Another busy day for P3, their first task was to create a set of questions or a quiz for a friend to check their understanding of their own story book, using questioning openers. Then it was imaginative writing where they … Continue reading →
Another busy day for P3, their first task was to create a set of questions or a quiz for a friend to check their understanding of their own story book, using questioning openers. Then it was imaginative writing where they had to create a story with an interesting setting. The teacher went over the importance of adjectives and what they are used for. Their story had to be about being transported from the classroom to Ancient Egypt, and the pupils came up with descriptive, exciting journeys that involved mummies, crypts and pyramids! Great imagination used here.
The maths input today was time related, and I assisted a small group of children learning their quarter and half past times.
As it was ‘Safer Internet Day’, an activity that led a discussion on what things the pupils like to do online ensued. The pupils talked about the various fun aspects of being online, but also were reminded of the importance of not disclosing any personal information online, and they were given a task to create their own online ‘safe’ profile.
I’m looking forward now to my 3 week block placement.
Some interesting observations that I have witnessed during placement days 2 and 3. During maths lessons, the teacher would blow bubbles to allow the children time to think of their answer to the math question. This allowed the lower ability children the opportunity to process the question and think about the answer. After the numeracy … Continue reading Serial Days 2 and 3
Some interesting observations that I have witnessed during placement days 2 and 3.
During maths lessons, the teacher would blow bubbles to allow the children time to think of their answer to the math question. This allowed the lower ability children the opportunity to process the question and think about the answer.
After the numeracy lesson, the children were given a selection of activities that they could choose to do after they had finished their work. (The Planning Board). Some children chose to complete calculations in the sand or with playdough and others made pictures of calculations with the help of number lines and an abacus. For the plenary of the lesson the teacher took photos of the work completed by the children on a camera and then put the pictures on to the whiteboard. The children then had the opportunity to sit on the “share and shine” chair and talk about their work and share it with the class.
What I liked most about this idea was how excited the children were to share their work with the teacher and the rest of the class and also how supportive they were of each other’s work – It was really great to see!
During literacy, the teacher introduced the ‘say and trade’ activity to help the children with word recognition of their common words. Each child was given a posted note with one of their common words and then they began to walk around the classroom. When the music stopped the children would join up with a partner, say the common word on their posted note and swap over. This was a good way of getting the children to actively participate in their learning whilst developing effective communication skills with their peers.
In the afternoon when the children returned after lunch the teacher put on the NumberJacks subtraction video for the children to watch to calm them down and allowed her time to set up the tooth brushing station.
I am thoroughly enjoying the placement serial days, I can’t believe it’s week 3 already. As my class were undertaking Standardised Testing, I was able to spend some time in a P1 class this week. In Literacy, they had chosen … Continue reading →
I am thoroughly enjoying the placement serial days, I can’t believe it’s week 3 already. As my class were undertaking Standardised Testing, I was able to spend some time in a P1 class this week. In Literacy, they had chosen to talk about a time when they were happy, and had to write a sentence about this and why it made them happy. The teacher made a word bank out of words the children suggested, and they had to do a black ink drawing to accompany it. I was impressed by some of the sentences that were produced, and learnt how, at early level, to assist them with their spelling by letting them ‘have a go’ at spelling difficult words, then writing the correct spelling out underneath for them to copy.
When I returned to the P3 class, I was able to help a group with Maths. The topic was money, and they had to work out how much change they would receive when given an item to buy and an amount of money to buy it with. Resources we used were whiteboards, and plastic money. It was interesting to see how different children engaged with the resources as some did a calculation on their white boards whilst for others it worked better to see the coins, and draw them out as the answer. Then it was outdoors for muddy movers where they had to construct a bridge in groups and go over them. The children enjoyed this, and I saw great teamwork as they figured out the best strategies for using the equipment available.
Thursday 23rd January Today was my first day of placement in primary 1/2. Whilst in the class I found it very interesting and exciting to see all of my knowledge and understanding in practice as the children worked on their literacy and numeracy skills. Interesting observations When explaining the learning intentions and success criteria the … Continue reading Placement Day 1
Thursday 23rd January
Today was my first day of placement in primary 1/2. Whilst in the class I found it very interesting and exciting to see all of my knowledge and understanding in practice as the children worked on their literacy and numeracy skills.
When explaining the learning intentions and success criteria the teacher used toys called “learning ladybug” and “successful snake” to engage the children and keep them focused on what is expected from them.
In the morning when the children arrived, the teacher reinforces the days of the week, months of the year and asks the children the date.
In maths, when looking at number patterns/sequins the teacher used a washing line and gloves to teach the children how to count in patterns of 5. The gloves with 5 fingers were a great visual for the children as they could easily count the fingers if they needed to.
When completing the writing task the children used number lines to help them identify missing numbers in the sequence.
One successful method that I noticed the teacher using to ‘chunk’ up the lesson was to use interactive videos on https://app.gonoodle.com/discover . I noticed that the teacher used this strategy to help the children when they were becoming restless or beginning to lose focus. This not only improved the children health and wellbeing by getting them up and moving as all the children were very keen to join in and dance along. In addition the videos developed their understanding as they were related to the task i.e. patterns.
On the 29th October, I began my first student teacher placement for two weeks! I worked with the primary 3 class on week 1 and for week 2 I worked in a composite class of primary 5/6, which allowed me to see a variety of teaching styles and methods. I had the opportunity of going […]
On the 29th October, I began my first student teacher placement for two weeks! I worked with the primary 3 class on week 1 and for week 2 I worked in a composite class of primary 5/6, which allowed me to see a variety of teaching styles and methods. I had the opportunity of going on school trips during my placement and this experience was really interesting to see how both the pupils and teachers act outwith the classroom environment. Throughout both weeks, I worked closely with small groups of pupils who needed more support. This challenged me to think about my oral language to ensure that I used language that they understood, in order to engage the pupils and work effectively with them.
Well-Spoken – good pace, clear voice, good pronunciation –
Eye Contact and Facial Expressions
When working with small groups, especially for the primary 3 class, I spoke clearly and at a slow pace to ensure that the pupils could understand everything that I was saying. The class teacher pointed out that I was a good role model by pronouncing all my words correctly, because many pupils have poor speech mainly due to the fact that they don’t get corrected at home, in most cases. I made good use of eye contact with children and in doing this I also received good eye contact back from the pupils which showed me they were listening. I was engaging positively with the children through my effective use of facial expressions to show my feelings about their effort when working in the groups.
Areas of Most Progress
Use of Language
During my two weeks on placement, I realised how important enthusiasm is in the school environment. Through discussion with class teachers they explained to me how much of teaching is acting and putting on a show in order to engage the pupils and provide a safe, positive environment for them (which they might not all get at home.) With the primary 3 class, the enthusiasm came quite natural to me and i found it much easier to convey to them than i did to the primary 6. At first, I was unsure how to show enthusiasm with the upper classes because I didn’t want to come across as patronising. Throughout my second week with the primary 5/6 class, I became more comfortable with showing enthusiasm to older pupils and noticed that the main way to do this was to involve them in discussion and show your interest in their thoughts. I also think I coped well at using the correct language for the different levels and stages I worked with. I was challenged to try and find more than one way to explain something so that another pupil could understand and this is something that came up quite often. The more experienced i had with this, the more comfortable I was which increased my confidence.
Area Requiring Progress
Projecting my voice and using a wider range of tones
to use more body language e.g) gestures
After discussing with the class teacher, we both agreed on these areas of development. The teacher explained that she found it quite hard to observe this because I was never addressing the whole class and only ever worked with small groups in a quite area so there was no need for me to use a louder voice. I admitted that I found it hard to know where I stood in the classroom, as I have had previous experience working in a school as a helper but this was my first time portraying the teacher role.
I think that my areas of development and confidence will improve with experience and also by receiving and responding to feedback from peers, when doing presentation work so I can see any progress I have made and those areas that I still need to work on! Overall, I really enjoyed my two week placement and I can’t wait for my next placement in BA2 to develop more skills and gain more experience.