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.

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.

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.

Creating a Safe Learning Environment

http://www.edutopia.org/practice/morning-meetings-creating-safe-space-learning

I have just watched this video set in Symonds Elementary on creating a safe space for learning. It has given me some good ideas to take forward in my teaching career to enable me to create a classroom and school culture based on mutual respect and trust, set high expectations for each school day and enhance children’s social-emotional growth.