June 05, 2011

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


The help of teaching assistants

Different worksheets to work towards

Bribes of e-points and threats of phoning parents

Consistent behaviour policy.

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