I do not really read a lot maybe just one or two books a year, and when I do read it is mainly teenage fiction, like John Green’s Looking for Alaska, Paper Towns and The Fault in our Stars or books/bits and pieces of I had to read for school or college.
I did really enjoy reading room as it was something I have never actually heard of, and something I probably would not have picked up otherwise. This might encourage me to try out other books I normally would not. It was a very emotional book that hooked me right from the start and I hated putting it down. It was also good at seeing how a book written for fiction purpose can help us understand aspects of real life and I felt that this book was good a showing how different backgrounds and the way children are brought up can mentally and physically impair a child which is something, we, on a primary education course must take in to consideration when it comes to the children that will eventually end up in our classrooms.
Anyone who likes getting into books where they will get emotionally attached to the characters. Or people who like intense twists in the story would definitely love this book. There were moments where I was shocked, which is unusual as I am normally quite good at working out how it will end or what will happen next. I really did enjoy this book and would recommend it to anyone, as I am not one for reading for pleasure and I still loved reading ‘Room’.
The aspect I found challenging was sometimes when reading what Jack was saying (because he did not really know how to talk properly) I had to read it a few times as it did not make sense, but it was part of the story that his language was not as developed. You were also left to sort of work it out for yourself, it went straight into Jack talking about the things in ‘Room’, ‘Rug’ ‘Meltedy Spoon’ which you did manage to work out eventually and it did become easier to read but to begin with I did find it very confusing. Now I know how it must feel for children learning a new reading style and how confusing it must be to them, they are however starting from scratch and I felt that because I know the correct way in which things must be laid out and correct spelling and use of tenses I found it really difficult trying to forget what I know is right and read from the perspective of a child.
Reflections on Placement
Strength
I feel like the language that I use is appropriate for the age and stage that I was working with and that in turn can make all the children feel involved as they can clearly understand the instruction or task I have issued. Anything that they ask or say, I feel that I can efficiently get them to adapt and expand on what they know, as they very often know more than they let on, allowing them to teach each other rather than all the learning coming solely from the teacher.
Area of Most Progress
I feel like the area I have made the most progress on is my body language when working with children. Now I feel my body language is always open and positive, and I am now better at being down on their level when working with them so they don’t feel intimidated. They know that they can approach me if they have any difficulties with their work or questions they need to ask.
Area Requiring Progress
The area that I feel requires the most progress is when working with 2 groups make sure that I can see both groups. There was a point where I had my back to a few and I could not see that they had their hand up and needed help. I should have been able to see that some of the pupils were struggling and did not need to shout, which in turn made the rest of the class become a bit louder too and disrupted the learning, or sit and struggle. However, I was pleased to hear that they had all tried to help each other before coming to me.
Action Plan
A lot of the communication developments will purely take practice, getting out of your comfort zone and really focusing on different aspects of your communication when interacting with others. I need to recognise what makes good communication and bad communication and develop on my weaker areas.
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