Category Archives: 1 Prof. Values & Personal Commitment

Week 4: Wednesday

Madame Zech, the class teacher was still on a course this day. Therefore, the children had their normal supply teacher Madame Pasquer. They children are used to having this teacher every Monday and therefore consider her to be their teacher just as much as Amélie. It was very interesting to see the change in behaviour from the previous day. The children were a lot more settled and got on with their work as soon as they entered the classroom. This behaviour was what I had been used to seeing over the four weeks I have been in the school. This allowed me to realise that although the CM2 children are very well-behaved, they are still children and when given the opportunity to have a joke or misbehave they will take it. No matter what country or classroom you are in, children are all the same.

I was prepared going into this day that I would not be teaching as it was a half-day. However, this afforded me the opportunity to plan various lessons for the coming days as well as next week. The topic of going shopping is something that the teacher is really keen for me to teach. I have been planning over the past week various lessons I could do with the class. I have resources such as flashcards that I can use to teach the vocabulary. I am anxious to teach this topic as the vocabulary in French is not something I am familiar with; therefore, I must ensure that I learn both the English and French translation. I spent most of Wednesday morning translating phrases from English to French, so I had a good understanding of the vocabulary myself before teaching.

I don’t enjoy Wednesday as much as other days because I don’t have the opportunity to involve myself. I never teach any lessons, neither do I witness any English taking place. I use the time for planning, but it can get a bit boring as the morning consists for three hours. However, I do get to teach a lot on the other days. I just need to ensure that I come to school on Wednesdays with a plan. I can use this time to work on my blogs as well as plan lessons.

After this week I will only be in Romain Rolland for two more weeks. I can’t believe how quickly the time is going. I am enjoying the learning from life experience and I am so happy that I decided to come to France. This is the one opportunity during university to spread your wings and travel out of your comfort zone. I am so glad that I have taken on the challenge of working in a French primary school instead of staying in Scotland. I have had experiences that I would never had had if I had stayed in Dundee.

Week 4: Tuesday

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Monday was the Easter bank holiday; therefore, Tuesday was my first day back in school after the weekend. I was looking forward to this week as I was now used to my weekly timetable. I was prepared to teach in the various CP classes throughout the day. In the previous week I had begun the topic of colours. The children were vey engaged and enjoyed these lessons, however, there were still aspects of the topic that they struggled with. On Tuesday I decided that it would be a good idea to continue with the topic of colours. This would allow the children to revise what they learned in the week previous, whilst developing their vocabulary and pronunciation. I planned to begin the lesson in the same way as last time, using flashcards to test their knowledge. I also found that using a book relating to the topic was very effective. They children were very enthusiastic and were keen to answer questions. I prepared a different book for this day, still sticking with the theme of colours. I am hoping that this week I see a progression in knowledge before moving onto a different topic.

I began the morning in my CM2 class. I had the morning to sit at the back of the classroom and plan lessons around the topic of ‘going shopping’. I am going to be teaching this topic to the CM2 class later on in the week and the teacher was eager for me to plan various lessons around the topic to show her before I taught them. Having time on Tuesday morning was very helpful as I had the chance to look at the various resources that were available to me. I was able to translate the various phrases I would be using in English into French in case the children had difficulty understanding. CM2 is the oldest class in the school, therefore, they should have the best level of English in the school. Having spent a lot of time in CP now I have a greater understanding of how English is taught throughout the various stages of school. This has allowed me to plan successful as I have had the opportunity to watch other teachers teach the subject.

The CM2 class teacher Amélie was on a course on this day, therefore, the children had a supply teacher. It was interesting to see how the children would behave with a teacher they had never had before. This was not their usual supply teacher. At the start of the day the teacher asked the children to write their names on pieces of paper so that she would be able to call them by name. Most of the children did this, however, there was one child that thought it would be funny to write a different name. He was soon found out, and the class seemed to find it very funny. This showed me that no matter what country, or class you are in children always try to be funny and test boundaries with teachers that did not know them. Since I have been in their class for three weeks now, when I begin to teach them English I know that they will behave for me as they do with their normal teacher as I am aware of the structure of their day.

Watching the children with the supply teacher made me consider the approach that I must take when teaching the class. They are very well-behaved class, however, there are members of the class that like to have a joke from time to time and can be distracting. The school and classroom don’t have specific behaviour management strategies like most Scottish primary schools do. This makes it more difficult to implement them here. On my previous university placement, I adopted various behaviour management strategies from the class teacher as it was a proven way of addressing misbehaviour. This means that it will be very much trial and error with this class, using various strategies (if required) to see what works best. I am hopefully that I will be given the same respect that the give to their class teacher.

My first CP class of the day was very difficult, they were restless and did not listen to instructions well. I found myself getting frustrated as I kept telling them to listen and be quiet, but they did not stop. The teacher had to step in at one point to tell them off because of how restless they were. I also found that this had an effect on their learning. Because they weren’t listening to me as much as they should have been, there were not able to recall the information I was giving them. I read a different book this week and they found it very funny because it was called “What colour are your knickers”. This allowed me to realise that children that of CP age (6 and 7) are not mature enough to read a book like that. The nature of the book distracted from the topic. This meant that the lesson was not as successful as it could have and should have been. I just hoped that the CP classes after lunch would respond well to the lesson and engage without becoming restless and misbehaving.

After lunch I taught the other two CP classes the same lesson. I was worried going into these lessons due to the way in which the first class had acted. However, I was pleasantly surprised to find that the other CP classes were engaged throughout the course of the lesson. I extended the lesson because I had more teaching time. I allowed the children to become more involved in their lesson. I picked various pupils that were sitting nicely and listening to come and stand at the front of the classroom, while the other children described what colours they were wearing. The children responded very well to this part of the lesson as they felt as though they had an important role to play. I also found that the other CP classes were a lot more confident with their colours than the first class. This shows that the classes that stay engaged and are well behaved find it easier to recall information from previous lessons.

Moving forward I believe it is important to determine what behaviour management strategies are effective in the CP classrooms. Since the teachers don’t implement set strategies it is my responsibility to use my own and see what works for the individual class. This will ensure that the children are getting the most out of the English lessons.

Week 3: Friday

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Having been out of the school for two days I was ready to get back into teaching. I was looking forward to teaching the topic of colours to the various CP classes within the school. Seeing how enthusiastic they were about English on Tuesday allowed me to feel very optimistic about the lesson. My CM2 teacher gave me so great tips and ideas regarding how to teach colours to the children. She gave me flashcards as well as English books to read to the children. I believe that using these various resources will engage the children and allow them to develop their English vocabulary.

As my CM2 class were still out of school on their sports week I had the morning to sit in the classroom and plan my lessons for the day. It is good to have planning time throughout the course of the school day, so I know exactly what I am doing with each class. Planning was simple on this day as I was teaching the three CP classes. This meant that I would be teaching the same lesson three times. I wanted to make sure my lesson was engaging as well as interactive and fun. Having taught one lesson previously to these classes I was aware of the various ways in which the children learn best. Speaking is the most important aspect of learning a foreign language and therefore I must ensure that all of my lessons focus on this skill. The teachers like English lessons to be taught completely in the language, only using French is the children are very stuck. For my lesson on colour I made sure that there was lots of opportunity for speaking.

I felt confident going into my first class of the day because I was well prepared and knew exactly what I was going to teach the children. Having three different resources meant that the children would not get bored and that there were various tasks for them to complete throughout the lesson. I had flashcards with various colours on them, a book that had different coloured animals and a game that involved the children recognising different colours in front of them. As I only have thirty-minute teaching slots I divided the lesson into three sections all ten minutes long. I believe that having a well-structured lesson ensures success.

I was warmly welcomed into my first CP class of the day, they were all very excited to see me. This made me feel confident and happy as I knew there was nothing to be nervous about. One thing I did notice however, was that when I begin speaking in English the children tend to laugh. I think this is because they are not used to hearing someone speak English with my accent. With the CP class I have to make sure that I hook them into the lesson quickly as they can become irritable and restless. This means that lesson have to be engaging and interactive in order to hold their attention.

The children in CP were very excited to find out the topic was going to be colours. This is because colour is something they were already familiar with. This meant that I could build on their vocabulary whilst improving their pronunciation of the words. I found that during the lesson two colours that they seemed to mix up were grey and green. These words do sound similar, so I am not surprised they found this difficult. With the words that were clearly more challenging I got the children to repeat after me several times. Each time the found it easier to pronounce the word. As I have mentioned in previous reflections, the children adopt a Scottish accent when pronouncing various words that they haven’t come across before. I find this amusing as it makes me realise how strong my accent really is.

I found the same pattern in all three classes. It was the same colours that the children found difficult to remember or pronounce. Green, grey and brown are the hardest colours for the children to recall. I believe this is because they find it difficult to pronounce words that have a br or gr sound. Think me be because in French these sounds are pronounced differently. Learning a foreign language is a difficult thing, however, I believe that the youngest classes in the school are the most excited about learning English and find it easier to pick up new vocabulary. The emphasises the need for languages to be taught from an early age. I wish I had had the opportunity to learn French was a was a mere six-year-old. I believe that is this has been the way I was taught in school I would have come to France with the ability to converse easily with natives. However, this is not the case because in Scotland we don’t begin learning until we are nearing the end of primary education.

I believe that this was one of the most successful days I have had thus far during the learning from life placement. I was very confident when teaching and believed I conducted the lesson in a manner which the children enjoyed. They were very excited and always eager to answer my questions. I really enjoyed being with the young children in the school. I also believe that working in the CP classes is giving me a taster of what my early years placement will be like next year. I have gotten to know the different teaching styles needed when moving between the lower and upper school. I believe that moving forward I understand how to make lesson interactive and exciting for the early years. The children have come out of their shells with me and therefore it is important that I continuously build upon these relationships.

Over the past week I have started teaching in the various classes throughout the school and it has been the best week yet. Although observing was very interesting and helpful, I am in the school to teach English. I have been given many opportunities throughout the course of the week to teach English to three CP classes as well as CM1. I feel that actually teaching the children has allowed me to get to know them better and build successful relationships.

Week 3: Tuesday

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On Tuesday I had the morning to plan before going into nearly a full day of teaching. This was very daunting as I had to teach various topics to different classes. I used the morning to translate different phrases, so I was able to speak both English and French to the younger children in CP as I was aware that their level of English is not great. I used the morning to make resources such as flashcards and PowerPoints. I was aware that one of the CP classes wanted me to talk to the children about myself and Scotland, so I thought it would be a good idea make a PowerPoint presentation full of various pictures of Scotland. It was important that I prepared a French translation for everything that I planned to say in English as the younger children would not understand what I was talking about.

There are three CP classes in Romain Rolland and I had the chance to teach each class today. I taught the first class about greetings and how to introduce yourself. This was very repetitive as I had to ensure that the children were able to remember, as well as pronounce the words. I taught them how to say, hello, goodbye, my name is, I am ____ years old and I am a boy/girl. This was a lot of information for them to take in. I made sure to use the white board to write and always gave them the French equivalent. I believe that moving forward with this class I could include games. Making the lesson more interactive will allow the children to remember phrases more easily. I am teaching this class again on Friday and I plan to prepare various games/ nursey rhymes. I think this class will enjoy it as they were very enthusiastic about English. They were all very keen to answer my questions and became more confident as the lesson progressed.

Teaching children in this stage of the school was very rewarding as they soaked up all the information like a sponge. This allowed me to reflect on the teaching of foreign languages in Scotland. It has been proven that the younger you begin learning a language the easier it is and the better you will be. Therefore, I think that languages should prioritised in the Scottish primary curriculum. From primary one children should be afforded the opportunity to have at least one or two lessons of language a week. Just doing a little bit every couple of days will allow the children to become more confident when they progress throughout school. Another thing I have noticed is that when I am teaching English, I have been told to speak in English as much as possible and try not to use French unless they really don’t understand. This is something that is not done in Scotland. I studied French to higher level and all of the way through high school we were spoken to in English. I believe this is a contributing factor as to why British people don’t find it easy to pick up a foreign language. I hope that when I become a qualified teacher I have to opportunity to teach a language in the way in which I know children will learn best. I would have jumped at the chance to learn a language from a young age, however, this is something that is not considered a priority within the Scottish education system. I have only been in France for just under three weeks and I have already picked up so much of the language merely from being around native French speakers. This shows that speaking in the language you are trying to learn is essential in developing your skill.

In the afternoon, I did the same lesson on greetings with the second CP class. They were very enthusiastic and responded well. However, this class found it more difficult to remember the words and sentences and needed more prompts than the other class. This shows that although that children are all the same age they are working at different levels. I found it very strange standing at the front of the classroom talking to a room of children who don’t speak my language. Teaching a foreign language is something I don’t have any experience of and I am finding it difficult. Explaining thigs in a way in which the children will understand whilst always using actions is very important, especially with the CP classes. I believe that moving forward I need to ensure that I have a sound I have an activity for the children to do, so that I am not up at the front of the classroom at all times.

I found that by my final class of the day I was a lot more confident teaching. I taught the same lesson three times and each time I believe that I improved and found the best way to engage the children in the lesson. I found that talking very slowly whilst constantly repeating the vocabulary was the most successful way to teach the children. They were very enthusiastic, and it is clear to see that they enjoy English lessons. On Friday I have been asked to teach the topic of colours. I believe that this is a topic will be a good one to teach as I can use flashcards as well as books and games, making the lesson interactive. The children respond very well to interactive lessons; therefore, I must ensure that I am always thinking of new ways to keep the children engaged.

Overall, I had a very successful first full day of teaching. I was very nervous going into this day, however, it has now given me the confidence to be creative and come up with new methods and ideas. I now have a good understand of how the CP classes work and what teaching strategies work well. I am looking forward to getting to know the children throughout the school more over the coming week as well as the other teachers.

Monday 26/03/18

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On Monday I had my first experience in a CP classroom. Having spent the previous two weeks with CM2 I was very excited about observing and teaching various other stages within the school. Going from the oldest class to the youngest was a big change. It was interesting to see how teaching in the early years differs. The children in CP are aged six and seven. This is because in France children begin school at six, unlike Scotland where children can be as young as four years old.

There are three CP classes in Romain Rolland, however, I just observed one. The first thing I noticed going into the class was how young the children were, having gotten so used to working with the oldest class in the school this was a big jump. The day began with a

French lesson. The children were doing what we would understand as phonics. They were revising various new sounds before focusing on a new sound. I found this lesson very useful as I learned many new words. Because I don’t have a high level of French this basic French lesson taught me a lot.

In Scotland I believe that early years teachers adapt their teaching style to suit the younger children, taking on a more maternal role. I found that in France the teachers do not treat the younger children any different for the older ones. I believe that, in general, teachers in France are a lot stricter. Although I don’t totally agree with strict manner of the teachers, I have noticed that the children in France are very well behaved and respect the teacher. This shows that despite it seeming like a cold approach, it works well within the classroom. The children do not test boundaries and understand their place in the classroom even in the youngest primary.

After morning break the children had a French lesson on the topic of appearance. I stood up at the front of the class and they had to describe what I looked like and what I was wearing. The children in CP were very shy as I was a new face in the classroom. I walked around the class as the wrote down their descriptions. One thing that I noticed that surprised me was how neat their handwriting was. Having observed in early years classrooms in Scotland, handwriting is something that usually improves with age. However, the children in CP’s handwriting was just as good as the children in CM2. This may be to do with the strict teaching style most French teachers adopt. If something is not done correctly the child must do it again until successful. This also allowed me to think about the fact that children in France begin school at the age of six. This could be a factor in the level of work they are producing. From observing the CP class, I believe that starting school at age six is a very good thing. The children are at an age when they are ready to learn and do not need to be treated as babies.

In the afternoon I had some time to plan before doing my first English lesson in CM1. I was nervous as this was the first teaching opportunity I had had since arriving in France. I had planned a lesson around clothes. The children had to describe what they were wearing before doing a memory game with words and pictures. This proved very challenging as the CM1 class were very restless and noisy. I found myself having to constantly ask them to listen as they kept talking over each other. In France they don’t use the term behaviour management strategies and therefore teachers don’t have a set way to handle behaviour. I found this difficult as I could not imitate the teacher and had to try and resolve the behaviour on my own. I used both English and French to address the children that were distracting the class, however, because it was the last half an hour of the day the children did not settle. Despite this, I still managed to teacher my lesson. I believe that the children are very competent when it comes to the topic of clothes. They had a sound understanding of both the words and the pronunciation. I believe that moving forward more complex vocabulary can be added into the lessons to challenge them more. Overall, my first experience teaching was stressful but also very exciting it has given me a taster of what I can expect of the coming weeks. I believe that the use of games in relation to learning English is very important as it engages the children and allows them to associate the language with something fun.

Thursday 22/03/2018

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I knew I would not have much input in the class. Because I am only in one classroom the majority of the day is spent learning in French. In France it is essential that children have at least one hour and thirty minutes of English a week, however, this is not very much considering the long days. Therefore, I could not guarantee that I would hear any English learning throughout the day.

The morning was dedicated to the children’s radio project. I was relieved when I found out as I knew I would be involved in the morning. I sat with the two pupils to practice the questions to ensure both parties understood exactly what they were saying when they were saying it. I found that though answering various questions in French has allowed to improve my speaking skills. I am still not confident when talking in French because of my Scottish accent, however, I am beginning to understand more French as I listen to various conversations within the classroom. I am surprised at how much I have learned in less than two weeks in the school environment. I was very nervous going into the placement as listening and talking were the two skills that I have never found easy. When I was studying French in high school I gained a B at higher level, however, it was my listening that let me down. This meant that going into the school I was very worried that I would sit, listen, and not have a clue what anyone was saying. At the beginning this was the case, however, as the days go on I have been understanding more and more. This is a personal achievement as I never thought I would begin improving so early on. I am not going to pretend that I am going to come out of the learning from life placement fluent in French, but I believe my speaking and listening still will have improved.

Having a greater understanding of the French language is allowing me to begin to communicate with the children more and more. They love to try and talk to me in English, however, they are equally as impressed when I attempt to talk to them in French. They are aware of my level and are very encouraging when I try and converse in the language. Since the children and teacher are so supportive it makes me feel better about speaking in French as I know I am not being judged or criticised.

There were two French students in the class on this day. Both are students at the l’ESPE and are studying to become primary teachers. Watching them come into the classroom and communicate with the children easily is something I envy. Despite them only being in the classroom for one day a week the children are able to converse with them easily and therefore, it is easy for them to form relationships with the children. I understand that this is something that cannot be helped, however, I believe I am trying my best to build positive relationships with the children in the class. I am the only student doing learning from life in Orléans that has one specific class. Everyone else is in various classes throughout the school. This means that I should be able to gain the trust and respect of the children in my class as I am with them all the time and they can get to know me. This is one of my placement goals as I realised from my professional practice in first year, building positive relationships with both staff and pupils in essential in becoming a successful teacher.

One of the students led a lesson before lunch. This moved away from the traditional learning I was so used to seeing in the classroom and allowed the children to take part in an activity. The lesson revolved around growing plants in soil. The student used a PowerPoint to explain to the children how a plant grows before allowing the children to plant their own bulbs. The children were very excited and enthusiastic about this activity

. It reminded me of the kinds of lessons that are encouraged in the Scottish education system. Interactive learning is something I have not seen a lot of since being in France, however, seeing a French student teach such an engaging science lesson full of interactive experiments allowed me to realise that the French are beginning to adopt this method of teaching. Young teachers coming into the profession are moving away from the traditional method and incorporating teaching strategies to ensure the children thrive in their learning.

In the afternoon the children were recording their radio show at a neighbouring school. We walked to the school after lunch to use the recording studio. The children were very excited about this, they had been working on their radio project for a number of weeks now. I was very excited to be a part of their project and conduct an interview for two of the children in English whilst I was interviewed in French. It was a great opportunity to combine the languages and work with the children. This helped me to gage the level of English the children were working at. The two girls that I interviewed in English were very competent and were able to answer my questions with ease. This allowed me to understand that when planning the ‘going shopping’ topic I can add more complex vocabulary. It is great to see how enthusiastic the children are about languages. I am looking forward to teaching next week on my own. I believe that from observing the class for two week I have a good understanding of how they learn best and various teaching strategies I will be able to use when I am teaching on my own. I realise that I just have to be confident and use approaches such as repetition and actions to aid their understanding.

Placement Provider Overview

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Ecole Romain Rolland

Nature of Organisation

The organisation was a French Primary school, the school was called Romain Rolland and was situated half an hour from the city centre. I was only in the CM2 class therefore i had one teacher and one classroom that i was based in. As i progressed through the placement I found myself working the the three CP classes.

In France students go through five years of University before qualifying. They specialise in a subject before moving on to the pedagogical part of the degree.

Structure

The French education system is very different from the system we have in Scotland. Schooling France consists of various cycles, not primaries like we have. Cycle 1 is what we recognise as nursery, this stage is known as ‘Maternelle’. This is an optional level that children can attend between the ages of two and six.

In France, children begin school at age six, this differs to Scotland as some start as early as four years old in the mainstream school system. The second cycle is called ‘Primarie’ which is from the final year of nursery and the first two years of primary school. This is compulsory for all. The school week consists of four and a half days. On Wednesdays it is a half day meaning that school finishes at half past eleven. Primary school in France is also structured differently regarding the stages. In Scotland we begin at primary 1 and progress through to primary 7. The stages in France are CP (6-7), CE1 (7-8), CE2 (8-9), CM1 (9-10) and CM2 (10-11). Cycle three is from CE2 to CM2. During my time in Orléans I will be working with a CM2 class which is the equivalent of a primary six/seven in Scotland. Education in France is also compulsory between this ages of 6 and 16. This is similar to Scotland.

Teacher and their role

Amélie Zech – CM2

Emilie Pasquer (Supply) – CM2

Friday 23/03/2018

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I went into school on Friday in disbelief as I couldn’t believe that I had nearly been in France for two weeks. I was very happy to find out that my teacher Amélie had spoken to various teachers throughout the school about me going into their classrooms to teach English to different years. I had expressed my concern earlier in the week regarding my lack of involvement in lessons thus far. I was greeted on Friday with a timetable for the coming weeks. I found out that I will be teaching in all three of the CP classes as well as CM1 and CM2. I feltso relieved as I was beginning to worry that my lack of involvement would result in an unsuccessful placement. From observing I have learned a lot about the French Education system, school structure and how French classroom differ from Scotland. However, it is important that I also have to opportunity to teacher as much as possible during the six-week period.

I have spent the last two weeks with the CM2 class, so it will be very interesting next week seeing how the youngest class in the school differ from the oldest. I will hav

e to simplify my teaching strategies as well as teach using songs and games. I am looking forward to having the opportunity to broaden my horizons and get a feel for the different stages of the French primary school. Finding out about my full timetable for the coming weeks put me in a great mood for the rest of the day I was able to think about all of the various lessons I could do with the various years as well as begin individual lesson planning. I believe that I will feel more like a member of the school once I get to know the other teachers and pupils and I am a recognisable face within the school.

I began planning different lessons for the CM2 class relating to the topic ‘going shopping’. The teacher provided me with ideas for lessons as well as worksheets and flashcards. She has also very keen to listen to my ideas so that we could work together to ensure the children will get the most out of the topic. I don’t feel nervous or anxious about beginning teaching as I have gotten to know the children and teacher so well. I am very enthusiastic about making lessons as interactive as possible as I have a very energetic class. I believe they would thrive learning through both role play and group work. I believe that if the lesson is enjoyable the children will be more enthusiastic about the subject they are learning. One of my main goals for placement is to ensure the children enjoy learning English and improve their skill at the same time.

By the time it got to Friday I was ready for the week to end and week 3 to begin. Although observation has taught me a lot it has become very tedious merely sitting at the back of the classroom and observing lessons. The days are very long and feel as though they drag when I don’t have any input in the lessons. Also, my lack of French makes it very difficult as some of the time I am unaware of what the children are doing during lessons as I can’t understand the language. Because I have had so much time with nothing to do I am very excited about getting stuck into next week.

Friday has been a successful planning day. Before lunch I started to come up with different ideas regarding English lessons for CM2. The topic of ‘going shopping’ is one that offers opportunity for use of flashcards as well as games. I believe this is the best way for the children to learn new vocabulary. It is easier to retain information if it is done in a way which is exciting for the learner. I believe this is something we could adopt in Scotland. Children in France learn a foreign language through speaking and listening, however in Scotland it is done through reading and writing. Speaking and listening is the most important aspect of a language which I have realised during my first two weeks in France. I would not be able to understand what a French person was saying, however, if they wrote it down for me I would find it much easier. This is an issue within the Scottish curriculum as reading and writing skills do not help with conversational French.

In the afternoon the classes swapped, and I sat in on a CM1 English class. It was interesting to see how the slightly younger class engaged with English and also gave me an idea of their level before I go into their class on Monday. They were very excited to find out that I would be teaching them on Monday continuing the topic of clothes. I found that this class respond very well to games and understand the vocabulary more when it is put in the context of a game rather than a worksheet. There are a few members of the class that are very competent with the language and there are others that don’t have great basic skills. This means that I may have to differentiate when teaching on Monday. I must ensure that all of the children are working at the level that they feel comfortable with. Observing this lesson made e very excited about getting to teach this class on Monday. I hope that they engage with the lesson I plan as much as they did today, building on their previous vocabulary.

I am looking forward to my third week in the school as I have a timetable of all the different classes and lessons I will be involved in. I am very happy to have the opportunity to move throughout the school helping at different stages. I believe that teaching my first solo lesson on Monday will be challenging but also very rewarding. Teaching English as a foreign language is not something I am used to, therefore, observing other teachers has been very helpful in preparing me for the weeks to come.

Wednesday 21/03/2018

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With Wednesday being a half day I was aware that I would not have much to do in the classroom. This was the first day of the week that I had been with the normal class teacher. I was glad to see her as there were a few issues that I needed to discuss regarding my involvement. I explained that on the Monday I had witnessed two English lessons; however, I was not allowed to participate. The reason I am in the school is to be an English language assistant and I was becoming very worried that I was not being utilised and merely observed lessons. This was a major concern as I want to get the most out of my experience in France. The teacher was very understanding and decided it would be a good idea to make a timetable for Mondays to allow me to experience other stages and classes within the school.

Despite the change in plans for the coming Mondays, I was still conscious that it was the second week in and I had still not been given a proper teaching task to do. On numerous occasions I have explained my purpose for being in the school. This has been a worry of mine as the other students that are in France have been given a lot of teaching opportunities within the school. This made me think that I am not getting as much out of the experience as I should be. I spoke to the teacher about my concern and she explained that I will not have an opportunity to teach properly until the fourth week of placement due to week 3 being sports week. This was not the news I wanted to hear but there is nothing I could do about the school’s plans. I took the initiative to email my university placement provider to voice my concerns regarding my lack of involvement within the classroom. This was a very stressful day for me as I was worried about how everything would affect my final module outcome. Saying this I believe I took all of the necessary steps to address the issues I am having, and I am hopeful that voicing my concerns will turn things around.

The children were working on their radio project on this day. As part of the project I am answering interview questions in French, however, the teacher also thought it would be a good idea for me to ask two of the student’s questions in English to test their knowledge as well as mine. I was very excited about this because so far, I have only played sound games with the children. This allowed me to assess how competent the children are in conversational English. They were very enthusiastic about speaking and found the questions I asked very easy. Because of this I decided to add more questions, so each child had five to answer. This allowed me to realise the benefits of learning a second language from an early age.

If children in Scotland began learning a foreign language when they started school, we would live in a more culturally diverse society. I thought back to my Dundee university primary education interview where we had to do a presentation on the 1 + 2 language approach. This is something I was very passionate about and still am. I began learning French half way through my final year of primary school. This teaching consisted of one, half an hour lesson per week. This meant that we were never practicing or retaining the language. I believe this is due to the ignorance British people have in relation to languages. It is assumed that wherever we go in the world everyone will speak English. This is a major issue. I have found this having been in France for nearly two weeks now. Although most people can speak some level of English there is an obvious language barrier that affects communication. Despite studying French to higher level, I am unable to have a full conversation with someone in the language. I feel embarrassed when I have to tell people that I can’t speak French whilst doing a placement in a French primary school. The Scottish education system must adopt the attitude of our neighbouring countries and prioritise languages from an early level.

Tuesday 20/03/2018

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On this day I spent the morning in a local middle school. This was very different from what I had been used to in the primary school. One of the English teachers in the school was going to be spending time in Dundee teaching and therefore, wanted students from Dundee to come into school and speak to her class. Myself and Beth went together and were prepared to tell the students about Scotland.

This was more daunting than going into a primary environment as the children were a lot older. I have never had any experience with high school age children, so it was very interesting seeing the differences between primary and secondary. Going into the school made me realise why I chose to become a primary teacher. It was very nerve racking and intimidating teaching children that were not much younger than myself. Despite this, I still enjoyed my experience in the French middle school.

The children were learning about Shakespeare and their lesson for the day was to read about his life and put various events into a timeline structure. Myself and Beth had to walk around the classroom and help. The students were reluctant to ask for help in the beginning as they were not confident using their English to ask us questions, however, as the lesson progressed they became more comfortable. This allowed me to think about how I would have felt in school if a French student came into my class and I was required to speak in their language. It would have been very daunting. Therefore, I tried my best to make the students feel at ease as I know how I would have felt if I was put in the same situation. Despite not having strong English, the students were able to complete the task successfully. I believe that this was done through the timeline aspect of the task. They were able to search for the dates in the passage and match the information to the date. At the end of the task myself and Beth stood at the front of the classroom and went over the correct answers, ensuring that we spoke slowly and clearly at all times.

At the end of the lesson we had the opportunity to talk to the children about Scotland and the various traditions we have. We discussed our university and showed pictures of the various buildings we study in before moving on to topics such as Edinburgh and listening to the Scottish national anthem. The students were all very interested in what we had to say and were enthusiastic about having us in their classroom. By the end of our morning in the school I felt a lot more relaxed around the older students. I think that as the lesson went on I realised that the pupils were not as intimidating as I had originally thought.

My experience of assisting in a French middle school was very positive. Although this was a successful visit, I still believe that I prefer working with primary school children. I was very grateful for the opportunity to see how education in France progresses beyond primary school and have the chance to assist in English.