Pantomime

Whilst on Professional Practice phase 1b I helped with the school pantomime of the Wizard of Oz. I helped with the making of props before the performances. I was also in charge of the lighting and sound for the show as well as being in charge of the children backstage. My main roles were to change the lighting depending on the scenes and also the play the music, to do this I annotated all over the script so that I knew my cues. I was also in charge of the children backstage, making sure they were ready when they needed to be and did not miss their cues, and making sure the right props were in the right place at the right time. I was involved with the whole show for a number of weeks both in school time and after school for rehearsals.

During Professional Practice phase 1a I was also involved in the school nativity. My role was not as important as that of the pantomime, however I was involved in organizing the children and the making of the props. I also set up the stage and the hall after school ready for the nativity.

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Deployment of Additional Adults

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Whilst on Professional Practice phase 2, I always planned for additional adults. I did this mostly by producing a separate plan for the TA, however sometimes I wrote them into the main plan but always made sure they had a copy well before the start of the lesson.

Above are pictures of a plan for a numeracy lesson. This lesson was differentiated 3 ways and the TA was working with the higher ability group, the middle ability children were working independently and I was working with the lower ability. I am a strong believer that the TA should not always be placed with lower ability children. Firstly, the lower ability children need extra support and the teacher is the most knowledgeable person in the room, therefore the TA should not be placed with the lower ability group all the time. Secondly, lower ability children end up working with the same person all the time and the main class teacher a lot of the time is not active in their learning. I believe for effective deployment of additional adults in the classroom, that the extra adults should be working with a variety of different children all the time, meaning they will also be able to build relationships with all children in the class.

#TS5a #TS8c

Progress Between Observations

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

Target Tracking

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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

Behaviour Policies

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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’.

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