Reflecting on 1st year placement

3.4 Professional Reflection and Communication, Professional Goals and Reflection on Placement

My two week placement of first year has quickly come to an end. During my first week I worked within a composite class of primary 3/4. It was very interesting to see how a composite class of 32 pupils worked with two primary teachers and 2 additional support staff.

Every morning at 9 o’clock the pupils went out to their local park to do their daily mile. Having volunteered previously in a school which did not do the daily mile, I could see the positive effects it had on the pupils as they were ready to learn and could focus on their work.

I realised during my placement that having two teachers and support staff in and out of the room can be disruptive. However, the teachers were able to split up and focus on each primary, whilst the support staff were able to take away the pupils with additional support needs to give them the help and support they need which is vital to their learning.

Support staff also worked closely with several pupils with A.S.D, which were more pupils than I originally anticipated. After school, I took part in an A.S.D session with the staff which was led by a psychologist who specialises in A.S.D. After working closely with pupils that have A.S.D and attending this session I learned about the triads of impairment which was something I found really useful and interesting. This gave me an interesting insight into how their minds work and how we can support them more.

After peer observations I realised that I was not very good at giving constructive criticisms but after discussing feedback with my partner I found it easier and learned that it is crucial to receive feedback for us continue to learn new skills and improve. I also noticed that I have a tendency to slouch when sitting down so this is something that I will keep working on. However, my peers noticed that I was clear, spoke at an appropriate place when giving help and showed a genuine interest in what the pupils had to say. This is something I will continue to maintain, It was also really useful to have the handbook as a guide to refer to throughout placement and kept me on track.

During my second week of placement, I worked in a multi composite class with primary 5/6/7. They also started their day with the daily mile and some toast which set them up for the day. I joined in with the daily mile, which was something I struggled with at first but got used to it throughout the two weeks. I felt a massive difference within myself as I was motivated and less tired. I can now see how this would improve the work that the pupils produce.

Overall, I had a great time at placement and not only learned a lot about the way a classroom works but also learned about the various ways of communication that I need to maintain and develop. I will take on board the skills and feedback I have and use them throughout my time as a student and as a teacher.

BA 1 Situated Communication Feedback 16.10.17

2.3 Pedagogical Theories and Practice

The notes on the strengths and areas of improvement with my partner, for the practitioner were very similar. It is very important to show positive body language as children can feed off negativity. In addition to this, it is vital  to speak loud and clear but not too loud that it comes across as shouting. Tone and variation of tone are also very important, as it can affect a child’s learning by the way you speak to them. For example, if you have a dismissive tone, it may stop them from participating or answering questions in class. In this task, I found it hard to be critical of someone else, but writing areas of strength was easier to do. However, I think that reflective feedback is essential as it helps you move forward and improve your skills. It’s also effective to hear not only the areas of improvement, but also the positive areas of feedback which can boost your self-confidence. One idea I’d like to take forward on placement is to use positive body language, as negative body language can make you unapproachable in a classroom. I am feeling a bit nervous about placement as I really want to do well, and think it will be difficult to remember everything I’ve learned so far on the course and apply that knowledge. On the other hand, I am really looking forward to it, as I think it will be a great experience. I can also use the knowledge I have learned so far from the course on my placement.

BA1 – Situated Communication Independent Study Task 25.9.17

2.1 Curriculum, 2.2 Education Systems and Professional Responsibilities

‘Finding out about others: the skill of questioning’, in Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5th ed. London: Routledge, Chapter 5, p117-153.

 

The aim of the chapter is to convey the many different methods of questioning. It also discusses the use of questions, the skill behind them and how they are effective in certain situations.

There are many themes than run throughout this chapter. Acquisition is a prominent theme throughout the chapter as it discusses the skills of questions and how to achieve the answers being sought after. Children is another theme which examines the effect on how they are questioned in certain ways. For example, when they are asked a double question, they do not understand what exactly they are being asked. In addition to this, knowledge is a key theme as it provides us with information we need to be able to ask the most accurate questions in certain situations.

Hargie discusses the topic of Clearinghouse probes. The purpose of this probe was to ensure that all the important information had been revealed. He claimed that sensitivity is an important factor when being interviewed and that gentle nudges should be used to ensure the interviewee is being attentive. Hargie used a source from Sevilla (1999) to show examples of lawyer’s questions.

I agree with the majority of information in this chapter as the examples given by Hargie are relatable.  However, I disagree with the fact that pauses need to be a minimum of three seconds as stated before in the paragraph if children are given a slightly longer time they increase the length of their responses: “increased average ‘wait-time’…length of these responses increased.”

Pedagogic tradition was a term that was unfamiliar. According to the Critical Dictionary of Education. ‘pedagogy’ is the principles of teaching. It has three key aspects which are: methodology, rationale, and reflection.

Conversational lead questions are a concept mentioned by Hargie. People use these every day. It is a conversation that normally expects a definite response. This ensures that the conversation flows, and gives the impression of being kind and welcoming.