UWS BA ePDPs – Page 257 – Personal Development Plans of BA(Hons) students of education

Reflection on Placement

After having completed a one-week placement in a primary school, observing and interacting with staff and pupils I have acknowledged and learned many new aspects about the teaching world. I […]

pencils After having completed a one-week placement in a primary school, observing and interacting with staff and pupils I have acknowledged and learned many new aspects about the teaching world.

I completed my one-week BA1 placement in a small, underprivileged school, where it held 110 pupils and around 10-12 teaching staff. All classes at consist of composite classes and I was lucky enough to be placed in the primary 1 and 2 class. The class consisted of four primary 2 boys as well as fifteen primary ones. By being placed in this class for the week I was able to interact fully with the class teacher and the pupils. During my time at placement I engaged well with the pupils by taking small groups of pupils to complete several literacy and mathematics tasks. At one point in my placement I was allowed to prepare an art lesson for the full class that would tie in with the celebration of ‘Guy Fawkes night’ I used paint, marbles and black paper for the pupils to create a firework display picture that the teacher then made a display wall with. I felt a sense of achievement as this was the first teacher to pupil lesson I had ever done with no guidance or support from fellow members of staff. I used this lesson to self observe my verbal and non-verbal communication which has allowed me to view my strengths and weaknesses to develop in time for my next placement.

Strength

After analysing my self-observation checklist, and my peer observation checklist it highlighted in both that my strongest aspect of communication is being able to give the pupils a clear understanding of how to carry out tasks. I managed to do this by having a good pace and adequate volume when delivering instructions to pupils; I used appropriate language and used repetition to ensure that the pupils had a clear understanding of the task they needed to carry out. For example when carrying out a mathematics task with four primary two boys I was able to maintain eye contact with the pupils and regularly asked questions about the task to keep them engaged through the explanation. Furthermore, when a mistake was made I did not raise my voice or get angry with the pupil I simply explained to the pupil in an appropriate tone what he did wrong and how he could fix it for himself to make the pupil feel more relaxed and confident. I then ensured he could do the task by getting him to do a couple more sums.

Area of Development

I also noticed many areas of developments throughout my time at Dalmellington primary. One of my main areas of development would be to ensure I use appropriate body language at the appropriate times and avoid sitting next to pupils with my arm closed. For example, again when working with the primary two’s carrying out a mathematics tasks I tend to sit next to the pupils with my arms folded when explaining the task. When the pupils began the task I made my way round the group helping everyone however when I helped one pupil and had my attention away from the rest they seemed to become very unfocused quickly. I found that they wouldn’t complete the task when I had my back turned as they started carrying on and talking.

Action Plan

Before starting my lesson I should prepare a stance that I can go back to when teaching the lesson to pupils this will show that I am more confident and open and the pupils will take me more serious as I don’t look as laid back by doing this. I should practice using body language when teaching as this will keep pupils focused and they will be less likely to get distracted when I am just talking. Overall when dealing with a small group when a pupil asks me a question I should lower myself to their level and make sure all the pupils can see me and ask the pupils if anyone else is struggling with this particular aspect. This allows me to keep all the pupils engaged in conversation instead of them becoming unfocused when I turn my back to discuss a question with just one pupil. In conclusion this will allow me to complete a lesson that will run smoothly throughout, after all practice makes perfect.

Sustainable Development Learning Log : Interdependence

Despite actually missing this lecture and workshop, by engaging with the material on module regarding this topic such as the prezi presentation by Louise, I have a good understanding of what interdependence is. What is interdependence? – The way in which two or more living things depend on each other to grow and remain healthy. There are three key ways in which we are interdependent: economic, social and environmental interdependence. There are also various key concepts that are related to interdependence such as food supply and security, plant and animal breeding, crop protection, animal welfare and biodiversity.

As part of the study task for this week we had to, in small groups, create an infographic which synthesised the information we found from various readings regarding interdependence. The infographic focused on aspects such as biodiversity, economy and industry, community impact and political elements.

Link to my infographic.

Sustainable Development Learning Log : Disasters

Key Learning: During Andrew’s workshop we focused mainly on the science investigative skills in relation to natural disasters. This workshop was practical and engaging and successfully illustrated a wide range of different science experiments that you could easily use with … Continue reading →

Key Learning:

During Andrew’s workshop we focused mainly on the science investigative skills in relation to natural disasters. This workshop was practical and engaging and successfully illustrated a wide range of different science experiments that you could easily use with children.

This video illustrates our baking soda and vinegar volcano experiment. This was a very simple and effect experiment to demonstrate how a volcano reacts.

Louise’s workshop highlighted the political factors, and also the economic factors, of disasters. We also discussed the impact/role that international agencies- such as World Food Programme (WFP) and World Health Organization (WHO), have in disaster relief. We also touched upon the help from non-governmental organisations (NGO’S) for example the Red Cross and their influence when disasters strike. Furthermore i was made aware through this workshop that an event can only be categorised as a disaster when human society is impacted for example loss of life, social disruption or material damage. We then in small groups revised and presented our thoughts on what is required from the government in regards to local, national and international level before, during and after a disaster.

Impact on my views/lifestyle/practice:

Prior to this input I was aware of disasters such as tsunamis, earthquakes and volcanoes are always occurring in the world but never been fully engaged in learning about how they actually occur, however this has changed as now after the workshops I am eager to further research into the different types of disasters and the impact of these disasters on countries/communities.

By participating in the micro-teaching task I now have a better understanding of how this type of topic can be taught in the classroom and what CFE outcomes and experiences can be met through this topic.

Tsunami Presentation

Areas of interest to explore further/develop:

I will explore further reading with regards to my contribution within my groups presentation for the micro-teaching task, our focus on tsunamis.
Revise the other presentations from the micro-teaching task, looking at different types of disasters.
To try out the different teaching skills illustrated by other groups during the teaching task that I felt worked well.

Reflections on Placement

Placement was a time for me to get a real insight into every small step that goes into teaching a child. It clarified to me that this is something that I am very passionate about pursuing. Although not all aspects of my placement were positive I learned a lot and it was a great experience. While on …

Continue reading “Reflections on Placement”

Reflections on Placement

Now that my BA1 one week placement is over, I can now look back and reflect. I had an extraordinary week with many learning curves which I will take on board with me through my whole teaching career. As Monday, … Continue reading →

Now that my BA1 one week placement is over, I can now look back and reflect. I had an extraordinary week with many learning curves which I will take on board with me through my whole teaching career.

As Monday, the 31^st was quickly approaching, my nerves were starting to kick in. I was anxious to begin my first day as a student teacher and worried I wasn’t going to make the impression I needing to make. After all, first impressions are cruical. It was like going for a job interview only this time 100 times more nerve wracking. As I prepared my tasks the night before, I remined myself that to succeed I must fling myself into the deep end I give everything I have. I knew the week ahead will be an experience I will never forget and one I had to grasp with both hands to gain the experience I needed.

Strength

One area of strength I identified through my self-evaluation check list was an element of communication which was the pitch and tone of my voice. I had the opportunity to work with a small group of primary one children during literacy. The task I had was to introduce a new book to the children, ask them to identify the pictures in the book to describe the story. All children seemed to be engaged throughout the lesson and they also seemed to be following the lesson. I tried to make the instructions as clear as possible throughout the lesson. I encouraged turn taking and no shouting out. I also encouraged the children to ask questions to help further their learning. My peer mentioned that I had a “soft tone” when working with the children and commented that I spoke clearly at an adequate volume to suit the size of the group.

Area of most progress

I think the area I made a lot of progress was communicating with parents. This is something I have hardly had an opportunity to do, and I would like to have more experience in. However, placement allowed me to further this skill. I took part in an after-school session which was linked to the Scottish Attainment Challenge. This session invited parents to come into the school to work on maths with their children. This furthered the parent’s knowledge on what their children were learning in the classroom and helped the parents assist their child with their homework. I had the chance to interact with some parents and ask them questions about their involvement in the school. Some parents commented that they weren’t too great at maths their selves so these sessions helped their learning as well as their child. I enjoyed working with the parents as this was a different insight to the child’s learning at home

Areas Requiring Progress

One area requiring progress would be my nonverbal communication. When working with the primary sevens I realised that I was very standoffish and not that confident. I also found myself not sitting in the correct place when I took a group lesson in literacy. The class teacher gave me some informal feedback on how to correct this and ensured me that I don’t have to be nervous.

Action Plan

Throughout my years of being a student teacher I aim striving to gain as many experiences as I can to further my skills, knowledge and communication skills. I am a strong believer in no matter how old we are, we are still learning every step of the way. I will take guidance from the informal feedback I received and I will also take guidance from the peer observation. I will research and keep on top of how to communicate positively and effectively and I will also practice. I will aim to be a reflective practitioner.

BA1 Placement Complete!

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Reflections on Placement

Introduction Starting on the 31st of October I completed my one week placement at Newmilns Primary School. One hundred and seven pupils attend Newmilns Primary and all classes, apart from primary seven consist of composite classes. I was placed in several classes throughout the week which allowed me to experience different levels of learning within different […]

Reflections on Placement

My placement was an incredibly positive experience. Being in an area I was unfamiliar with allowed me to meet many new teachers and pupils which allowed me to step out of my comfort zone and make the most of my school experience. Strength Throughout my placement I felt my language was appropriate for … Continue reading “Reflections on Placement”

Strength

Throughout my placement I felt my language was appropriate for the age of those I was speaking to. When speaking to younger pupils I would use more basic language and vary my tone of voice much more than I would when communicating with older pupils. In addition to this, when speaking to teachers my language would vary from the classroom to the staffroom or playground. For example, in the classroom calling the teacher by their surname and in the staffroom calling them by their first name.

Area of Most Progress

The area I feel I made most progress in was in my confidence when working with groups of children. In previous work experience I have been rather intimidated at the thought of taking small reading groups and helping a child when they are confused. Prior to my placement I felt I was in no position to help a pupil as I am not a qualified professional. However, I now realise that I do not need to have this mentality as any help, no matter how big or small, is benefiting the child. This is the mentality I will always have from now on as it is important to remember to always put the pupils first.

Area Requiring Progress

An area requiring progress is the speed at which I speak. Although I try to speak slowly I often find this difficult, particularly when nervous. I will make this an aim of mine in future placements to speak slower in order for the pupils to clearly understand what I am saying.

Action Plan

I think that having more school experience will help me to develop the areas of communication I am weaker in, such as pace. I aim to be more mindful about the pace at which I am speaking and the audience I am speaking to. I also hope to step out of my comfort zone more often and develop areas of my communication.

Reflections on Placement

As part of the BA1 Situated Communication module I took part in a whole school placement. During placement I was able to observe a number of different lessons and the techniques how they were carried out. By observing all primary classes … Continue reading →

Reflections on Placement

I thoroughly enjoyed my placement and being in the classroom environment. I was told before I went out into placement, that this will allow me to determine if this is the career I want to pursue. And this experience definitely allowed me to realise that this is what I want to do. A strength I … Continue reading Reflections on Placement →