Category Archives: 1 Prof. Values & Personal Commitment

Week 6 – Reflection

My last week here at Moulsford was going to be hard because I have loved it so so much. I will have no doubt at all that at some point in the future I will be back. But before I write about the painful goodbyes I must go through the week and reflect on what I have learned.

Image taken from Google – A short joke at the expense of ofstead which gave me a giggle

So my week started with a lovely assembly from the headmaster on strength, and although it is for the boys, even gave me something to think about. I thought about how my weeks here have given me the strength to be confident in my teaching abilities and that one day, I will be (hopefully) a great teacher. Moreover, after this I went to an English lesson. Now, I’ve said before that this teacher is excellent but I REALLY MEAN IT! I learn so many games and resources from him (most of which he invents himself) and ways of dealing with children who are just not interested in being at a prep school anymore and ready for a higher level. Moreover, By joking with the children and creating fun and active resources this really seems to keep them engaged. Medwell and Simpson (2008, chapter 3) concur, saying that with any activity, providing the children are interested and engaged they are generally said to be easier to manage. Unfortunately, my lovely calm morning was brought to a halt by the headmaster announcing that there will be an inspection this week on top of the open day on Friday which sent most of the teachers into panic mode. I was a bit worried that the inspectors would come into my lessons, but at the end of the day it is good practice for me and to be honest I am used to having to be observed anyway on placement, so it should make no difference. I “should” be fine. My last lesson of the day though was my own science lesson with Year 4, which went really well and was at the best time possible because the teacher was able to do things within the classroom getting ready for the inspection. I had some slight problems when it came to the boys chattering but used techniques which meant that they were quiet. You can read all about it here…

Tuesday was just as hectic as Monday with the fact that the inspectors were due in only 24 hours. Its quite good actually for me to see in practice what it is like in a school for the inspections. I had been briefed on what I may be asked and prepared extremely well by the whole staff team at Moulsford. For example, I now know that school inspections take place more frequently in private schools than in state schools, but that there is not Ofsted etc in private schools. The way this particular inspection will go is that the staff upload a list of policies onto a system and then the inspectors around 48 hours before an inspection will announce they are coming and which policies they will be looking to see in action. Now, I’ve already said about Moulsford not being a particularly culturally diverse school through no fault of their own, however they do have to prove that they are teaching British values and different cultures. So, this morning I was helping to create a Magna Carta display in the history classroom as I went to see it in Salisbury at the weekend previous in Salisbury church. My idea was to print out an English version of the Magna Carta and to highlight the parts that we still have in place today for example, no slavery and fair trials. The history teacher liked this idea so through a team effort of photocopying and resource hunting we created this. Disappointingly, I only managed to grab a photo as we were taking the display down to make room for something more educational, but you get the idea.

Unfortunately, Tuesday also brought sorrow as this was my last EVER forest school with the Moulsford boys. I have spoken about it in every single weekly reflection I have written and just hope I have put across how much I completely loved my time. The staff were amazing with the boys, and I was so happy to have learned so much about outdoor play from them. Some reading of my own made me realize just how much learning outside the classroom can build vital and engaging experiences in learning for the Early Years (Cremin and Arthur, 2014, p.231). Furthermore, I have learned that where children can have the freedom to just play and have no activities set for them it is valued more by the children and the constraints on learning for teachers out of the classroom effectively taken away as they do not have to plan a lesson. I will miss forest school but will engage with social media and the school and staff themselves to see what the boys get up to and to learn new techniques in outdoor learning.

Wednesday was another set of lasts for me, my last chance to work with the boy I have been supporting with English and also my last lesson with Year 3N. You can read up my lesson and how it went here… It was interesting having the inspectors around because everyone looked far smarter than I had ever seen them before (and they looked pretty smart to start off with anyway) and all the teachers had lesson plans. I am used to writing up lesson plans myself but I am sensible enough to realise that although lesson plans are a vital part ensuring your lesson runs smoothly, as you grow as a teacher and start to repeat lessons you have taught before, you do not depend on them as much. Furthermore, Hayes (2010, p.38) states how useful lesson plans can be to remembering your resources, keeping your lesson organised and being clear about the purpose of the lesson including the outcomes the children should gain.

Image taken from Google – I was lucky enough to go on yet ANOTHER amazing school trip on Thursday

Thursday was FANTASTIC because I went to see STOMP! with the Year 5’s and as predicted it was AMAZING. I completely loved it as you can imagine, even if I got loads of stick from the rest of the staff for being the student who goes on all the good school trips. What can I say? I am very persuasive.. Once again though, this trip got me thinking about culture. I have never driven into London, I’ve never even been on a bus into London, I always get the train. It took a lot longer but would have been cheaper for the school but we passed so many houses and sky rise flats which looked unloved and as though they needed some sprucing up. London was filled with people who were different nationalities too and my thought was how lucky these boys are to be exposed to so many cultures. I didn’t go anywhere like that until I was at least 8 or 9 and even then, where I am from originally, I can’t say I was exposed to many cultures then either. I do think it was the inspectors being in that triggered these thoughts, but I am glad that the boys have the amazing experiences that they do as it will really aid their learning and development.

Now, I don’t really want to write about today because it has been an emotional rollercoaster ride of saying goodbye to pupils and staff who I would like to now call friends. I was teaching this morning and as it was an open day parents were walking in and out of my maths lesson, asking me questions and to my delight not batting an eyelid when I said I was only a student. I felt a real sense of being a part of Moulsford when the parents themselves accepted that I was a part of the Moulsford community because I think it was then that I realised that I had made an impact here on my placement. Break followed with loads of hugs goodbye and the MASSIVE chocolate cake that I bought, becuase I have always been taught that you can’t say goodbye without a decent chocolate cake. I even bought some crossword books for the staff room so the teachers never get bored as crosswords are a huge break passtime in the Moulsford staff room and some pens because I am sure there are pen pixies living in there stealing all the pens you take in and never come out with! After the rest of my lessons and lunch I have been spending some time ensuring everything is set for my blog and presentation on Monday. I’ve loved it here, truly and I really dont want to leave. Driving out of Moulsford this evening (after the goodbye visit to the local public house *ahem*) I will certainly be fighting back the tears.. Goodbye, Moulsford….

Image taken from Google…

References

Cremin, T, and Arthur J (2014) Learning to Teach in the Primary School. Routledge

Hayes, D (2010) Learning and Teaching in Primary Schools. Exeter: Learning Matters

Medwell, J and Simpson, F (2008) Successful Teaching Placement in Scotland: Primary and Early Years. Exeter: Learning Matters.

Culture Walk Around Moulsford

  • How is space allocated? Who has space

All staff have a space whether that be a classroom or a desk to themselves or a room to do work in. It depends on the job of course and how much space they will need but each member of staff in the school has their own space to do work. Outdoors space is vast with the school owning a lot of property within Moulsford and land in Moulsford itself. The land is mainly used for activities/games/outdoor learning, as is the river.

  • What is displayed on the walls?

There are lots of coulourful bright displays like the one oppostite, whether it be of the childrens work, pointers to help the children remember facts or about growth mindset which the school (and I) think is really important. As well as this, there are lots of things about British culture, as this is not a very diverse school due to the catchment area, it considerably helps to teach the children when the staff can display posters and boards expressing British culture in modern life. Many teachers choose to have a small display of posters or pictures about them so that the pupils know them a bit better. For example which football teams they support, photos of goals they are proud to have acheived, their favourite theatre production or a book they enjoyed as a child. Furthermore, in the dining room there is a huge display of every single school photo ever taken since the 60’s along with the house trophies which I think is really nice because it means a lot to the children as many of their own fathers may have gone to Moulsford and it shows just how long the school has been around for. Additionally, as you walk into the schools entrace there is a huge (and I mean huge) cabinet of awards that the school have won through sports, academics and music. This shows just how proud of its pupils Moulsford is.

  • Bulletin boards with positive messages, general information, promotional contests, expired information

Bulliten boards and messages for the teachers are just outside the staff room as this is where everyone congrigates at break and lunch times. Inside the staff room there is a huge whiteboard where the teachers write on a calendar of events over the coming weeks and can add to it as things crop up and trips/matches get booked. After looking, there is no expired information on the boards. If something has happened it is either wiped off or taken down, the school are really good with this.

  • What is displayed on desks? Lockers, other areas

Desks in the classrooms vary from room to room. For example some classrooms have ordinary tables and chairs, in music the are chairs with a small flat peice of wood that comes up for the boys to put work on, in Year 3 they are “old fashioned” desks where the lid lifts up for the boys to store their work and in design technology there are some stools (like in the art classroom) and their desks which have equiptment built in to help the boys in lessons. When it come to games, the boys store their things in the home changing rooms in lockers. If there are lots of games or like when it comes to cricket season there is a lot to carry around and store, the school may also suggest use of the away changing rooms if there is not a match on. Moreover, in the dining hall, there are tables and long stools going along the width of the hall for easier access for teachers to be at the head of the table when it comes to family service.

  • How are common areas used

The staff use the staff room on a daily basis, it is very rare that a member of staff wouldn’t go to the staff room at least once in a day. Another common area is the lunch hall which, again all members of staff will use in a day, especially the boarding staff and boys who will have breakfast, lunch and dinner there. The outside areas (astro turf, fields, river etc) are used daily for playing at break and lunch and then in the afternoons for games, p.e. and then junior/senior after school activities. The boarding boys and staff often use the outdside area as well after school. The boarding area has two seperate common areas on with a tv and sofa and another area with a small kichen and table games, which they are welcome to use at any point after 5.30 when boarding begins.

  • What is the norm for communications?

Communications are usually done via email or via conversation in the staff room. As everyone congrigates there, it is really easy for staff to discuss any concerns or to praise a pupil to one of two members of staff, however if there are lots of members of staff needing to be told something this would be done via email or staff meeting. There are regular staff meetings where information may be shared where the headmaster will attend and there will also be an admisitrative staff member taking notes. Communitcation for the boys is generally done in assembly 3 times a week or during registration where it is vital the boys know where they are to go at the end of the day (games, bus, prep or home etc). Furthermore, at the end of each assembly there is time given to all members of staff who need it to just quickly say anything they need to to a whole year group, house or school.

  • Conversation vs. email – tone of messages

Everything in email is done very professionally. Everyone is polite, however some of the members of staff are married or related and therefore I would imagine that it would become a more realxed tone. Everyone at Moulsford is really friendly and conversation is really informal unless discussing a pupil. Although, I am saying everyone is friendly and relaxed, nobody ever crosses the line when disucssing pupils or situations within the school, everything remains really respectful. Aditionally, I would however say the staff are a lot more relaxed and informal than you might find in other state schools, but this is just because of that family feel, friendly tone the whole of the school gives off and I think it is really nice to be somewhere that feels so warm and welcoming. All staff members converse throughout the day in the staff room at breaks and lunches so it is very easy to communicate with members of staff throughout the day. Every member of staff also has their own email as well, most of which are hooked up to their phones so if they get an email from a parent they can answer straight away.

Mathematics – Year 3 – Week 6

Image taken from Google – The money dominoes from the lesson

Unfortunately, this was my last ever lesson with Year 3N and it was devastating to say my goodbyes to them. I was genuinely nearly in tears when they all started clapping and shouting “3 cheers for Miss Whitham, Hip Hip Horray”. I could sob here and now writing this but I won’t I’ll just talk about the lesson. It did go really well and the activities were all my own ideas. I wanted to do a table rotation style lesson were the boys could practice different activities and do it in a really fun way. They did really well, especially with the games but unfortunately the money dominoes were not as successfull because they didn’t have enough time to complete the full game. However, each game gave me a full insight into how the boys were getting on in each area of the curriculum before their exams and topics that they may need to revisit, even in only 5 minutes an activity! So theis is absoloutely something that I would do again as a teacher, and a teaching method that I think the boys enjoyed because they expressed that they would like to do it again, which I was delighted with.

Class/Group: Year 3N                            Lesson: Mathematics                                        Date:10.05.17

 

Previous Experience

Experience in division, money, multiplication, word problems and shapes.

Working towards outcomes of a National Curriculum

Solve problems, including missing number problems, involving division.

Add and subtract amounts of money using both £ and p.

Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.

Measure, compare, add and subtract: lengths (m/cm/mm).

Literacy/Numeracy/ICT/HWB (where appropriate):  Literacy – For games and extension exercises children will be reading the questions and the instructions on the games.
Learning Intentions Success Criteria
Table 1

To know how to divide

Table 2

We are learning to count coins to make a whole number.

Table 3

We are learning about measurement

Table 4

We are learning about different mathematical operations

Table 1

I am able to divide numbers

Table 2

I am able to count coins to make a whole number.

Table 3

I am able to measure objects in cm using a ruler

Table 4

I am able use different mathematical operations

Resources

 

Worksheets, games, dice, projector, online timer, pencils, whiteboards, whiteboard pens, whiteboard rubbers, Smartboard, computer, post it notes, internet access, counters for games, polypockets, toy coins, lego.
Timing   Assessment Methods
 

 

5 mins

2 mins

5 mins

 

 

 

5 mins

 

 

 

 

5 mins

 

 

 

5 mins

 

 

 

 

 

 

3 mins

 

 

5 mins

 

 

 

Total

35 mins

 

Setting the context/ Beginning the lesson (Introduction)

 

 

Discuss the LI for the lesson with the children and explain all of the activities for each table and that each pair will be going to a new activity after 15 minutes until all activities are complete

Separate each table into pairs.

 

Teaching the learning intentions (Development)

 

Table 1

Play the board game. Help with any problems they may have and reinforce the division they do not understand by using Lego and working together in their pairs.

Table 2

Play the dominoes game, each pair using a different set of cards and use the real toy coins with any children/pairs who are having difficulties with the money pictures on the cards.

 

Table 3

Children will go around the room/school measuring objects with rulers in cm and write answers down on worksheets.

 

 

Table 4

Noggle (number boggle). Glue sheet into maths book and by using any mathematical operation (add, subtract, multiply, divide) the solution must make 20 and 36. Write answers into book.

 

Ending the lesson (Plenary)

 

End the lesson by tidying everything away back into their polypockets. Ask the children to sit at their desks.

Go over learning intentions. Write on a post it note about something 3-7 words about something you learnt today. Hand over to class teacher.

Throughout 35 minute lesson class teacher will be working with Child 1 as a TA for differentiation purposes where Child 1 will taking part using Numicon through games etc.

 

 

 

 

 

 

 

 

 

 

 

 

Peer Assessment and Teacher Marking

 

 

 

Observation and Peer Assessment

 

 

 

Observation and Teacher Marking

 

 

 

Teacher Marking

 

 

 

 

 

Teacher Marking the worksheets.

 

 

 

 

 

Observation

 

Success Criteria Results Next steps for the children
From the first game at the first table, I now know that the boys can divide using real life examples

From the second game where the children were learning to count coins to make a whole number, I observed that this was going well for most groups but they would have benefitted from more time.

The scientific measurement game was successful, with correct answers on the sheet after me and the class teacher discussing width with the majority of the class.

The Noggle game was really successful with the boys showing through their sums that they knew their different mathematical operations well enough to create their own sums.

 

Children 1, 7 and 13 need to continue to work with the money dominoes because I was not convinced that they were able to count the coins well enough to play the game.

I am confident for all children to move on to harder division questions except for Child 1 who would benefit from using Numicon further.

 

 

 

EVALUATING MY PRACTICE

Going well (what worked and why?)

The lesson overall went really well with children listening well and there were no behavioural issues. This was most likely down to the amount of activities going on in this fast paced lesson, which allowed the children to be constantly busy, moving around the tables and active.

Most children engaged well with the activities which I think is possibly down to them playing games and not quite realising they’re learning.

Areas for development (what didn’t work and why?)

 

I would in future only do a lesson like this if I had more time. Some of the boys just didn’t have enough time to finish their activities and this was a shame as they could have benefitted with the practice before their exams.

 

Next Steps for Me

In future I will be more aware of what the children have already learned in maths lessons and the way they describe certain methods in mathematics.

I will also try to plan more time into the activities and choose and hour and 10 minutes lesson as opposed to a 35 minute lesson.

Science Lesson – Year 4 – Week 6

Image taken from Google – The boys really like the Twinkl resources

Monday’s lesson was my second science lesson within the school and I am really confident that it went well and know that the boys enjoyed it. Unfortunately there was no real opportunity for the teacher to observe me but did give me some informal feedback that was really positive. I think something that I can take away from this lesson is that I need to work on my assessment skills throughout lessons and that although there are many ways of assessing children it is best to ensure that you are taking it on board as you are teaching, not after you have taught. Furthermore, the boys have been working with twinkl and I continued this in my lesson by workiing with twinkl resources and teaching them what twinkl feel they should know with the added tweak to make it my own lesson. I really like the twinkl resources and think that when I am a teacher this is a website I would like to use more often.

Individual Lesson Plan Format (Primary)

 

Class/Group: Year 4GS                    Lesson: Science                                Date: 8.5.17

 

  Previous Experience

In previous lesson, children have sorted animals into a variety of groups in lesson 1 using different keys.

 
  Working towards outcomes of a National Curriculum

Pupils should be taught to explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

 
  Literacy/Numeracy/ICT/HWB (where appropriate): ICT – to work on Ipads for extension, Literacy – for reading work off board and on worksheets, Numeracy – working with classifications keys and tables.  
  Learning Intentions Success Criteria  
  To be able to generate questions about animals.

To be able to use questions to sort animals in a key.

To see similarities and differences between vertebrates.

I can generate questions about animals.

I can use questions to sort animals in a key.

I can see similarities and differences between vertebrates.

 
  Resources Photo cards, worksheets, science books, smartboard, pencils, rubbers, glue sticks,  
  Timing Assessment methods
10 mins

 

 

 

 

5 mins

 

5 mins

 

10 mins

 

 

4 mins

20 mins

 

 

 

 

10 mins

 

Total

64 mins

 

Setting the context/Beginning the lesson (Introduction)

Read the information on the Power Point Presentation to introduce children to the concept of classification and ask questions about it.

Teaching the learning intentions (Development)

Introduce the classifications of vertebrate and invertebrate, asking children to give examples of each. Explain that vertebrates can be further split into five groups: amphibians, birds, fish, mammals and reptiles.

 

Explain the broad characteristics of each, asking children to note their similarities and differences. Explain that we will be focussing on vertebrates only today

 

Hand out Vertebrates Photo Sorting cards one per pair. In pairs, sort the cards into animal groups.

Tidy away cards.

Hand out worksheets, glue into science books, answer, ‘yes or no’ questions to sort the vertebrates into animal groups. When children finish they can do the key questions classification sheet.

 

Ending the lesson (Plenary)

Play “20 questions” game from maths but instead of guess a number its guess the vertebrates.

Question and Answer

 

 

 

 

 

Peer Assessment

 

 

 

 

Teacher Marking

 
Success Criteria Results Next steps for the children
I could see that the boys were able to successfully generate questions about animals after marking their classification keys.

From observation and the boys shouting out answers to questions I can see than the boys can all use questions to sort animals in a classification key.

After going over as a class the photo sorting activity game I am confident that the boys can see similarities and differences between vertebrates as each pair got them correct.

Child 5, 8 and 9 did get at least 1 question wrong in the classification keys and would benefit going over this through revision before the Year 4 exams.

It think as a class as a whole the next steps for the boys would be to create their own classification keys from the beginning by going outside and doing some outdoor learning by exploring the outdoor wildlife.

EVALUATING MY PRACTICE
Going well (what worked and why?)

I am pleased at how well this lesson went considering how unfamiliar I am with this topic. It worked well to use twinkle resources as the boys are familiar with these and the resources are bright, colourful and engaging.

The boys were really engaged throughout the lesson, answering questions when asked and volunteering to read off the board.

The boys all, except 3 successfully reached their success criteria and I would feel confident in them moving on to the next stage which I think is great as I feel that I taught them what they needed to know.

Areas for development (what didn’t work and why?)

The boys were quite chatty throughout the lesson and I did have to stop the lesson to tell the boys they were being too noisy and to quieten down. I think this was mainly due to the lesson being at the very end of the day, however this is no excuse and the boys should be listening from the beginning.

I don’t think the boys really needed to do the first classification key as a practice as it was slightly easy for their level and they already knew what to do. On the other hand, 3-4 boys did find this rather tricky let alone the sheets after but for the bulk of the class in was unnecessary.

Next Steps for Me

In future, I will try to assess the children as I am teaching a lesson, as some children already have a good idea about what I intend to teach them and there is no sense in wasting valuable class time teaching them what they already know.

I will continue to use engaging activities in my lessons as the boys are far more engaged in the lesson.

 

Further Learning Points in my Professional Education

My time at Moulsford has given me so so much opportunity and learning. But there is always room to learn more and in the words of the great Sherlock himself “there is always room to learn Watson”. Furthermore, the GTCS (2012, p. 5) concur feeling that commitment to lifelong inquiry, learning and professional development are vital and include it as one of many Standards for Provisional Registration. So here are my top 3 further learning points for professional development.

  1. Continue my engagement with blogging on GLOW after this placement, during term-time and throughout holidays. I will try to write from a professional angle by critically reflecting on teaching practice and from time to time a personal angle to about points in the media and that I have read in academic reading. Now I have started blogging I don’t want to stop.
  2. To continue to stay up to date with the ever changing world of education. Moulsford has taught me that by staying as current as possible in education and not being scared to try new strategies and topics can greatly enhance the children’s learning and my own continuing professional development as a teacher. I intend to do this by continuing regular engagement on media such as twitter, GLOW and pinterest and by engaging in current academic reading on a more regular basis.
  3. By enhancing my pedagogical and subject knowledge. My own knowledge greatly impacts on student engagement and knowledge, and the most effective teachers have deep knowledge of the subjects they teach (Coe et al, 2014, p.2). By gaining knowledge of all areas in my life, of the subjects I will be teaching and of pedagogy I will hopefully become a greater teacher for it.

References

GTCS (2012) The Standards for Registration. [Online]. Available at: http://www.gtcs.org.uk/web/FILES/about-gtcs/standards-for-registration-draft-august-2012.pdf (Accessed on 25th March 2017).

R, Coe. C, Aloisi. S, Higgins and L. E. Major (2014) What makes great teaching? Durham: Durham University. [Online] Available: at http://www.suttontrust.com/wp-content/uploads/2014/10/What-makes-great-teaching-FINAL-4.11.14.pdf (Accessed 07.05.17)

Week 5 – Reflection

Tuesday I was out and about at Harry Potter Studios and OH MY GOODNESS IT WAS AMAZING. Take a look at my reflection here...

My Wednesday was a harsh start back to the reality of no broomsticks or wands or even magic, just the gorgeous grounds at Moulsford and the fun that awaits each day. I spent my day in and out of classes but my teaching time in phonics had to be cut short because of a test that the boys had to do. This is common in teaching, no matter how hard you try to be prepared and organised, there is nearly always something that you just don’t have the time to do and you have to take time into another lesson to get it done. Furthermore, I fully understand this, especially after reading (Pollard et al, 2008, p.1079) that organisation can lead to more freedom as an educator but often it can also lead to evaporated time. Additionally, on Wednesday I helped a boy in Year 4 to write up their reflection on their time at the Harry Potter Studios. I have written about the work I do with him in other posts and was lucky that he was in my group when going around the tour, so I personally feel I was especially helpful when encouraging him to think of his favorite parts of the trip. Moreover, I acted as a scribe alone and although I discussed the trip and his favorite bits with him, I was only a scribe because this boy is extremely creative and I wanted every idea on the paper to be his own work and reflections. A copy of the work will be in my folder ready for my Viva in only 2 weeks! Additionally, my Wednesday was also spent asking members of staff about the culture of Moulsford for a blog post, as part of the LfL structure to pass, is that we write in pieces about the culture of our placements. The schools staff are so helpful and friendly and were so happy to do whatever they could to help me pass at the end of this module so I was lucky to have loads of input for this blog post. You can read it here….

Image taken from Google – this is a scene in the play that we saw with the actors we saw as well

Thursday was a longer day that I expected when I was asked at break time if I would be available and willing to help out by going on a school trip that afternoon to the theater with the Year 7’s. Naturally, it didn’t take just much to convince me and by 1 o’clock that afternoon I was off on the bus with another 3 members of staff and 48 boys ready to see the Twelfth Night. I’m not ashamed to say I am no Shakespeare buff and to be honest know very little of his work except for Romeo and Juliet and Macbeth (I am terrible for this I know!). The only exposure I’d ever had to the Twelfth Night was in fact through the film She’s the Man with Amanda Bynes which came out in 2006 which was inspired by the play.

Image taken from Google

But, I can honestly say I am really proud of myself for understanding what happened (the majority of the time). The language was slightly daunting and I didn’t understand some of what they were saying but the acting and music that went with the language helped me to really understand what was happening and follow the plot. Furthermore, this trip made me appreciate how important exposing children to acting and our traditional culture of Shakespeare is. The boys all went away from the play discussing the content, the music, the acting and the staging which I think completely shows that the youth today can truly appreciate the beauty of old scripts and traditional story-lines. All the knew writers such as J.K.Rowling and David Walliams and Julia Donaldson are fantastic, don’t get me wrong, but I am just saying that exposing children to old texts like Peter Pan, Shakespeare’s plays and Alice in Wonderland for example can be just as fulfilling. Moreover, Medwell et al concur (2014, p. 31) adding that children may enjoy traditional stories more when studying them as they may be familiar with them through film adaptations and this is also something that could be discussed in the classroom. Overall though, Thursday was a very good day.

Friday brought more planning for next weeks lesson and meeting the groundsmen who work at Moulsford and also the schools matron to seeing the incredible work that they do. I was overwhelmed by their willingness to talk to me and delighted that they answered all my questions in as much detail as they could. Although I have no nursing experience and my fingers are far from green, I do have a new found respect for both these areas of school life which I am delighted about because it is one of my goals and the reason I came to Moulsford. My week next week will be my last here at Moulsford and I will be so upset. I can’t imagine having to drive away from the amazing school this time next week but it has to be done so I can move on to become a fully qualified teacher. Lets hope someday, I’ll be back here teaching and helping out other students like me.

 

References

Medwell, J. Moore, G. Wray, D. Griffiths V (2014) Primary English: knowledge and understanding 

Pollard, A., Anderson, J., Maddock, M., Swaffield, S., Warin, J. & Warwick, P (2008) Reflective Teaching. (3rd ed.) London: Continuum International Publishing Group.