Personal Response to ‘Room’

Personal Response to ‘Room’ During our introductory lecture of Literacy of Understanding we were informed that we had a novel- ‘Room’. I dreaded the prospect of reading this novel as the last time that read a novel was during my study of Higher English. But since reading ‘Room’ this has completely changed my outlook and … Continue reading Personal Response to ‘Room’

Personal Response to ‘Room’

During our introductory lecture of Literacy of Understanding we were informed that we had a novel- ‘Room’. I dreaded the prospect of reading this novel as the last time that read a novel was during my study of Higher English. But since reading ‘Room’ this has completely changed my outlook and attitude towards reading. When I was little my parents would always read to me and this influenced my habits of being a reader until my mid-teens.

I doubtlessly stopped reading for pleasure in fifth year of school as I had other priorities of studying for my Highers. Before then during my younger teens I was an avid reader and found contentment in reading by discovering new cultures and gathering a greater understanding of the current world in which we live in, but also the past world. During this time, I did find fulfilment in reading novels, my particular genres varied, I went through stages when I liked horror fiction, girl fiction and fantasy fiction. Sometimes if I got interested in a subject topic I studied at school this would influence my reading choices. For instance, during second year History I studied American Civil Rights therefore during this period I read the ‘The Secret Life of Bees’ and ‘The Help’. Reading books related to school I was able to gain a further understanding and knowledge. Reflecting back, I believe if I kept reading novels I would have more creative writing flare and a more styled style of writing, but intimating the authors that I read.

Presently I prefer to read current and in date texts such as newspapers and magazines. I am increasingly inclined to read broadsheet newspapers such as ‘The Times’, ‘The Herald’ and The Guardian’. The writing methodology of the editors influence my writing style, but at time their lexicon and language can be complex to understand.

Why do I not choose to read fiction presently? That was a question that I pondered about. Why I do not choose to read is partially all excuses- I don’t have any time to read, I don’t find reading enjoying, I cannot find any fiction that standouts.

However, since reading ‘Room’, in which I enjoyed reading has changed my view on reading. The initial pages of ‘Room’ did not interest me in the slightest but as the novel developed I became intrigue by the plot especially when Ma and Jack where planning their escape from ‘Room’ and understand how they would adjust to life on the outside. ‘Room’ is definitely a book that I would recommend to read, as I found it profoundly moving and conveys a world being locked away from society and the bond of mother and son.

Reading ‘Room’ has highlighted the importance to myself that I have to read more breath of fictions and I should not just read the first few pages and get discourage if I am not fond of the plot or characters. Reading a scope fictions allows you to gain a better understanding of the world and varying situations that humans find themselves in.

Undoubtfully it has changed my view on using novels for academic reading, reading ‘Room’ reinforced the aspects of language development present in young children and their tendencies as young speakers, as Jack language highlighted the development of his and shows that situations can impair facets of language.

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 31st 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.

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