Below are my initial goals for 1PP1:
Develop my Lesson Planning skills
Although I have completed planning in the past, there are many aspects of planning within primary schools which are new to me. When planning, I hope to create lessons which are stimulating and engaging, whilst being aimed at the correct level for my class. My plans must also link clearly with the curriculum for excellence.
One particular aspect of planning which I anticipate to be a challenge is timing. I am used to having the entire day (between 7:30am and 6pm) to carry out activities. Within primary schools however, I know that this is not the case and therefore I must be conscious of how much time I spend on each part of the lesson.
Connection to SPR:
2.1.3. I have knowledge and understanding of planning coherent and progressive teaching programmes.
Know how to plan for effective teaching and learning across different contexts and experiences.
3.1.1. I plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities.
Plan appropriately for effective teaching in order to meet the needs of all learners, including in literacy, numeracy, health and wellbeing and skills for learning, life and work.
Develop my communication skills particularly the use of effective questioning
While working within the classroom, my communication skills are extremely important. Not only do I need to be able to convey information and explain instructions, but I must also scaffold and support children in their own enquiry and investigation.
I will develop my questioning skills through observation of the class teacher and other staff, as well as conducting my own professional reading. I aim to develop the use of carefully considered questions that are open and encourage the child to think. One way in which I can work on this skill is to plan some questions before the class, and include them onto my planning. This means that I can discuss ideas or issues with my class teacher beforehand, and also means that I am less likely to dominate any class/ group discussions.
Connection to SPR:
3.1.2. Communicate effectively and interact productively with learners, individually and collectively.
communicate appropriately with all learners, and promote competence and confidence in literacy;
demonstrate effective questioning strategies;
communicate the purpose of the learning and give explanations at the appropriate level(s) for all learners;
Develop a positive yet professional relationship with pupils.
My natural instinct is to try to get others to like me. I realise, however, that this should not be my focus within my role as a teacher. It is important for me to build a rapport with the children in my class, but I must not fall into the trap of being their friend. If this does happen, then the children will not have respect for me and this will make my work very difficult.
I will strive to get to know each child as an individual, both in learning abilities and personal interests and passions. In this way, I hope to be able to plan and prepare learning that will engage and motivate children. I also hope to allow my personality and sense of humour to shine through where appropriate.
On the other hand, I also aim to gain the children’s respect by being firm but fair. I hope to achieve this by making my expectations clear to the pupils and reinforcing them regularly throughout the class. To do this, I will follow the school’s behaviour policy and strategies that are in place within the class with a focus on positive reinforcement and praise.
Connection to SPR:
1.3.3. Trust and Respect
Demonstrating a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.
3.2.2. I develop positive relationships and behaviour strategies
demonstrate care and commitment to working with all learners;
These goals have been written according to my previous knowledge and understanding. I recognise that during my time within the School, my experiences and the feedback that I am given may cause me to adapt or change my goals.
