The course Design for Diversity (EDG3000) has me focusing on how lessons can be diversified - not only academically but also with regards to embracing/catering different cultural, religious and ethnic backgrounds. Being that I am in an international school, I am finding that students are very aware and sensitive to different cultural, religious and ethnic backgrounds as it is. I think this is due to the fact the majority of the students are sons and daughter of expatriates, whom therefore move around geographically. Students have been exposed to a lot more cultural groups than say a the son or a daughter of a couple who have stayed in the same geographic space their whole lives. Due to this fact, when it comes to catering for all people group, I find the students very receptive, respectful and knowledgeable.
When it comes to academic diversity, it is proving to be rather difficult in the exam classes (Key Stage 5). There is a set amount of work which students need to get through and a certain level to be achieved, meaning there seems to be less flexibility to diversify lessons. Time restrictions do not help, there seems to be a lot of work to get through and a very limited amount of time. Without a diverse assessment (exam) it seems a little tough to try and diversify the lessons. I am struggling to see how this is practically done.
Key Stage 3 (year 7,8,9) is different, they are not exam classes thus there is more flexibility to differentiate. My mentor is a fan of the MUST SHOULD COULD idea. I see it working well in his lessons. On each handout there are MUST SHOULD COULD tasks which everyone gets. So instead of giving an 'easier' handout to the SEN students and a 'more difficult' one to the GnT, he is giving everyone a chance to give it go. I notice that this avoids segregation in the class. I have seen and actually done this before, where I have created 3 groups by colour - Red (GnT), Blue (SEN), Yellow (Avg achievers). I made different worksheets and put them into their colour groups. They were very quick to notice it was done on academic level and in a nutshell, it did not go well. So I like this technique of letting everyone have a go.
Tuesday, 25 September 2012
Wednesday, 23 May 2012
24 | 05 | 2012
I have just been in a lesson where the teacher is literally the pin up teacher for Positive Behaviour Support. She makes a concerted effort to praise those students who are (1) on time, (2) have their homework done and (3) have their resources they were asked to bring to this lesson in the previous one. There were students who came in late, but did have their resources. There were students who came on time but did not have their homework. There were students who came on time but did not have their resources. In every situation she focused on the positive and what they had done well.
For example, one student arrived a good 8 mins after the bell had gone, but when he came in the first thing she said was "Welcome to the class, I am very glad you made it, and I see you have your homework and your resources for this lesson, well done".
I asked her why she did not say anything about him being almost 10 mins late to class and she said that he is a student who does not respond well to the negative, he recognised that he was late, and apologised for it, which she felt was enough. If she had made a big deal out of it, he has the type of character to then shut down for the rest of the lesson and not participate to his capable standard.
WOW! I really found this interesting. I think I default to the traditional model of focusing on the negative and thus potentially 'damaging' the student. This teacher knows her students really well and genuinely cares for each one, and I think as a result, it was clear that they work hard for her, they want to do well for her. They were on task and engaged throughout the lesson.
What I took from it:
(1) Positive Behaviour Support
(2) Student-Teacher relationship
(3) Genuine care for students
For example, one student arrived a good 8 mins after the bell had gone, but when he came in the first thing she said was "Welcome to the class, I am very glad you made it, and I see you have your homework and your resources for this lesson, well done".
I asked her why she did not say anything about him being almost 10 mins late to class and she said that he is a student who does not respond well to the negative, he recognised that he was late, and apologised for it, which she felt was enough. If she had made a big deal out of it, he has the type of character to then shut down for the rest of the lesson and not participate to his capable standard.
WOW! I really found this interesting. I think I default to the traditional model of focusing on the negative and thus potentially 'damaging' the student. This teacher knows her students really well and genuinely cares for each one, and I think as a result, it was clear that they work hard for her, they want to do well for her. They were on task and engaged throughout the lesson.
What I took from it:
(1) Positive Behaviour Support
(2) Student-Teacher relationship
(3) Genuine care for students
Tuesday, 22 May 2012
23 | 05 | 2012
Today I was in the year 10 Psychology class. They are currently working on researching for a presentation. The key questions is: Can media make you aggressive? They are working in groups of up to 4 people, and can present it in any way they want. PowerPoint, video, interview, poster, leaflet. They have all been encouraged to take risks with how it is presented, and to try and be different.
This topic, is not in this unit of work, it is the next unit to be covered. The teacher of this class wanted to gauge the year 10's research and presentation skills and see what they could come up with before the unit of work started. I think this is a good way to test research and presentation skills, also to find out what they know before the topic is started.
I like how she has catered for different styles of learning and different Intelligence's by giving students the freedom to chose in what form they present it in.
This topic, is not in this unit of work, it is the next unit to be covered. The teacher of this class wanted to gauge the year 10's research and presentation skills and see what they could come up with before the unit of work started. I think this is a good way to test research and presentation skills, also to find out what they know before the topic is started.
I like how she has catered for different styles of learning and different Intelligence's by giving students the freedom to chose in what form they present it in.
22 | 05 | 2012
This morning I had a lesson of PSHEE with year 7. They are currently on the topic of Fair Trade and working in the ICT room on a presentation. The teacher gave the students the option of working in a pair or working on their own. I really liked that she gave them the option. I have noticed some students work better on their own.
I starting thinking about group work and the following questions came to mind-
- Is it better to give students the option to work on their own?
- Does there need to be a balance between individual work and group work? Like, surely those students who want to always work on their own need to learn how to work in a team environment? I wonder what a 'healthy' ratio is for this?
- Does the teacher assign people to groups?
- Do you want to mix up the GnT and SENs with the rest? or do you make clear GnT and SEN groups so that you can give them the level of work relevant to their ability?
I asked the teacher who said it really does depend on the work that is being covered at the time. It is always good to have a balance of group and individual work. In some cases it will be appropriate to mix GnT with SEN's so as to challenge the SEN's and get the GnT's to teacher the 'weaker' students. On the other hand, its also good to have definite ability groups where you can aim who assignments/tasks to a group. She said a subtle way of putting people into organised group is to, at the beginning of the year, stick a colour dot on their books. That way when you do group work its easy to assemble groups all you need to say is "all blue dots together, all yellow dots together..."
I starting thinking about group work and the following questions came to mind-
- Is it better to give students the option to work on their own?
- Does there need to be a balance between individual work and group work? Like, surely those students who want to always work on their own need to learn how to work in a team environment? I wonder what a 'healthy' ratio is for this?
- Does the teacher assign people to groups?
- Do you want to mix up the GnT and SENs with the rest? or do you make clear GnT and SEN groups so that you can give them the level of work relevant to their ability?
I asked the teacher who said it really does depend on the work that is being covered at the time. It is always good to have a balance of group and individual work. In some cases it will be appropriate to mix GnT with SEN's so as to challenge the SEN's and get the GnT's to teacher the 'weaker' students. On the other hand, its also good to have definite ability groups where you can aim who assignments/tasks to a group. She said a subtle way of putting people into organised group is to, at the beginning of the year, stick a colour dot on their books. That way when you do group work its easy to assemble groups all you need to say is "all blue dots together, all yellow dots together..."
21 | 05| 2012: The start of second prac
For the next 3 weeks my timetable has me in my second teaching area. Personal, Social, Health and Economic Education (PSHEE) and Psychology. Although I have done Sociology and Psychology at University, it was during my undergraduate study, which ended in 2006. It's a while back! And because of this, I am so unsure about the content. Combine this with have no idea at what level this is taught in a secondary school - and I feel pretty out of my depth.
I think this will be a good time for me. I really hope that once I am qualified I can go onto the supply teacher list - with being a supply teacher, you don't always teach in the area you qualified in. I think this next 3 weeks of getting familiar with unfamiliar content can only be a good skill to have in my back pocket.
I think this will be a good time for me. I really hope that once I am qualified I can go onto the supply teacher list - with being a supply teacher, you don't always teach in the area you qualified in. I think this next 3 weeks of getting familiar with unfamiliar content can only be a good skill to have in my back pocket.
Tuesday, 1 May 2012
02 | 05 | 2012
This morning I had a great talk with my mentor. We talked about my blog and how I am feeling about my time so far. I have learned so much in these past 3 weeks of prac. We chatted for a while about the power of a voice in the classroom, about how you can use it to get attention and keep attention in a variety of different ways. I always think I talk way to loud! He gave me a few different examples of how it can be used which I found very very helpful.
He also said something which I found rather profound/enlightening. Each lesson is a lesson that those learners will never have again. Once its done its done. There is no going back or revisiting. WOW. Such a good realisation for me, this is no game. This is educating the next generation. Every lesson that I teach needs to be well planned, well resourced, organised. I owe it to my students to give them the best lesson, every time.
27 | 04 | 2012
A week ago my mentor teacher gave 7 higher order thinking students a task to do. They had to prepare a 10 minute lesson on El Nino which they would teach back to the class in small groups. Each would be given a laptop to use, if they wanted to show a video, or do a powerpoint.
This was a great lesson. I think ever single student had the chance to learn something new. My mentor encouraged the "students" to ask their "teachers" as much as they could about the topic during and after their presentations. I think being in small groups was a good idea, it was intimate and allowed each person watching a chance to participate. It seemed that they really enjoyed the variety and change from a normal lesson. It was learning in action for sure.
This was a great lesson. I think ever single student had the chance to learn something new. My mentor encouraged the "students" to ask their "teachers" as much as they could about the topic during and after their presentations. I think being in small groups was a good idea, it was intimate and allowed each person watching a chance to participate. It seemed that they really enjoyed the variety and change from a normal lesson. It was learning in action for sure.
26 | 04 | 2012
Today I spent a bit of time with another teacher who is mainly works in the Curriculum Support Unit. She wanted to go through my lesson plans that I have done for the Geography and the Olympics unit. This was a very very great sessions. I have detailed lesson plans but its not word for word of how I would run the actual lesson. So for example:
Starter Activity: Watch the official Olympic Promo video
KWL activity - what you know about the Olympics, what you want to know and what have you learnt (to be revisted at the end of the lesson)
She said "so when you say, KWL, tell me exactly how you are going to get them to do that, tell me, as if you were teaching me"
I found that really hard! My answer was "well I will just ask them! and as we discuss it, they can fill in the table"
She went to explain to me, that some kids will go through an entire term never speaking in class. Think:Pair:Share is where its at. Always! That way, every gets a chance to talk, even if it not in front of the whole class. The more confident ones will put their hand up and answer when it comes time to, but I need to make sure I am not only engaging them but everyone.
We went through my lesson plans with a fine tooth comb and I found the experience invaluable. Sometimes I think we are surrounded by amazing resources, teachers who have years and years of experience, and we as pre-service teachers or even qualified teachers don't seem to ask for input and advice. A generalisation I know! But I see the value in talking through what works and what does not work with someone else and I would very much like to remain in that state and be open about where I am struggling.
Starter Activity: Watch the official Olympic Promo video
KWL activity - what you know about the Olympics, what you want to know and what have you learnt (to be revisted at the end of the lesson)
She said "so when you say, KWL, tell me exactly how you are going to get them to do that, tell me, as if you were teaching me"
I found that really hard! My answer was "well I will just ask them! and as we discuss it, they can fill in the table"
She went to explain to me, that some kids will go through an entire term never speaking in class. Think:Pair:Share is where its at. Always! That way, every gets a chance to talk, even if it not in front of the whole class. The more confident ones will put their hand up and answer when it comes time to, but I need to make sure I am not only engaging them but everyone.
We went through my lesson plans with a fine tooth comb and I found the experience invaluable. Sometimes I think we are surrounded by amazing resources, teachers who have years and years of experience, and we as pre-service teachers or even qualified teachers don't seem to ask for input and advice. A generalisation I know! But I see the value in talking through what works and what does not work with someone else and I would very much like to remain in that state and be open about where I am struggling.
25 | 04 | 2012
AM: Before the lesson
I spent yesterday afternoon and last night preparing for my Microclimate lesson which I am taking later on today with my mentor and a year 7 class. I have done a powerpoint and I plan to take them outside for a look at the school's Microclimate. Hopefully by seeing it in action they will get it! The idea is that my mentor is going to start off the lesson by wrapping up the last topic, and then for the second half I will introduce the topic of Microclimate
PM: After the lesson
I am definitely getting more comfortable. I am still very aware of how loud my voice gets. I naturally seem to want to speak louder, and want to speak a lot! Chalk n talk, instead of getting it out of the students. My mentor said that I need to try to remember to be very specific when I give instructions, I tend to use the word "roughly" instead of "I would like you to do 6 of these".
I spent yesterday afternoon and last night preparing for my Microclimate lesson which I am taking later on today with my mentor and a year 7 class. I have done a powerpoint and I plan to take them outside for a look at the school's Microclimate. Hopefully by seeing it in action they will get it! The idea is that my mentor is going to start off the lesson by wrapping up the last topic, and then for the second half I will introduce the topic of Microclimate
PM: After the lesson
I am definitely getting more comfortable. I am still very aware of how loud my voice gets. I naturally seem to want to speak louder, and want to speak a lot! Chalk n talk, instead of getting it out of the students. My mentor said that I need to try to remember to be very specific when I give instructions, I tend to use the word "roughly" instead of "I would like you to do 6 of these".
24 | 04 | 2012
I had a chat with my mentor this morning about how the two lessons went the day before. I went through the things I thought worked and did not work and how I felt I had struggled with one class more and another.
He was very very encouraging. He said that as I get more comfortable in the classroom I will start to work out my own ways on how best to deal with particular classes. He encouraged me to express my expectations to the class before I take a lesson - things like:
- When I am talking you are not
- When we are having a class discussion, it is polite to listen to your classmates when they are talking instead of having a conversation in another group about something that is not related
Rules of sorts. He said there was nothing wrong with that, and it would be a good idea to start building up a bank of ideas for expectations which I will be able to share. I really respect him as a teacher, he teaches so well and it seems to be so natural to him. I expressed that, and he encouraged me to have my own style. I left his office feeling a whole lot better.
In the afternoon, that teacher which was absent yesterday was back but not feeling very well. He asked if I wanted to take his class and he would give me feedback. I will take any chance to teach to of course I took the offer with both hands! This was with 2 mins to go, and I did not get a chance to make more copies of the resources I had used with the previous classes! I made do! I did more group work with them where they shared the handouts and that actually worked really well.
He gave me some great feedback, all written out on 3 A4 pages!
- Title and date on the board
- Lesson objectives discussed
- Good starter activity with getting them to read quietly on their own and then to talk to their friend about what the definitions for the key concepts may be.
- Teacher vocab like "hands up", "read quietly", "can you expand on his/her answer", "pens down"
- Good use of language and terms - need to be careful to make sure I dont use language that is too difficult, need to remember to explain what words mean.
- Good resources - but I rushed through them. I spent 40mins making a resources but only spent 2 mins on it in the class.
- When I give the class 5 mins, I actually give them way less time to do it. I need to get a stop watch or keep looking at the clock to ensure I am giving them the amount of time I have said I would give them.
Overall it was a really positive experience and I am so so happy I got to teach another lesson.
He was very very encouraging. He said that as I get more comfortable in the classroom I will start to work out my own ways on how best to deal with particular classes. He encouraged me to express my expectations to the class before I take a lesson - things like:
- When I am talking you are not
- When we are having a class discussion, it is polite to listen to your classmates when they are talking instead of having a conversation in another group about something that is not related
Rules of sorts. He said there was nothing wrong with that, and it would be a good idea to start building up a bank of ideas for expectations which I will be able to share. I really respect him as a teacher, he teaches so well and it seems to be so natural to him. I expressed that, and he encouraged me to have my own style. I left his office feeling a whole lot better.
In the afternoon, that teacher which was absent yesterday was back but not feeling very well. He asked if I wanted to take his class and he would give me feedback. I will take any chance to teach to of course I took the offer with both hands! This was with 2 mins to go, and I did not get a chance to make more copies of the resources I had used with the previous classes! I made do! I did more group work with them where they shared the handouts and that actually worked really well.
He gave me some great feedback, all written out on 3 A4 pages!
- Title and date on the board
- Lesson objectives discussed
- Good starter activity with getting them to read quietly on their own and then to talk to their friend about what the definitions for the key concepts may be.
- Teacher vocab like "hands up", "read quietly", "can you expand on his/her answer", "pens down"
- Good use of language and terms - need to be careful to make sure I dont use language that is too difficult, need to remember to explain what words mean.
- Good resources - but I rushed through them. I spent 40mins making a resources but only spent 2 mins on it in the class.
- When I give the class 5 mins, I actually give them way less time to do it. I need to get a stop watch or keep looking at the clock to ensure I am giving them the amount of time I have said I would give them.
Overall it was a really positive experience and I am so so happy I got to teach another lesson.
Thursday, 26 April 2012
23 | 04 | 2012
A geography teacher was off today. I got the amazing opportunity to take both of his lessons! And surprise suprise, which lesson do you think it was - that first settlement lesson for year 8's. The one which I felt really bad about after getting feedback! It seems to be haunting me! I was glad for the opportunity to do it again, not once but twice.
The first class I had a cover teacher with me. She was very involved in her own work, so that made me less nervous. I didn't get any feedback from her after the lesson was complete, so I am not sure if it was good or bad. I felt positive about it and I feel like I am starting to get comfortable being watched by 24 pairs of eyes.
It was an interesting thing, same year group, same lesson, but both were completely different. The first was with a class I have never sat in on, they were not familiar with me and I was not familiar with them. So they were very quiet and we got through a ton of work. At the end when I did my 'closing the gate' they seemed to have learnt something which I was very happy about. When they were packing up I asked of the girls how it was, she said "we usually talk more". Oh goodness! I probably sounded like a foghorn up there. I need to make sure that I am not the one talking and teaching all the time, that they students are learning through doing and contributing. I took that on board for the next class.
The next class I have been sitting in on, so they know me. They were a noisy bunch and me giving them more opportunity to talk was probably not the best idea. Being it was the end of the day, last lesson for them I found like I was competing with them. I made the mistake of handing out a cut-and-glue-in-your-books resource BEFORE giving the instructions! Silly Silly Silly. I wont be doing that again, because trying to get their attention was really difficult.
I also noticed that wow, I am SO loud. My voice is loud. And I think that just make them louder. I found that if I just stopped and was silent, it worked better.
The first class I had a cover teacher with me. She was very involved in her own work, so that made me less nervous. I didn't get any feedback from her after the lesson was complete, so I am not sure if it was good or bad. I felt positive about it and I feel like I am starting to get comfortable being watched by 24 pairs of eyes.
It was an interesting thing, same year group, same lesson, but both were completely different. The first was with a class I have never sat in on, they were not familiar with me and I was not familiar with them. So they were very quiet and we got through a ton of work. At the end when I did my 'closing the gate' they seemed to have learnt something which I was very happy about. When they were packing up I asked of the girls how it was, she said "we usually talk more". Oh goodness! I probably sounded like a foghorn up there. I need to make sure that I am not the one talking and teaching all the time, that they students are learning through doing and contributing. I took that on board for the next class.
The next class I have been sitting in on, so they know me. They were a noisy bunch and me giving them more opportunity to talk was probably not the best idea. Being it was the end of the day, last lesson for them I found like I was competing with them. I made the mistake of handing out a cut-and-glue-in-your-books resource BEFORE giving the instructions! Silly Silly Silly. I wont be doing that again, because trying to get their attention was really difficult.
I also noticed that wow, I am SO loud. My voice is loud. And I think that just make them louder. I found that if I just stopped and was silent, it worked better.
Wednesday, 25 April 2012
18 | 04 | 2012
I felt really upset after that Monday's lesson where I had feedback from two other staff members on suggested areas for imporvement. I felt like I was in the wrong job, and perhaps, after all, I am not teacher material. I kept wanting to blame the lack of preparation time. After having a day to actually reflect, the feedback was more about teaching skills which need to be acquired and can only come after time and experience in the classroom. No matter how prepared or unprepared I still would have come up short on those areas they pointed out (see this reflection)
In one of our first lectures, the prof said that our personalities come out in our teaching styles and ultimately play a big role in what kind of teachers we will be. This influences whether or not we take feedback back and use it to improve, or simple get defensive and don't improve. This was played out for me for sure! I got all defensive, and didn't see it (at the time, I have come around now!) as positive feedback but more as an assault! Looking back I am so grateful they are helping me grow as a person and as a teacher. Feedback is the only way I know I can grow, so I will try and get as much of it as I can so I can improve and be the best I know how to be.
I got a chance to redeem myself and get a bit of confidence back, my mentor teacher and I did a 'shared-teaching' lesson for that exact class's second Geog lesson for that week. It can me a chance to see how a shared-teaching environment works. I was still nervous and felt rushed, but like my mentor teacher says, its baby steps of actually just feeling comfortable in the setting before zooming in on actual skills.
In one of our first lectures, the prof said that our personalities come out in our teaching styles and ultimately play a big role in what kind of teachers we will be. This influences whether or not we take feedback back and use it to improve, or simple get defensive and don't improve. This was played out for me for sure! I got all defensive, and didn't see it (at the time, I have come around now!) as positive feedback but more as an assault! Looking back I am so grateful they are helping me grow as a person and as a teacher. Feedback is the only way I know I can grow, so I will try and get as much of it as I can so I can improve and be the best I know how to be.
I got a chance to redeem myself and get a bit of confidence back, my mentor teacher and I did a 'shared-teaching' lesson for that exact class's second Geog lesson for that week. It can me a chance to see how a shared-teaching environment works. I was still nervous and felt rushed, but like my mentor teacher says, its baby steps of actually just feeling comfortable in the setting before zooming in on actual skills.
Tuesday, 24 April 2012
17 | 04 | 2012
Differentiation - it does not mean MORE WORK. It means more challenging work for those who are more able.
I have seen differentiation planned for in most of the lesson plans, but it is not specifically refereed to in the lesson. Maybe its a little more subtle? I don't know. It seems that it is more focused on when teachers are being moderated!
16 | 04 | 2012
Today I taught a settlement lesson - the HOF and a CSU person was in the classroom. It was so nerve racking! I was not prepared for it thats for sure. I struggled with:
- getting students attention
- timing of tasks (I had more lesson than tasks!!)
- I was all over the classroom
I felt like I was completing for their attention. And I think with two other people in classroom I just got more and more nervous as the time went on.
What I learnt:
- give time limits for how long they have to do things
- Make sure when i say "3 mins on this task" I am actually giving them 3 mins!
- wait until I have everyone attention BEFORE giving instructions
- make sure I stand at the front so everyone can hear me!
- getting students attention
- timing of tasks (I had more lesson than tasks!!)
- I was all over the classroom
I felt like I was completing for their attention. And I think with two other people in classroom I just got more and more nervous as the time went on.
What I learnt:
- give time limits for how long they have to do things
- Make sure when i say "3 mins on this task" I am actually giving them 3 mins!
- wait until I have everyone attention BEFORE giving instructions
- make sure I stand at the front so everyone can hear me!
12 | 04 | 2012
Okay, so I have relaxed and started to use my brain. I am following a template/lesson plan that TB gave me. I need to keep it simple. The issue is, how do I know if what I am preparing is too hard? Is to much? I have no idea what their capabilities are. I guess I will get feedback from my mentor after the Easter break.
I am finding that doing a minute by minute lesson plan (although God only knows how long it takes for them to do things!) FIRST and then simplifying it for the SOW is a better way for me personally. I can think through it logically then - see it infront of me...
This is really tough going though! Hopefully I will get better with time.
I am finding that doing a minute by minute lesson plan (although God only knows how long it takes for them to do things!) FIRST and then simplifying it for the SOW is a better way for me personally. I can think through it logically then - see it infront of me...
This is really tough going though! Hopefully I will get better with time.
10 | 04 | 2012
I am seriously struggling with this SOW for the Olympics. I really thought it would be pretty simple and I am so so frustrated! I don't actually know what I am doing or how to do it! Coming up with Key Questions, Learning Objectives, Resources, Suggested teaching and learning activities is really bloody difficult if you have never done it before! Its so so hard. I want to cry! It has taken me 5 hours to come up with the first key question. Its ridiculous.
29 | 03 | 2012
I noticed today that either before the lesson objective or just after the lesson objective, the teachers I am watching do a bit of recall/recap from the last lesson. I find that its really helpful to (1) see what they remember (2) gives context to where the students are going and are at within the unit. I think its a good thing to do, students are going from subject to subject and its quiet a grounding 5 mins - basically saying "this is Geography now, this is what we doing"...
I need to remember to fit a bit of recall/recap from the last lesson at the beginning... it doesn't have to be long, just a couple minutes.
I need to remember to fit a bit of recall/recap from the last lesson at the beginning... it doesn't have to be long, just a couple minutes.
Monday, 23 April 2012
27 | 03 | 2012
EEEK! I took part of a lesson today. My mentor told me a couple hours before that he was going to be 5 mins late and could I start the Year 7 lesson on Tropical Cyclones for him. What an opportunity. I was SO SO nervous. I don't really know why. I have done so many presentations to crowds in my life, but this was just not the same. I had been in two other classes which had just done that topic so I was confident that I knew the content and had a semi basic idea of how I wanted the lesson to go.
I made sure I referred to my lesson objective (which I had up on the board), I gave them some context about what we were doing and what they should have understood by the end of the lesson. I had had a lesson free before hand and break to prepare handouts and that type of thing.
Things that I learnt:
(1) I rush. I seem to not be aware of time. I actually needed to check myself, and tell myself to calm down and give them a chance to process what was being said, give them a chance to actually take down the objective, give them a chance to read the handout, give them a chance to think. I just need to chill out man!
(3) My voice is way too loud. When my mentor came in and took over, he was cool, calm and collected, not loud. I think my loudness could give the perception of being not in control. Well I think kids pick up on that? I don't know.
(2) I have no idea if they learnt anything? When my mentor came in, I did say "Lets show Mr..... what we have learnt so far" - they repeated it all back to me like parrots! How on earth do I know if any of them have converted it?
I made sure I referred to my lesson objective (which I had up on the board), I gave them some context about what we were doing and what they should have understood by the end of the lesson. I had had a lesson free before hand and break to prepare handouts and that type of thing.
Things that I learnt:
(1) I rush. I seem to not be aware of time. I actually needed to check myself, and tell myself to calm down and give them a chance to process what was being said, give them a chance to actually take down the objective, give them a chance to read the handout, give them a chance to think. I just need to chill out man!
(3) My voice is way too loud. When my mentor came in and took over, he was cool, calm and collected, not loud. I think my loudness could give the perception of being not in control. Well I think kids pick up on that? I don't know.
(2) I have no idea if they learnt anything? When my mentor came in, I did say "Lets show Mr..... what we have learnt so far" - they repeated it all back to me like parrots! How on earth do I know if any of them have converted it?
22 | 03 | 2012
I am throughly enjoying being exposed to 4 different teachers. I have started a resource file, and started writing down in detail how the lesson goes for each one. I starting to get an idea of how I would like to teach.
I have noticed that most times, when beginning the lesson, the lesson objective is written up on the board and a few minutes are spent talking about what the lesson was about, how it fits into the unit and where its going. I need to make sure I do this. I think its a good way to communicate what the outcomes for the lessons. I think it so much of the time, lessons are delivered and students are left wondering, what was that all for? How does it fit into our topic?
Another thing I have noticed is the 'closing the gate' - majority of the lessons, there is time left for a recap on what we just learnt for the last 50 mins. I need to make sure I do this too. It seems to be a good indicator for the teacher to know who has actually got the topic/concepts and who is still a little unsure. It's a good way to see if any learning has occurred.
*Things to take note of for my future lessons:
(1) Always start with Lesson Objectives and Outcomes - have them up on the board/screen and get them to take it down in their books
(2) Close the Gate - I need to make sure I leave enough time to revist what we have done.
These two things need to happen every lesson. It needs to form part of my routine.
I have noticed that most times, when beginning the lesson, the lesson objective is written up on the board and a few minutes are spent talking about what the lesson was about, how it fits into the unit and where its going. I need to make sure I do this. I think its a good way to communicate what the outcomes for the lessons. I think it so much of the time, lessons are delivered and students are left wondering, what was that all for? How does it fit into our topic?
Another thing I have noticed is the 'closing the gate' - majority of the lessons, there is time left for a recap on what we just learnt for the last 50 mins. I need to make sure I do this too. It seems to be a good indicator for the teacher to know who has actually got the topic/concepts and who is still a little unsure. It's a good way to see if any learning has occurred.
*Things to take note of for my future lessons:
(1) Always start with Lesson Objectives and Outcomes - have them up on the board/screen and get them to take it down in their books
(2) Close the Gate - I need to make sure I leave enough time to revist what we have done.
These two things need to happen every lesson. It needs to form part of my routine.
20 | 03 | 2012
Olympic's Planning!
My mentor is making a huge effort getting me involved in as much as possible. I am so grateful. Today we had a chat about doing a Scheme of Work for the Topic of the Olympics and Geography for the Year 7's and 8's. He gave me an example of how this is done - so a template to work from. It looks simple enough I think! So its for about 12 lessons, over 6 weeks or so. We are going to have a brain storming session soon. I am glad I am getting the chance to do this.
This morning I was chatting with a PSHE teacher - she was saying she has been a mentor for a few PGCE students. I asked her if she could run through the British system with me - there are so many acronyms being thrown around and I get really confused - things like GSCE and Key Stage, A levels, O levels... South Africa had a real basic system you either went private (IEB) or public (OBE)... all I new was that one was international and one was government. She spent a bit of time going through it all, referring me to the Department of Education's website where I could download the Standards for Teachers in the UK and also the Geography Curriculum.
I asked my mentor about curriculum, and the national curriculum and the schools curriulcum. He have me plenty of reading to do! I went home with heaps of information to get my head around. As well as the schools handbook! I find curriculum and the criteria and making links back to it all a little fuzzy!
15 | 03 | 2012
So thats the first 3 days, first week, over at School A.
At first when I looked at my timetable I was wondering why I was not with a couple classes consistently, so the learners could get used to me. But I see now what my mentor is doing. I am being exposed to 4 different teachers and their styles. He is smart! It's not about getting to know learners (well that's important but not a priority), its about being exposed to how individuals teach. It has been fascinating watching the same lesson being taught by 4 different teachers. They are all very unique.
TA, TB, TC and TD have all spent time with me, showing me the scheme of work for each year group. TA seems to be more organised, he has his individual lessons typed out, puts them in plastic folders with all the resources needed for that lesson and filed in a orderly system. First thought, what a lot of work! Second thought, that is awesome! As the years and topics go by, he tweaks to suit. His organisation is reflected in his lessons, there is hardly any off-task time or wait-time. He knows exactly what he is doing.
That is something I would like to do myself. Be well prepared. Organised. On top of it!
Yesterday I mentioned that I was a little unsure about content. Turns out there are some great resources around. The HOD took me to the library and showed me the text books that students use for KS3. It is really helpful and I feel so relieved to be able have something concrete to flick through and get familiar with.
At first when I looked at my timetable I was wondering why I was not with a couple classes consistently, so the learners could get used to me. But I see now what my mentor is doing. I am being exposed to 4 different teachers and their styles. He is smart! It's not about getting to know learners (well that's important but not a priority), its about being exposed to how individuals teach. It has been fascinating watching the same lesson being taught by 4 different teachers. They are all very unique.
TA, TB, TC and TD have all spent time with me, showing me the scheme of work for each year group. TA seems to be more organised, he has his individual lessons typed out, puts them in plastic folders with all the resources needed for that lesson and filed in a orderly system. First thought, what a lot of work! Second thought, that is awesome! As the years and topics go by, he tweaks to suit. His organisation is reflected in his lessons, there is hardly any off-task time or wait-time. He knows exactly what he is doing.
That is something I would like to do myself. Be well prepared. Organised. On top of it!
Yesterday I mentioned that I was a little unsure about content. Turns out there are some great resources around. The HOD took me to the library and showed me the text books that students use for KS3. It is really helpful and I feel so relieved to be able have something concrete to flick through and get familiar with.
13 | 02 | 2012
Wow, what a day. First day in the school system, I have come full circle! The school environment still smells the same - lots of familiar sights, sense and sounds. Its crazy how every person listens to the bell! During one of my behavioural lectures, my prof said that outside of prison, school is the most regulated environment. It really is! There is a bell for everything.
I came in to today with lots of confidence! I thought it would be like starting a new job - you know that terrible first week when you don't know anyone and have no idea where anything is --- I found myself getting lost and in the wrong place a few times. Oops! This teaching thing is actually a waaaay bigger deal. Today I had this overwhelming sense of panic - I saw the teachers in action, so calm, collected and in control. I have no idea if I can be like that! I realised I am super rusty with content, I mean, I was learning things in the classroom. How the heck am I meant to teach if I have no idea of the content. We are working with peoples futures here, which is a huge huge deal.
One lesson at a time, one day at a time... I just have to remember that this is going to be a process, and I need to be teachable and not take things personally when I 'fail'. It is in my nature to want to be great first time. I dont like to do things if I am not great at it! Looks like that is going to change! I foresee a massive personality overhaul coming my way!
It was a good first day. I obviously feel nervous about if I am going to make it in this role and if I am suited to it. But I have a sense of peace about it, like I know I will get there. And this is so where I want to me. Finally! After 26 years, I sort of feel I am doing something that I am passionate about.
I came in to today with lots of confidence! I thought it would be like starting a new job - you know that terrible first week when you don't know anyone and have no idea where anything is --- I found myself getting lost and in the wrong place a few times. Oops! This teaching thing is actually a waaaay bigger deal. Today I had this overwhelming sense of panic - I saw the teachers in action, so calm, collected and in control. I have no idea if I can be like that! I realised I am super rusty with content, I mean, I was learning things in the classroom. How the heck am I meant to teach if I have no idea of the content. We are working with peoples futures here, which is a huge huge deal.
One lesson at a time, one day at a time... I just have to remember that this is going to be a process, and I need to be teachable and not take things personally when I 'fail'. It is in my nature to want to be great first time. I dont like to do things if I am not great at it! Looks like that is going to change! I foresee a massive personality overhaul coming my way!
It was a good first day. I obviously feel nervous about if I am going to make it in this role and if I am suited to it. But I have a sense of peace about it, like I know I will get there. And this is so where I want to me. Finally! After 26 years, I sort of feel I am doing something that I am passionate about.
12 | 03 | 2012
My mentor has kindly given me a few free periods during the school day so that I can do any uni work I need too. It should be good! I will use those free's to make sure I am keeping up to date with lecture recordings, tutorial discussions and readings. I will nail this work/study thing!
5 | 03 | 2012
Today I met with my mentor. He is a Assistant Principal as well as a Geography teacher at School A. We went through what I needed from the school in terms of practical experience, we went through the USQ time table and the expectations they have for me whilst I am on prac. I think its rather unfair on schools to be expected to hand over the reigns to some stranger for 3 weeks!
I am a learning-on-the-job type of person, so I really wanted to start being around the school ASAP. The sooner I get in there and start observing and seeing how the theory is put into practise the better! I asked if I could be around 3 days a week to begin with, just being around to watch and learning and help where I can. That seems to be possible. YAY. So excited!
I met the HOD for Geography and she seems very lovely. Both my mentor and HOD are making a timetable for me. I will be observing 4 teachers in a variety of classes - mainly year 7, 8 and 9's. A couple of yr 10 classes and 1 yr 12. I am so so excited to start! Tuesday 13 March is my first day!
I am a learning-on-the-job type of person, so I really wanted to start being around the school ASAP. The sooner I get in there and start observing and seeing how the theory is put into practise the better! I asked if I could be around 3 days a week to begin with, just being around to watch and learning and help where I can. That seems to be possible. YAY. So excited!
I met the HOD for Geography and she seems very lovely. Both my mentor and HOD are making a timetable for me. I will be observing 4 teachers in a variety of classes - mainly year 7, 8 and 9's. A couple of yr 10 classes and 1 yr 12. I am so so excited to start! Tuesday 13 March is my first day!
24 | 02 | 2012
Today I spent the morning with in the Curriculum Support Unit (CSU) at School A, observing.
This school makes a huge effort and uses every resource possible to find out where their students are at academically before they coming into the school. There are these tests, middle year indicator scores (MYIS) which predict what GCSE scores a particular student will get. I find it really interesting that a prediction can be made as to watch mark/score a student should be getting.
I also liked how each student has a personality write up in a file - I was observing an English lesson in the CSU, and whilst it was being taught, I was able to read through a file on every student present; their background, their strengths and weaknesses, where and how they can improve. There seems to be a great effort to get to know students, to get to know how they learn, to look at factors beyond the classroom such a personal background, family life... it makes sense to do that. Its another tool which can be used to assist students in being better and improving on their scores.
It is very clear that this is a high performing academic school!
I would like to get to know my classes in that level of detail. I would like to make sure I show an interest in them as individuals. School A has this information available for teachers to access, but if I find I am in a school which does not have this type of resources available, I would very much like to get my own file going with write ups on each child. I am seeing the importance of student-teacher relationships. In my observation, I see they respond well to the educator - there is a mutual respect and a healthy banter.
This school makes a huge effort and uses every resource possible to find out where their students are at academically before they coming into the school. There are these tests, middle year indicator scores (MYIS) which predict what GCSE scores a particular student will get. I find it really interesting that a prediction can be made as to watch mark/score a student should be getting.
I also liked how each student has a personality write up in a file - I was observing an English lesson in the CSU, and whilst it was being taught, I was able to read through a file on every student present; their background, their strengths and weaknesses, where and how they can improve. There seems to be a great effort to get to know students, to get to know how they learn, to look at factors beyond the classroom such a personal background, family life... it makes sense to do that. Its another tool which can be used to assist students in being better and improving on their scores.
It is very clear that this is a high performing academic school!
I would like to get to know my classes in that level of detail. I would like to make sure I show an interest in them as individuals. School A has this information available for teachers to access, but if I find I am in a school which does not have this type of resources available, I would very much like to get my own file going with write ups on each child. I am seeing the importance of student-teacher relationships. In my observation, I see they respond well to the educator - there is a mutual respect and a healthy banter.
26 | 02 | 2012
I met with the principal today - he has Aussie roots, and actually went to USQ! That is a bonus. It sounds like I will be able to do my practical placements at this school (School A). I got a tour around the place, and compared to the others I have been too, it has a great feel to it. Maybe because if its age?
R
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