Emily Little UWS ITe ePDP

Learning and Reflecting

Reflections on Placement

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For the last two weeks I have been on placement in a local Primary School. During this placement I had the pleasure of observing a Primary 3/4 class, I really enjoyed this experience as it gave me a feel for what it will be like being a Primary School teacher, it also allowed me to reflect on my skills and also consider aspects of my communication I need to work on.

STRENGTH

I believe one of my strengths to be how I demonstrated my active listening to the children through kneeling down, nodding my head and asking further questions to the statements they would give me. I believe this is a strength of mine as I had a peer observation where it was highlighted that a strength of mine was kneeling down to pupils when I spoke to them, the teacher I was with also complimented how I would always ask questions after a child told me something hence why I think my demonstration of active listening through forms of verbal and non-verbal communication is a key strength of mine. I took a group of Primary 3s for reading and I would always give them 5 minuets before we started to talk about what the book was about and I  would ensure I nodded my head when they were speaking so they knew I was listening to them, once they were done I’d encourage more of a discussion by asking more questions about what they just told me so they knew I’d listened and I’d get more responses.

AREA OF MOST PROGRESS

I would say I have progressed in the amount of times I say words such as ‘um’ and ‘eh’. Doing the story telling task I got helpful feedback from my peers that I would do this a lot and it came off as though I wasn’t as confident and it looked unprofessional. The feedback from that helped me when I was on placement as I noticed I did this a lot less, the first week on placement I was still saying those phrase regularly but the more I noticed it the more I stopped it and by the second week I had said them a lot less. I was reading to the Primary 3s again and I messed up a word, usually I would’ve been like “oh, eh I meant…” but I noticed this and just paused and re-read the word over correctly.

AREA REQUIRING PROGRESS

The area I need to work on the most is my volume. I would say I do talk at an adequate volume most of the time but I can get quiet. When the class volume starts to pick up I can’t match it or talk above it. My peer noticed this as well as I did, I had to take a group to another room to go on the computers and they began to get very noisy and I tried to tell them to quieten down but I didn’t raise my voice enough so they continued to talk, I did go  over and tell the nosier 3 pupils to lower the volume and then the class were able to hear me. Volume is a challenge for me as I don’t want to shout so I get too anxious to raise my voice slightly when I know it needs to be raised.

ACTION PLAN

I plan to develop my strength by ensuring I keep on doing this when I am able to. I also plan to read more things aloud to practice hearing my voice aloud and playing around with it so I can hear how loud I can go without shouting, reading things like books aloud will also help me to continue to progress in saying ‘uh’,’eh’ and ’em’ less often.

EXPECTATIONS

I did complete and get experience of everything I was expected to do. I managed to achieve these expectations pretty easily without many obstacles, one obstacle would perhaps be with regards to getting information for my sheets as we had 4 maths tasks to complete and due to show rehearsals and mass my class missed a lot of their maths time, I did observe some maths lessons and had enough information to complete them but it was a slight obstacle. Another obstacle for me was the staff room, I spoke to some teachers easily but others I found it harder to talk to, I would try to hold a conversation but a lot of the staff room conversations were about rooms and rehearsals and who is doing what so it was harder to be in the discussion as I didn’t work there and know those things, but generally I would find things to talk to the staff about, however by the second week it got easier as I was beginning to know how the school worked and the different classes. The class teacher I was with introduced me to staff which really helped me fulfill the expectation of talking to staff as more of them had an idea of who I was and why I was there and felt comfortable talking to me.

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