviour from all children. Working within the behaviour policy for the school and using the reward system consistently and fairly can also have a big impact on children’s behaviour, attitude and motivation.

My mentor for Professional Practice 1b noted that I am aware of the strategies that experienced teachers use to promote positive behaviour. I now need to implement these strategies into my own practice as I don’t feel I am doing this as effectively as I could be at this stage of my training. My mentor also stated that I am able to plan and deliver appropriate lessons in order to challenge children and use a variety of teaching strategies, including partner/group work, the use of digital literacy and ICT, and aiming for creative outcomes, to address a variety of needs. I am confident in doing this and recognise the impact that this can have on motivating children and improving behaviour.

Although I feel that I am able to ensure a good standard of behaviour is upheld throughout the class, I recognise that I now need to ensure positive attitudes towards learning are shown by all children so that disruptions to learning are uncommon. This will allow all children to achieve their potential and ensure that the maximum amount of teaching and learning is engaged with.

Self and peer evaluation

Marking Ladders – letter writing

Progressing from my understanding of Two Stars and a Wish, as previously discussed, I implemented the attached form of self and peer evaluation through Professional Practice 2.

Being accountable for children’s attainment, progress and outcomes is a vital part of the teaching cycle as it allows us to monitor their current abilities and compare these to their previous achievements to show any progress made and the next steps that need to be taken. From this point we can adjust our teaching to address the new targets that are set and work towards making progress and developing improved outcomes for each individual child in the class. Children should be informed of the assessment cycle and, wherever possible, work with the teacher to be involved in the target setting process to ensure that fair and appropriate targets are set. Using formative assessment strategies within lessons can be a useful method to obtain where each child thinks they are in their learning and also where they think they need to improve.

This evidence demonstrate my current attainment in regards to the importance of self and peer assessment. I used this model for Big Write sessions, Literacy lessons and, when appropriate, for some topic lessons. The criteria included on the ladders was differentiated for each ability group within the class (from children working on Year 4 objectives, to those working on Year 6 objectives). This ensured that the children were all aware of the specific elements they were aiming to include within their work and could assess themselves continuously throughout the lesson. Children would traffic light each criteria with either green, red or orange to signify their understanding/achievement. At the end of the lesson, the children would swap work and peer mark each others in the same way; they would check whether the self-assessments were accurate and write a positive comment in relation to the overall objective. I would then complete the ‘teacher’ column using the same method for the overall assessment of that piece of work.

I understand the potential impact that carefully monitoring children’s attainment and progress can have on future learning and outcomes as identifying current abilities allows work to be suitably differentiated and therefore allows each child to achieve their maximum potential in all areas of their learning. These ladders were very effective and could be used over multiple lessons for extended pieces of work as they ensured all children knew what they were aiming for in each piece. They could also see what areas they were confident in and where they needed to improve.

KS2 Computing – Stop Motion Animation

Take a look at @DanniMorris07’s Tweet: https://twitter.com/DanniMorris07/status/657646893179256833?s=09

I created a stop motion animation using Zu3D to achieve the aims in the computing programme of study for digital literacy in KS2. Through completing this activity children have to select, use and combine a variety of software (including internet services) to design and create a video that accomplishes a given goal, including collecting, analysing, evaluating and presenting. This is a highly engaging and creative way to achieve these aims and would definitely appeal to children.

Bucket School’s in Science

Take a look at @DanniMorris07’s Tweet: https://twitter.com/DanniMorris07/status/652460849819484161?s=09

Increasing my ideas for taking learning outside the classroom in a fun and engaging way to improve children’s understanding in a range of concept areas including animals (including humans) (for years 3 and 4) and properties of materials (for year 5).

Class Gallery Visit

When in a mixed year 5/6 class, I assisted on a trip to a local art gallery where the children met artist Christopher Rainham and engaged in a workshop which he led based on his own artwork ‘The Starlings Not in the Chimney’. The visit had a cross-curricula link with their literacy work based on folk tales. This display was then created in the classroom using the artwork the children produced to show the value of their work and motivate them to continue the great work they were doing!