Category Archives: 3.4 Prof. Reflection & Commitment

Intro to HWB

  • Can teach children about different types of sugar
  • Show an item that is high in sugar such as chocolate then one low in sugar. Get children to measure out amounts of sugar next to them and see what they think about
  • Sugar in both savory and sweet foods
  • amount of recommended sugar in one day
  • sugar in ‘healthy’ foods
  • History of sugar – Britain after WW2 to now. Reducing fat = increasing sugar – mathematical lessons can be possible.
  • Different sugar related diseases – sugar as dangerous. Also in less obvious ways.
  • ‘Sweet tooth’ – show effects on teeth
  • Relating sweet items to occasions or socialising – birthdays etc
  • Build a healthy meal – get play food
  • Sugar vs sweeteners?
  • Damien Gameau documentary – Calories are not equal.
  • Process of sugar digestion in body – show a picture of insides and get children to label parts such as liver.
  • Healthy sugars in fruit
  • Metabolically unhealthy in non-obese children
  • How can children reduce their sugar? – Small swaps
  • What does added sugar mean? – Juice drink vs real fruit
– Up to 2 years of age children shouldn’t have any added sugar or salt in their diet.
Growth, Development and Relationships 
Dr Suzanne Zeedyk shows that babies are born connected. Important for children to have secure and healthy relationships from birth. As primary practitioners we have the responsibility to provide support and take action.
I would encourage a lesson which is purely based on relationships. I would start with getting children to come up to the board and provide one person they have a relationship with. If the children think they have no-one to write about then I think this is a Gage of how much they know and understand about what relationships are. I would then go on to explain that relationships are not just with partner but do exist with the people in your life. I would provide a couple of examples I have such as professional relationships with other staff in the school. I would then do the same activity and see what answers the children write (if there was a lack of answers before). We could continue with a class discussion over what it means in a relationship, what values exist in a relationship, what makes a positive relationship and a negative one. I would bring it simply to the example of a pet and how this brings responsibility, trust and companionship to a relationship. Continuing, I would encourage children to pick one relationship they have which means a lot to them and to write a letter to the person it is. Not only does this encourage literacy and language development but supports children in understanding how they feel and how to express this to another being, hence showing the impact we have on each other through our relationships. I would encourage children to explore how they feel towards this person and if they have anything they would like to express to them – such as an apology or simply being thankful. When completed I would get the children to either post the letter (which support) or give it to the person and see what the response is and how it makes each other feel. 
This has also made me reflect on the relationships I currently have and has reinforced to me how important it is to treat others with kindness, being nonjudgmental and positive, which I have noticed can be easily lost in day to day life. Therefore, it is part of my professional responsibility to make a conscious effort to work around this. I also hope to make to build this into the foundation of my classroom so each child can feel welcome and happy

Reflecting on Semester 1

In semester 1 I found a critical reflection moment to be the peer reflection activity, gaining experience to meet the standard of working collaboratively to share their professional learning and development with colleagues 3.4.2. This is described as ‘engaging with reflective practice to develop and advance career-long professional learning and expertise’ (GTCS, 2012).

I was delighted to hear that my peers described me as always being positive, friendly and nonjudgmental. This has been installed in me from as long as I can remember and continues to be values which my parents discuss with me. As soon as I shared with my mum that I will aim to be a primary teacher she has placed much emphasis on how a teacher is more than I might think, it does bring elements of community work (which she does) and social work into a teacher’s practice.

This moment reminded me of an activity in secondary school where my English teacher got everyone to use on word to describe each other to be turned in to a Wordle. When I received positive words it made me reflect on how others see me and the effect I have on them (when at times it didn’t feel too significant). I hope to use this in a future class of mine to support self-esteem and peer reviews.  An example, based on a cancer patient:

Image result for word blog

Not only did it build my self-esteem but it made me want to continue in the same way and treat each other how I would like to be treated, as teachers always say. This activity at University was deemed in a more professional manner but had similar results. Now, I feel more confident in my manor in a group dynamic and to apply this in my career.

I found familiarising myself with ‘reflection in and on action’ (Schon, 1983) to be the most rememberable to my previous experience. I can picture how to use this as a tool, and theoretical reasoning behind, for my professional development such as in lesson planning.

GTCS (2012) ‘The Standards for Registration’ Available from: [online] Accessed: 21.1.19

Schon, D.A. (1983) The reflective practitioner. New York: Basic Books.


Why primary teaching?

From writing in my primary 7 leavers book that my dream job was to become a teacher I have made it a point of mine to pursue leads towards this. Whether this was childminding, volunteering, work experience, and placement I have always enjoyed the atmosphere and the creativity which comes with working with children, parents/carers and other professionals.

I am fascinated by the opinions and interests across the age range of children and am always keen to engage with them. This includes the questions children have, the topics they would like to learn about and how I can support and guide them. I feel I have had many positive experiences with children where I have made a difference or impact in their life from which I will never forget. It is these moments which I can clearly recall from years in the past which reinforce my desire and potential to be a teacher. However, teaching is a profession which has scared me in the past and still does, whether it is the responsibility, skills or abilities I must possess. It is this however which challenges me to continue learning and develop throughout my adult life for a rewarding cause.