Serial Days 2 and 3

Day 2

For my second week the children began with literacy in the morning and they were working on creative story writing. Previously the children had made story plans and the teacher recapped with the pupils of the standard and expectations of their writing. The success criteria and learning intentions were spoken aloud with the children and then stuck into their jotters for them to refer to when they were writing. I found this helpful to the children as they could refer to it throughout which continued to emphasise what was expected and the purpose of their writing.

After break there was a whole school assembly which involved children from every class receiving awards nominated by their teachers. This allowed the children to be recognised for their hard work and allow the school as a whole to congratulate them. The school is sectioned into houses and throughout the assembly their behaviour expectations are highlighted to encourage points to be won.

In the afternoon the children continued with their story writing and began to piece it together on paper, they were introduced to VCOP to encourage them to think how they can improve their writing skills.

Day 3

In the morning children worked on maths and their topic was 3D shapes. The lesson started with a quick recap and use of the interactive whiteboard to play a matching game of shapes to their correct label. The class was broken into 3 groups and they all had a different activity. Education city on the computers, 3D bingo and colouring sheet made from shapes.

As this was before the February holiday the school received golden time in the afternoon and they have the choice to chose the activity they would like.

Serial Day 1

Thursday 23rd January was my first day of placement in primary 3. I was very excited to be out on placement as after all my learning and use of previous knowledge since starting first year back in September it was exciting to see it all in practice.

Throughout my day of observing in the classroom I was able to take note of all the activites and learning that was carried out throughout the school day.

To begin in the morning the class worked on maths, they were working on how to subtract tens and units, before they carried out the sums they were reminded of their previous knowledge on tens and units sums. The teacher made use of the interactive whiteboard giving opportunity for individual pupils to carry out sums themselves and allowing their peers to watch the process.

Before lunch time as a whole class we went out into the playground and we completed the daily mile, I found this very beneficial to the pupils as after a morning full of maths it allowed them to get up and be active and to recharge.

In the afternoon the children were split into their 3 literacy groups and worked on phonemes, each group had a different activity such as making words with playdoh, typing them onto computers and using whiteboards along with magentic letters. I thought allowing the pupils to practice their words with different resources rather than just writing them out engaged the pupils well.


The Skill of Questioning

The chapter “Finding About Others: The Skill of Questioning” has a main aim of explaining the number of different types of questions that can be used and how it contributes to communication. It identifies that questioning can be looked as a simple process by many, however it is quite complex and a powerful way of communicating.

The chapter has allowed me to think more about how I interpret questions and also how to ask questions as a student teacher. There are a lot more types of questions than I was previously aware of such as process, probing and leading questions.

Process questions allows the respondent to think intensively about the question being asked such as having time to think about their own opinion, making a judgement on the question and predicting. Research suggests that these types of questions are most efficient in developing the participation and achievement of individuals of high intellectual ability, however I disagree with this. I believe everyone is capable to think to intensively and bring their own opinion to what is being asked, certain individual’s may need extra support to do so.

The chapter emphasised that the lack of questions being asked in a classroom environment is due to pupils being concerned about the negative reaction from the class. I can agree with this research due to my own personal experience. I have learned that it can be common for individuals to judge or laugh at certain questions being asked in a classroom environment and this leads me to lack confidence to speak out within a large group of people. However, I am learning to overcome this as a developing student teacher.

Waterman (2001) has argued that both asking questions and answering is a vital part to communication and is essential to everyday life. Questioning is an ability that is constantly used, and it is a powerful tool to find out about someone.

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