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June 06, 2011

The Blog.

So the blog is due tomorrow...or today...

Wow...this course is really almost over....

I don't know how I feel about this. Having looked at all the tick boxes for the SCTs I feel that I have suitably matched most of them so I really hope I don't fail.


I'm also wondering if this blog gets deleted at the end of this course? Because that would hurt....really hurt....I'd like to keep this as a record of my first teaching year...so that when I am Head Teacher one day I can laugh at my uselessness in my first year. haha.

I'm really looking forward to the teaching I will do in the next week remaining weeks. It is going to mean that my whole purpose of being is to teach and I won't feel the immense pressure of writing my blog or completing this task or doing some assignment...it is going to be teaching in its purest form. 


Well I guess I had better sleep now, the week is about to begin and I must be energetic! 


My love to all....

I hope this blog satisfies =) it is important to me and would hurt if nobody read it or if those who did didn't like it. Ha.


Also I want to thank all who did read it.... =) xxx





SCT2 – focused observations

sct2.docx



My peer feedback on this task was positive - except that it became obvious that i added an appendix because i was over the word limit...

i enjoyed this task overall though. it was really good to get this sort of targeted observation in. 


SCT1 – a long forgotten upload

sct1_topic_plan.docx


sct1_lesson_plan.docx




June 05, 2011

Masters

marked_maths_masters2.doc


core_masters_theories_of_learning.docx


Some lessons that have worked….

24_mar_y8_ratio.pptx


long_multiplcation.pptx


starters.pptx


upper_and_lower_bounds.ppt


upper_and_lower_exit_ticket.doc


y7_mode_and_range.pptx


y8_mon_16_may.docx


Exit Tickets

forgot to mention....everybody needs to use exit tickets...they are amazing and work so well. - shall upload some examples asap!


Subject Knowledge Development

I feel it is about time i reflected on my subject development. 

A few months ago i was pleased to have mastered Mechanics and have taught some lessons to my PP1 pupils. this placement i have taught c2 every week and am very settled with this. i would have liked to have had practice teaching c4 but this was not available to me. 

My revision has been slow but the thing that has helped me the most is that my brother is taking his A Levels now and has high expectations from me. This really pushed me to pick up C3 and C4. i was pleased to find that c4 isn't as scary as i thought it was. 


Differentiation and Integration are by far my favourite topics and i could sing and dance around them all day. i spent a while going over the proofs for them and would have loved to have explained it to some pupils. 


Parametric curves confuse me slightly, but only because i don't think i could explain the reasoning behind it so clearly.

Vector are straight forward enough but their proofs are something i need to work on.


All in all, i have been pleased with my development over the year. there is always room for more, and more work on proofs and theory would benefit me greater so that i really know the top end. i am hoping to have developed my Further Maths skills over the course of the next year. 


SCT6 – Year 8 – overall

What progress, if any, was made?

Pupil A – his autism has never come across as a problem in lessons, he has worked very well and regularly offers his insights. By having ‘KEY WORDS’ in all my lessons now his handwriting has improved alongside his spelling. I am expecting him to meet his predicted grades.

Pupil B – I feel I made good progress with pupil B. the hindrance she has is that the class doesn’t allow her to make the progress she is capable of and she needs to practice doing well in tests and exams. However by giving her access to higher end work and it arousing her curiosity, she feels as though she is a part of the class and can ask questions whenever she feels the need to.

Pupil C – a very temperamental pupil. Some days I made substantial progress and the other times I didn’t make any. He worked well when he could see the work was suitable for older pupils, but he would make mistakes and wouldn’t have the patience to hear out an explanation, and his annoyance would lead him to walk out off class or start a fight with somebody else.

Me: I developed my ability to control a variety of problems in a classroom, often at the same time. I tried different types of lessons and split them up again and again and saw a significant improvement.



Have all students made progress?

During the period of this study, I can say that all students have made progress. Whether they have progressed enough to move up a level or not is debateable, but in terms of personal development I feel they have all made progress.

My handling of them was much better this term and this allowed me to persuade them to do what I needed them to. Pupils developed their ability to work in groups with the new L shaped tables, and often discuss the work with the people they sit next to.

The pupils who needed pushing were given the extra work, and extension that they required and so I saw big steps in their improvement and this reflected in my lesson observations.

There have been a few pupils with whom I have struggled and this has been partly due to the fact that they don’t enter the classroom. One pupil is regularly ill, one is part suspended, the list goes on. This type of issue affects 6 pupils out of the class altogether and their progress hasn’t been so much academic. With two of those pupils I feel I have made no progress, not even in terms of personal development.




           What factors have inhibited progress, if any?

Over the course of this study, I have found that some of the pupils’ personal problems inhibited progress.

This ranged from one pupil having lost a nail and so couldn’t write for 3 weeks, to pupils walking out of the room whenever it suited them.

There was always a need to see the year manager or some other teacher.

Fights breaking out

Having lessons Period 5 on Mondays and Tuesdays meant they needed to go to the bathroom regularly.

Not only does this stop the learning of those who are causing trouble, but it also restricts how much I can push the rest of the class.




           What factors encouraged progress? 

My lessons, being sectioned into different stages and different levels

The seating plan – L shapes

No Hands Up using sticks

Mini-whiteboards

The help of teaching assistants

Different worksheets to work towards

Bribes of e-points and threats of phoning parents

Consistent behaviour policy.


Directed Task – evaluating learning

The way the task has contributed to your understanding of teaching and learning and your reflections on what you have learned from completing this study.

When I first saw this class, I was terrified. The first lesson I observed saw the class teacher sit them all in a circle and ask them why they behaved so badly and what they would like him to do. They came up with ideas like working on their own, and some wanting to work in table groups. It was a scary first lesson for me to see. My lessons didn’t start off all that great either.

However, I now feel that I have improved and that these pupils are learning something from me.

On a personal level, because I didn’t start off so well with this class, my mentors and the school put in a lot of effort to make sure I improved my behaviour management. I have tried almost every technique in the book and have found that there are some that work and others that don’t. Each class to their own really. I have learnt a lot with this class, in terms of lesson structure, making sure that there are a variety of different tasks, dealing with different abilities….it has been good. I have had a number of days when I went home and cried about the class, but it is all about learning I guess.

This study allowed me to look at the reflections of three pupils in the class on a deep level that I probably wouldn’t have done otherwise. It forced me to think ‘what actually has Pupil B learnt?’ ‘how do they actually feel about what they can do?’ ‘does this match what they can actually do?’

It was endearing that at one point I thought I taught them that….

This task showed me that teaching and learning is a two way street. Whatever I say is going to be remembered and so I must be careful. I must make sure that there is something for every one in the class to do, something that is appropriate for them.

I have learnt to look at the pupils as their own people through this study, rather than viewing them as a collective class. When I thought about the way that Pupil A writes or that Pupil C will throw a tantrum over certain things, I brought this into my lesson planning and it immediately made a huge difference to the way the lessons went. I am glad that I have this understanding before the new year starts. =)


The impact your teaching has had on this group and class of learners and evidence of your intervention in order to ensure progress

My teaching with this class has been somewhat based on behaviour management and somewhat based on making sure they understand basics. They are set 3 of 4 and sometimes I do feel as though I expect too much from them. After one lesson I was told that I had done well and that most of the pupils had learnt something new, but to myself I wasn’t satisfied as they had only learnt a small thing. But this is what they needed. Small steps every lesson. I am pleased to see that pupils now carry the correct equipment, draw margins and follow the date, title, starter procedure.

There are times when some of them will play up and create dramas but I know that by the end of each lesson everyone will leave having learnt something new.

My ability to work one-to-one with pupils has allowed me to spend time with the weaker pupils and push them to making progress. From going from coming into the class and doing nothing, I am pleased to say that they now come in and work well for at least 40 minutes of the lesson, before a fight kicks off or somebody runs out of the class.

I feel that with the way the lessons are differentiated, those in the class who do work well and behave have also made progress and I can prove this by showing that they spend the last 15 minutes of most lessons working on Level 6 problems based on the relevant topic. They like getting to this stage and are always pleased by their progress.

Once the lessons are over, I spend time considering what worked, what didn’t, and regularly try out different types of tasks – involving drawing, origami, mini whiteboards, games, group work – and use the successes as basis for the future lessons. From the close monitoring of the pupils progress I saw that those who could have fallen behind because of the behaviour aspect of this class, didn’t and I am expecting them to improve a grade in the tests they do in the next few weeks.

EXTRAS....

Copies of assessed work is available in my teaching file with the lesson plans for this week. This includes photocopies of pupil work, my marking and targets set.

The school policy is such that they will be sitting tests next term and so I was advised not to test the class as yet and so I have no official documentation of the progress the class and my three chosen pupils have made.


June 04, 2011

SCT6 – Week 5 23 / may / 11

Lesson 1

·     All pupils can use a protractor to accurately measure angles

·     Most pupils can work out the relationship between the Interior angles of polygons

·     Some pupils can see that the exterior angles of any polygon add up to 360degrees.

WILT:

Pupil A

1.    Use a protractor to measure angles

2.    Exterior angles add up to 360 degrees

3.    Measure angles

Pupil B

Interior angles of polygons go up by 180 degrees because there is an extra triangle.

Pupil C

---

Lesson 2

To develop multiplication ability by using three different methods

1.    Grid method

2.    Diagonal method

3.    Long method

WILT:

Pupil A

I like the Grid method and diagonal method is good.

Pupil B

I like the diagonal method, it was new and I can do long multiplication correctly.

Pupil C

I can do it in my head

Lesson 3

·     All can recognise conversion graphs

·     Most can read conversion graphs

·     Some can use data to accurately draw conversion graphs

WILT:

Pupil A

1.    Follow the line on the conversion graph

2.    Swap things around e.g. 1 min 0.75 km

3.    Use a ruler

Pupil B

Today I made quite a few mistakes but then I fixed them.

Pupil C

You have to be careful when you are reading the graph to be accurate.

Last week, whilst working on Pie-charts I saw that pupils struggled with using protractors. Thinking about wanting to allow the pupils to tell me what they have discovered I created a task which allowed them to look at interior and exterior angles of regular polygons and practice their use of protractors. By the end of the lesson they were expected to tell me three things that they had discovered (along the lines of what the exterior angles add up to, what interior angles add up to….is there a link…).

This lesson went well and pupils worked in pairs to find the missing angles and wok out what they added up to…the plenary was especially successful as I was able to demonstrate the addition of triangles to illustrate how interior angles are related to the number of sides the polygon has and the pupils were very curious to see how this worked. They left with a ‘hmmm who knew’ look which did amuse me.

The multiplication lesson also worked very well as pupils were pleased with themselves when they were able to find the answers to long multiplication sums. I gave the history of the diagonal method, explaining that it originated from China and the peasants used it and they were quite impressed. I would have liked to have spent a bit more time explaining this but the class were restless enough with my talking. This lesson was appropriate and probably something I would use earlier in the year so that pupils get a strong foothold on how to multiply. By the end of the lesson pupils were choosing the method they preferred and it was good that they were exposed to a variety of methods. I saw that whilst some preferred the diagonal method, other worked with the grid, but the international pupils (Pupil B) would only use Long multiplication method. Interesting. 


SCT 6 – Week 4 16 / may / 11

Lesson 1

·     Reading and Drawing Pictograms

WILT:

Pupil A

Absent

Pupil B

I came half way through the lesson today but I knew what to do

Pupil C

In this work I did it incorrectly by using different pictures and not having a key showing that (*) = 2 people. =)

Lesson 2

·     Interpreting and Drawing Bar graphs

WILT:

Pupil A

1. The bars should be the same width and length.

2. There should be a title.

Pupil B

Today’s work was quite easy and I have learnt all the things that make a bar graph accurate.

Pupil C

I can do bar graphs

Lesson 3

·     All students can read Pie-charts (Level 5)

·     Some students can draw Pie-charts (Level 6)

WILT:

Pupil A

1.    How to do pie-charts

2.    Do more work

Pupil B

I know what makes a pie chart accurate. It shows the amount of different sections represented.

Pupil C

They not very hard but not very easy either. You must use a protractor every time or it wont be correct.

This week was interesting. I focused on making sure that all the pupils brought in pencils and rulers and that was a task in itself. Towards the end of the week, however, I had made progress and was pleased to see that the pupils were stopping me in the corridors to show me their rulers. What also worked well was that I threatened 3 friends of the most notorious pen-forgetter with detentions if the pen-forgetter didn’t bring his equipment. I knew I would have to follow through with this and was ready to, but they had sorted it out before they entered the class and I was pleased.

There is one pupil who missed about 4 weeks of school last term who has now come back into the class and has put me in a bit of a strange position. She comes in and pulls out a reading book, and spends the lesson reading. On one hand I am glad she is at least reading rather than throwing punches (as often happens), but she won’t do any maths. She works only if I stand over her and make her, and the minute I move away she starts reading. It is hard to maintain her as the class does need my help too. Maybe she will improve next week. Pie charts were successfully drawn, with only 3 pupils not managing to draw anything.

The progression of tasks this week moved the pupils on from Level 4 towards Level 6 work and I was pleased to see that the progress was evident.

The questions I was asked in class showed this to me straight away. At the start of the week pupils were easily accepting what I told them and answering questions, by the end they were asking me why and comparing the different methods of representing data. I didn’t have to prompt them much on this, and they themselves were suggesting when each type of graph would be useful. The No Hands Up worked well with this as those who weren’t pushing themselves as much were forced to participate. I felt that this achieved the target I set for myself last week in creating opportunities for pupils to make assertions themselves and me collating this to show the class their own ideas. 



My target:

present a variety of methods to pupils so that they can have a range of techniques to adapt to.


Target for 


Pupil A - to ensure pupil A gives an in depth detail of his 'WILT'

Pupil B - to keep making sure she asks questions and raises her curiosity. 

Pupil C - to make sure class collaboration happens.


SCT 6 Week 3 – 9 / may / 11

Lesson 1

·     All students can expand brackets

·     Most students can solve linear equations

·     Some can expand brackets and solve equations

Pupil A

1. How to add and subtract in algebra (in brackets)

2. Don’t get distracted

Pupil B

Today I did not really learn anything. I did not understand the last two questions, it was too complicated

Pupil C

Pupil C was wound up as soon as he entered the room and had to be removed.

Lesson 2

·     I know there are different types of averages

·     I can work out Range and Mode

·     I can work out the Median

·     I can work out the Mean

WILT:

Pupil A

I know there are different types of averages like mode is most often and range is largest - smallest

Pupil B

Today I have reached all of my learning objectives and the lesson went well. When there is two median you add them and then divide by 2!! Mean is add them all together and divide by how many numbers there are.

Pupil C

=D mean

=D median

=D range

Lesson 3

·     I can work out the Range and Mode

·     I can work out the Median

·     I can work out the Mean

WILT:

Pupil A

For Median put all the numbers in order and see which the middle number is.

Pupil B

It was easy lesson. I can work out range and mode and median and mean

Pupil C

Absent

Lesson 4

·     Finding the mean, mode, median and range of sets of data

WILT:

Pupil A

I can work out the mean with another pupil

Pupil B

I am quite comfortable doing grade C GCSE questions

Pupil C

I did GCSE work

This week saw us move away from Algebra and on to Averages.

The first lesson of the week was to tie all the algebra work together and was differentiated enough to allow those who understood the basics to move on to expanding brackets and solving equations at the same time, whilst allowing those who needed more practice on simple equation solving the time to practice and work through their difficulties.

Reflecting on the Algebra topic, the class did well. I have managed to create tasks that are differentiated enough to cater to the variety of needs the class has, and have found that this progression through tasks works well with the class. The majority of them enjoy striving to get to “worksheet 3” for example. 75% of the class were able to work on Level 6 questions and understood why they had to expand brackets, go on to collecting like terms and then solving. This was something I was pleased to see as this week I also taught a year 10 class the same thing and they struggled massively.

The averages topic took longer than I expected. I had been told the class needed a refresher on it and that they would adapt to it quite quickly. The reality turned out differently. Most of them couldn’t recall Median. However by the end of the week I was confident that the majority of the class could successfully use any form of average with data presented in different ways. This did not include continuous data. I am happy to move on to graphs next week.

When I asked the class to see if they could give me an example of a set of 5 numbers that had a mean of 5, I got a variety of correct answers from 16 pupils.

The trouble with this class that I am having is that the remaining 6 pupils regularly have reasons to leave the class at various points and utilize the help they get across the school to leave class and mess around.

Pupil A has worked well this week and refreshed his knowledge on averages. He was keen to ask questions and share his suggestions on when particular averages should be used. He has learnt himself that he works well in pairs and seemed to be really interested in the presentation of data and going on to see how it can be analysed.

Pupil B is always a diligent pupil and takes everything on like a sponge. I was pleased to see her helping her table group out. What I would like from her is a bit more questioning towards why certain procedures work in particular ways rather than just accepting the steps of what to do. I may try to see if I can create a lesson next week where the pupils can specifically tell me something new….

Pupil C managed to make noticeable progress and I found that algebra was a topic he worked well with. He worked especially well when questions were presented to him as GCSE questions. Considering he is on 3 school reports, he enjoys the praise and likes to tell his peers that he is working beyond them. Whilst this worked in the algebra topic, this did not transfer to the Averages topic. By the time it came for him to listen and pick up how to work out different types of averages and when to use each, he felt he was beyond it and stopped concentrating. When given questions that were slightly harder, he struggled and made simple mistakes. 



My target for next week:

try to encourage pupils to come up with reasons themselves as to why certain things happen, and collate these to present to the class, rather than presenting them as fact straight away


May 08, 2011

SCT6 – Week 2

Week 2

Lesson 1

·     All know what a term and expression is.

·     Most can collect like terms.

·     Some can expand brackets and collect like terms.

WILT:

Pupil A

--- 

Pupil B

I met all of my objectives today, you can see in my book. I am unsure about expanding brackets it is too long.

Pupil C

1.    Putting brackets in algebra

2.    What an expression and a term is

Lesson 2

·     All can multiply terms on the inside of a bracket by the number on the outside.

·     Most can understand what it is to expand brackets.

·     Some can expand two brackets and collect like terms.

WILT

Pupil A

If number is not in bracket not times just add on the end of the sum.

Pupil B

It seemed really hard at the beginning but it was easy.

5(3a +4) +2(2a +5b +3c) =

15a + 20 +4a + 10b +6c

Pupil C

1.    How to expand brackets

2.    Take away brackets

3.    Key words – Expanding brackets and Equivalent expressions.

Lesson 3

·     All can solve one step linear equations

·     Most can solve two step linear equations

WILT

Pupil A

Linear equation is equation of a line.

e.g. x + 12 =24

24 -12 = x

Pupil B

I have achieved all my objectives. It was really easy and a good lesson.

Pupil C

1.    how to solve one step linear equations

2.    sleep less in class

3.    two step linear equations


Three lessons this week. The aim of this week was to build up the class ability to expand brackets and solving equations.

The class made significant progress this week with three quarters of them working on Level 6 questions. Half of the class were able to expand brackets and simplify and towards the end of the week, the top end of the class were able to solve equations involving brackets and like terms. Most have made significant progress on this topic and are able to apply the skills they have picked up over the lessons to work on questions involving expanding brackets and solving equations.

Pupil A sulked during the first lesson of the week and didn’t do much work. He was sent to work with the head of department and appeared to be unwell.

In the second lesson he worked better and appeared more settled. He understands the work and has written explanation notes on the side of his page.

Due to a room change on the last lesson of the week, his routine was disturbed and he didn’t make as much progress as expected. He shouted that he didn’t understand but when prompted to work out the answers he was able to complete it.

Pupil B continued to work very well and ended up teaching her fellows. It was nice to see that she led her peers along with her. She was able to achieve all objectives and reached Level 6 in this topic. She enjoyed the lessons and received a Praise Postcard for the week.

Pupil C also made significant progress and achieved most of the objectives. He understood the concept but was quite slow in his progression as he was getting disturbed by the rest of the class. He worked well in groups and was pleased at his progress.

The rest of the class also reflected this progress.

It helped that mid week there was a Parent’s evening and so a lot of them came in motivated and ready to work towards the end of the week.

Their progress was evident from lesson to lesson due to the way the lessons built up from the previous ones. Every pupil managed to follow the lesson up to the Level 5 part at which point half continued at that pace and others pushed forward. They would explain questions to each other when somebody on their table got stuck.

The use of No Hands Up works well and whomever’s name comes up is forced to answer a question and this shows me that the objectives were achieved.

Next week I hope to get the pupils working more collaboratively and use mini-whiteboards and hopefully either problem solving or computer work.


SCT6 – Week 1

Lesson 1

·     All students must be able to work out the value of expressions

·     Most students should be able to draw ‘mapping diagrams’ to illustrate functions.

·     Some students could define key words like expression, function or variable.

WILT:

Pupil A

if you are told what x is put that instead of the letter. E.g. x add 3 divide by 5 = x + 3 and then divide by 5. It is completely different for 4x +1 = 5

Pupil B

1. In the beginning of the lesson I didn’t understand the value of experations but now I understand

2. I understood today’s lesson

3. unsure about writing down each of the rules in symbolic form.

Pupil C

1. How to put letters instead of numbers in maths

2. To use letters in number machines.



Lesson 2

} All know what a ‘term’ and ‘expression’ is (key words).

} Most can collect like terms.

} Some can collect like terms including negative numbers.

WILT:

Pupil A

how to do longer like terms. You don’t know what n is.


Pupil B

Today I have learnt how to work out simplifying expressions and to be able to collect like terms

Pupil C

1. To use letters in sums

2. to extend my work a little bit



There were two lessons this week and both went very well.

In the first lesson, the class were able to successfully collect like terms and about three quarters of the class were able to work with negative numbers.

Due to a late start to the lesson the class did not get the chance to consider objective 1. I had wanted a brief discussion about what the key terms could mean and so this is going to be one of the objectives of the first lesson next week.

Assessing the class against the objectives at the end of the lesson by asking them to use their thumbs showed me that there were 3 pupils who weren’t happy with the work they had been asked to do in the first lesson and 3 at the end of the second lesson with two of the pupils the same as the first lesson.

Pupil A made great progress and achieved each of the three objectives for both lessons. He is very happy with sitting on his own and now refuses to get distracted by the others around him. He had TA help for both lessons and this worked very well for him.

Pupil B worked very hard and asked questions about constants within expressions as she was unsure what to do with them. Once it made sense to her she progressed on to the extension work and attempted expanding brackets.

Pupil C also made significant progress and achieved all of the objectives. He breezed through questions once he understood the basics and was able to learn what to do with the negative numbers quite quickly. Expanding brackets next lesson may be too much but he was secure with the work done this week.

See Class book for marking evidence and progression of pupils.

Once pupils were comfortable with like terms in general I moved on to negative like terms and the class grasped this quite quickly. Working at a high Level 4, the class are ready to work with expanding brackets and then simplifying expressions next week.

This week I had tried a new lesson structure and the class has warmed to this very quickly. They enjoy lots of similar questions in chunked parts of the lesson and I find they make great progress when they spend the first 20 minutes working at Level 4.

The second 20 minutes focuses on Level 5 questions and the last 15 minutes is extending them on to Level 6 work. My target is to make sure I keep pushing them in this way and keep my explanations short and simple- with more of an active role for the pupils. 


SCT6 – Directed study – Detailed details about the class

Year 8

Set 3 of 4

23 pupils

Girls: 10

Boys: 13

Range from Level 3 to Level 5

Two SEN statements

Boy - Autism

Girl - Speech and Language

Year 8 Data              

                 KS2     End Year 7     Qualities

A                  B                     3b      Speech and Language statement. Support

B                  3c                    4c      Hard worker. Mathletics genius

C                 -                      4c      Underachieving and can strop. Needs challenge

D                3c                    3b        Immature and attention seeking

E                2a                    3b        Rarely in school.

F                 B                     3b        Weak and lacks confidence.

G               3c                    3a        Needs to be pushed constantly

H               3c                     3a        Lovely

I                                                     Attention seeking. Praise works.

J                                       3a         Lovely

K               T                      4c         Lovely but can get worked up

L                                        3a        Quiet, lacks confidence and under-achieving

M             3c                      3a        Great with 1;1 support as lacks confidence

N            3c                      3a        Weak and insecure so attention-seeks

O            3a                     4a       Lacks motivation. Needs challenge

P              3c                     4c         Thrives on praise

Q              4c                     4b        Statement-Autism

New to the school – no official assessment scores

R..........can be good but attention-seeks

S ..........lovely

T .........can get distracted by others

U – a problem to the whole school. Temper and lack of concentration. Very difficult.

V – new – no data as yet

W – new – no data as yet

Monday P5

Tuesday P5

Thursday P2

Friday P1

This is the kind of class where the majority are well behaved and studious, however there are roughly six pupils who constantly play up and disrupt the class. The class grow frustrated by one another and they often react to the ‘attitude’ they give each other.

Some of the worst behaved pupils have appointments with various teachers around the school and so often turn up late to the lesson. It doesn’t help that two of the four lessons they have a week are the last lesson of the day on a Monday and Tuesday. It is often difficult to calm the pupils at this stage of the day and they do not make as much progress as I would expect a class to. I have been advised to not make these lessons too challenging and to chunk it up as much as possible.

Last term I struggled to manage this class as there are some serious behavioural problems within the class. However, I have managed to come up with a lesson structure now that works very well with the group and this term is working out successful.

The three pupils I have decided to track are the following:

Pupil A – Attention seeking and difficult. Easily loses concentration.

Ended year 7 with a Level 3b

By the end of the year predicted Level 4

Pupil B – Very hard working and self determined.

Ended Year 7 with a Level 3a.

By the end of the year predicted Level 5a

Pupil C – Autism Statement

Ended year 7 with a Level 4b

By the end of the year predicted Level 5a

These three pupils generally have very good attendance and haven’t yet missed much work. However Pupil A does have temper problems and often sits in class without doing any work. He is the first one to start fights and will often walk around the class.

Pupil B has beautifully presented work and is always pushing for progress. She often helps the pupils around her and they do well with working with her.

Pupil C struggles to write neatly but does understand mathematical concepts quite easily. He tires of the class when they start to play up and often complains of headaches when it gets too loud. At this point he stops working and zones out.

The lesson objectives for this class take the form of All, Most, Some and it is expected that all the pupils in the class use smiley faces beside the objectives to tell me how they feel they progressed. 


May 02, 2011

CCT6 – Commentary on my development

cct6_commentary.docx


April 30, 2011

CCT5 Community Cohesion– with feedback

cct5.docx


cct4 – EAL pupils

cct4.docx


CCT3 Safeguarding students– With feedback

cct3.doc


CCT2 Pastoral role

cct2.docx