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.
Thursday, 26 April 2012
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
R
Subscribe to:
Comments (Atom)