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. 


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