Throughout my Professional Practice phase 2 I created an assessment tracking grid. I created this using spreadsheet, creating one grid for every week of placement. The grid included every child I taught and the lessons I taught that week. I would insert the learning objective for that lesson and then grade the children using a 1/2/3 system against that objective. 1 would mean the children have failed to meet the learning objective and would therefore be involve in interventions during the afternoon. 2 means the child has met the objective and 3 means they have surpassed it.
This grid was extremely effective and helped me assess children’s understanding. It was also a very quick system but allowed me to see who needed interventions and who needs moving on to other things.
Above is my very first observation of my Professional Practice phase 2. The lesson I taught was a numeracy lesson and it was graded ‘good’. My emerging targets from this observation were to adopt a more energetic presence in the classroom and also to think about how I can get the children reasoning in maths by using different problem solving questions/activities. My third target was to make sure I had extension activities that were different from the others for those children who are targeted at GD.
Above is my final lesson observation from Professional Practice phase 2. This again was a numeracy lesson and once again I was graded as ‘good’, however I did not receive any feedback to how it could be improved to ‘outstanding’, instead I was told it was an amazing lesson but did not believe I could be ‘outstanding’ after eight weeks. This being said my feedback was really positive, in particular I was told that I was energetic and this reflected in the pace of lesson being a lot quicker. I was also told that i provided excellent opportunities for reasoning which deepened children’s understanding. Also my third target about making sure GD children had their own extension was met as i was told I challenged all children through well planned activities.
#TS1b #TS3a #TS4d #TS5a #TS7d #TS8c
Throughout my time in schools, I have learnt that it is much more worthwhile to integrate teaching styles such as group work, pair work, whole class work and individual work. I have also tried to do this in a creative manner. Below are some examples:
Upon starting a new topic on Mr Benn, the first piece of writing the children were going to do was a character description. The teacher told me that if we watch one episode and then have a talk about what he looks like then the children should be able to get on and write a character description independently. However, from experience, I know writing character descriptions do not take long and it is much more worthwhile to talk and discuss the character. Therefore I decided to do role on the wall with the children. For this the children worked in groups of about 4-5. The children were given sugar paper with an outline of Mr Benn. They were to discuss together what they thought he looked like, where he lived etc and write it around the outside of his body. Then they were to discuss what they thought his personality might have been like and what he might have been thinking, this they were to write on the inside of his body. This exercise got children engaged and excited about their task and ultimately their character descriptions were a lot more detailed than usual. The class teacher told me that they were some of the best character descriptions they had written, I believe this was because the children had the opportunity to talk about their ideas before the wrote.
In numeracy, I regularly started the children off by giving them paired tasks, sometimes even before giving them input. This meant the children had to discuss problems in pairs and think of solutions to work them out. We would then come back as a whole class and discuss how the children solved the problems (they were encouraged to use whatever method they liked). After a sharing of ideas the children would then go away and work independently in their books. The above picture is of a pair of children who were solving different ways to make different amounts of money. This is an example of something the children had to do in pairs without input first. Using sugar paper also meant the children could be as messy as they liked and they were able to use techniques such as trial and error and not worry about getting anything wrong.
Whole Class/ Individual Work
Throughout World Book Day week, I decided we were going to do something a bit different in Literacy, so I created a class project. All our work for that week was going to be based around the book ‘Journey’. We did many activities with the book and the book trailer such as book talk, drama and hot seating to name a few. All our work was leading up to writing our own version of the book. The book journey was a picture book, therefore I thought it would be a nice idea to create our own class version using the pictures but we was going to tell the story through our own eyes. The children were given pages from the book, they were then to write about what was happening on that page, however they also had to think about what the person was writing on the next page and the page before them. Therefore they had to discuss their ideas with each other to make sure the book would flow and make sense. They then had to write their page and in the end we put all the pages together to create our own book which I read to them to finish the mini-project.
#TS1a #TS2d #TS3c #TS4b #TS5b #TS5c #TS7c
Whilst on Professional Practice phase 2, target tracking was a main priority. This is because I was in Year 2 and in the not so distant future they had SATs, therefore we had to be clear in how we were tracking the children against their targets and keeping evidence of their work for moderation purposes. Above is a tracking grid for writing, every child in the class had one of these. This child’s target is WA therefore by the end of the year this child should be able to do all the statement in WT and WA to be given this grade. This copy is an early copy of my records, the class teacher has her own set of records and at the end of this practice we will be meeting to discuss pupil progress and I will give her my records so she has a full set. Along with this tracking sheet we also had tracking grids for numeracy and for reading. We used these in the same way as this one.
I often used this tracking grid to give children targets for their next piece of work, for example I might look at this grid and see I have no evidence of that child using question marks, therefore I know that in their recent writing they have not been using them. This means I can give them a target to use them in their next piece of writing. I can do this for every child, therefore I can give personalized and specific targets for children.
#TS1b #TS2a #TS3a #TS5a #TS5b #TS6a #TS6b #TS6c TS8b
Throughout my three teaching practices at university I have numerous behavior systems which i have followed consistently and inline with the school.
On Professional Practice 1a I used the traffic light system. All children would start on green at the beginning of the day. If children had a really good lesson they may move up to silver or even gold, however if they had a bad lesson then they might end up on amber or red. If a child ended up on gold they got a certificate to take home, however if they ended up on red then they lost their next break and had to write lines. Although this system worked for that class and the teacher, personally I would not use it in my classroom because if the children ended up on red and had to write line, once they finished the teacher would rip it up in front of them, this is something that I felt was very drastic and more like a high school punishment.
On Professional Practice 1b the school used a very similar traffic light system to my previous school. However the rewards and sanctions were different. If a child ended up on gold at the end of the day then during celebration assembly on a Friday they would go in the golden book and be presented with a certificate. However, if a child ended up on red, they would miss their break and their name would be logged. If this same child ended up on red on 3 or more occasions during a half term then they would miss a class treat which might have been 10 mins more play time, or extra golden time etc. This is something that I thought worked much better than the system in the previous school I was in because children did not want to miss their treat so it acted as a deterrent to them getting on red, whereas in the previous school children did not seem as bothered by getting on red.
On Professional Practice 2, the school had a very different reward and sanction policy. If children had worked really hard then they were given a star to put on their charts. Once they reached 10 stars they got to go in the treat box. Furthermore, if the class had worked really well they got a class star, once they had got 10 then they got a class treat. This system worked really well as all children had the opportunity to get a treat, as observed in my previous schools, the traffic light system was almost unfair because it was the same people getting on gold all the time. However using the star system meant that all children could work towards getting 10 stars and a treat.
Whilst on Professional Practice 2, I decided to implement my own behavior technique. I introduced my class to ‘Class Dojo’. This is an interactive program where children can earn points for a variety of different things e.g. being polite, working hard, working as a team, reading at home etc. ‘Class Dojo’ also allowed me to connect with parents and be able to share the children’s accomplishments with them. Parents were able to see what their child had been doing in school and also what they were getting points for. I was also able to use the program to liaise directly with parents at home and send them messages to ask if they could come and see me. This program worked amazingly well, so well in fact that as I left the school at Easter, they were preparing to roll out ‘Class Dojo’ in all classes after the holidays having seen how well it had worked. This Gave me an opportunity to work with other staff in training them on how to use ‘Class Dojo’.
#TS1c #TS3a #TS4 #TS7b #TS7c #TS8a #TS8b #TS8e
During my Professional Practice phase 2, Intervention sessions were held in the afternoon. I took over the phonics intervention group. This group were working from a scheme called sounds-write while the rest of the school were working from letters and sounds. This meant that prior to taking over teaching of the intervention group I had to research the sounds-write scheme and also observe high class teaching of it. I was then entrusted with teaching this intervention group for the whole time I was there. I am proud of the fact that these children made good progress under my teaching.
As well as teaching intervention groups the afternoon was also a time when I carried out my ‘Fix its’. During morning lessons I would make rough notes (see picture) of children who were meeting the learning objectives and those who were not. I would also mark and question children as I observed them to check their understandings. During ‘Fix It’ time I would then call back any children who did not meet the learning objective and work with them for roughly 5-10mins on a one-to-one basis, then they would carry out a small independent task to check their new understanding. These ‘Fix Its’ were intended to reach those children who were struggling and give them quality one-to-one interventions. During these interventions I would also talk to children about how they think their learning is going and we would discuss future targets.
As well as recording who needs interventions, the rough notes that I make during my lessons also allow me to identify who is struggling and deploy resources quickly and effectively to help them e.g. the above picture shows one girl was struggling with money, the objective was to do it in their heads, however because she was struggling, I noticed this and got her coins to use to help. I then brought her back for an intervention session where we discussed how we could move from concrete resources to pictorial representations to help her instead of her trying to do it abstractly.
These intervention and ‘Fix it’ sessions allowed me to give immediate and regular feedback to all children on their learning and their targets. This meant that children always knew what their targets were, what they had to do to meet them, and what their next steps in their learning was.
#TS1b #TS1c #TS2a #TS2b #TS2c #TS2d #TS3a #TS5a #TS6a #TS6b
Whilst on Professional Practice phase 2 I collected numerous documents on target setting. Above is a copy of target setting for writing (I have blanked out the names). This document was created at the start of the academic year and will be reviewed at Christmas, Easter and the end of year they. I used this document when planning for writing and SPAG. It really helped me because I could see clearly where the children are at and where they need to be by the end of the year, meaning I could use this document along with the National Curriculum, Year 2 Interim Reports and the School’s Kalida in order to pick out objectives that the children need to be working on in order to achieve their target.
Along with this target sheet I have collected:
- Numeracy Targets
- Reading Targets
- WT, WA, GD Targets
- Tracking Grids for writing
- Guiding Reading tracking grids
All of this information I have used to inform my planning to make sure that the children are meeting their targets and progressing at the rate expected or beyond. Using the tracking grids, we have been able to see which children are meeting their targets and which are not. The children not progressing as targeted have then been put into intervention groups to accelerate their progress.
#TS1b #TS2a #TS2b #TS6a #TS6b
Throughout my Professional Practice phase 2, the school that I was in would hold a celebration assembly every Friday. During this assembly teachers would award certificates to children in their class that they felt deserved it that week. During my time in the school, I took over this responsibility for my class. Every week I would choose two children who I thought had worked really hard that week, I would then stand up in front of the school in assembly and award them. However, some weeks I took it upon myself to award groups of children instead of individuals because we did a lot of group work in our class. One week I even gave the reward to the whole class because it had been assessment week, so all week my year 2’s had been doing practice SATs (this was their first time doing tests) and I was so proud with how they worked all week.
As well as whole school celebrations, ever Monday morning our class had a class assembly. This is where we would pick at random a VIP for the week and then discuss as a class what everyone liked about this person. I would then produce a certificate with all the children’s thoughts on and give it to the VIP to keep. I took over the responsibility of leading this class assembly every week and I loved my time doing it, because the children would share really nice things about each other and tell their friends how much they mean to them. I feel like this created a really strong class relationship.
Safeguarding is of the up most importance in Primary Schools. While on every Professional Practice I have always made sure that I have read the school’s safeguarding policies either before I arrive or on my first day. Furthermore, I always make sure I know who the safeguarding lead is and where they are based in the school. Whilst on Placements, I have also been made aware of any children in the school that policies might have been different for and I was made aware of these.
Whilst in University, I have also attended numerous safeguarding seminars and lectures to increase my knowledge and training in this area. I have also completed two safeguarding courses, the certificates are above.
#TS1a #Part2a #Part 2b