This is an example of a resource that i used during a lesson to teach the children fractions of amounts. It was a fun lesson that all of the children enjoyed and were engaged in. The children loved talking about how every packet of skittles was different and so they would all have different fraction wheels.
The behaviour of the children was good and a countdown was used to ensure that they were listening when needed. This was a good method of getting the children focused as they instantly knew that when i started to cunt down they were to stop what they were doing and listen. Therefore, this was a very effective method.
The use of resources really got the children excited about the lesson and they wanted to learn. The children were very sensible with the skittles and were able to work with them to complete the activity. The paper plates were already split into sections for the children and therefore cut out the extra time it would have taken for the children to draw the sections. These were good resources however next time i would suggest a different way to colour in the fraction wheels as this took too long for some children to complete, meaning they missed out on completing the whole task.
fronted adverbails powerpoint
This is a creative way to teach fronted adverbials to a year 4 class.
First it it important to hook the children in. In this case this can be done through setting the scene of a shipwreck. Show the children a picture of the shipwreck on the island and then play some sound clips e.g. sea waves, storm, island sounds etc to they can create a real-life picture in their head of what it would be like. Tell them to imagine they are a pirate and have just landed on the island. What can they see? hear? touch? what are they doing? is there anyone there with you? how are you feeling? Remind them to think about these while listening tot he sound clips.
Teach or go over prior learning. Focusing on specific fronted adverbials e.g. time and place. Show the children some examples of these adverbials and see if they can come up with any more themselves. Check they know what it is. Why is it called a fronted adverbial? what does it tell us?
Demonstrate to the children some examples of a sentences including a fronted adverbial. Link this to the pirate activity by giving the children each a piece of treasure (gold coin). Explain to them that to escape and be rescued from the island they must send a gold coin home. It must include a sentences about what it is like including a fronted adverbial. Each child can write their own on the coin before posting it into the treasure box.
To differentiate this task the LAPS can be given a selection of sentences broken up into two parts. They can match the fronted adverbial to the rest of the sentence before writing this on their gold coin. The MAPS can be given a list of fronted adverbials to support them however they have to continue the sentences themselves. The HAPS can also be given a list of fronted adverbials to support them but they can also think of their own. To extend the HAPS challenge them to expand their sentences with a conjunction e.g. and, but, so etc.
Behaviour management – try to link this to the theme of pirate too. Explain to the children at the beginning of the lesson that we will have a chant and every time you hear me say my part you must respond with yours and them stop, look and listen. The teacher will shout ‘PIRATES!’ and then the children will respond with ‘AHOY!’ and be ready to listen to instructions.
During professional practice 2 I have use a range of behaviour management strategies to ensure consistent good behaviour is maintained. The class is very active and like to talk and so it was essential I used the right strategy right from the beginning.
House points – If the children are well behaved and listen to instructions etc then they can be awarded house points. These encourage all the children to behave as wanted as they want to get the most. The children put their house points on the chart and then a year 6 will come around on a Friday and add up the whole schools before updating each house’s total number of points.
Countdown – This is a good way to get the children to move quickly and stop talking. As soon as the children hear you begin to count down they immediately begin to tidy up or move faster to complete the activity. This is usually for getting a whiteboard or for sitting down on the carpet. It is a good way to also get the children’s attention whether this be inside or outside it works in both environments. All of the children within the school are familiar with this meaning it is consistently used throughout the whole school.
Although not necessarily behaviour management strategies the below do impact on the children’s behaviour as they want to achieve a praise postcard or be nominated for good work assembly and so it is a good way to motivate good behaviour in and out of the classroom.
Good work assembly – The teacher selects one child per week to be put into good work assembly. This can be for anything for example good work in a subject, improved attitude to learning, Most improved child etc. All the children want to be put into good work assembly and so it encourages the children to listen and not to mess about during lessons.
Praise postcard – The teacher selects a few children per week to receive a praise postcard that is sent home. This is so parents/guardians can be notified of the amazing work the children are doing in school. Alike good work assembly it encourages the children to listen and want to do well as they all want to get a postcard sent home. It helps to increase attitudes towards work and behaviour within and outside of the classroom.
Below are some ways that they manage the negative behaviour. These are seen as sanctions and consequences.
Time out – If a child behaves in a way that is not acceptable they are put in a lunch time, time out. This is a place and time for them to reflect on their behaviour and think what they should have done. One teacher sits with the children to do this and encourages them in the thought process. This is a way of punishing negative behaviour.
Minutes – If the children do not behave in the desired way they will be kept in at play time for a small number of minutes so they can reflect on their behaviour and think how they will behave next time. The children do not want to miss their play time and so this is a good way to encourage good behaviour at all times.
Target: Find out which behaviour management strategy works best for the class and I and further develop this in all areas of the curriculum.
This was one of my favorite lessons of practice 1b as all of the children had fun and were engaged in the learning process. It was a fun engaging lesson where all of the children really enjoyed the drama aspect of the lesson. Throughout the lesson i used the whiteboard well and all children could see this at all times and i left it up so they could use it to help them when they moved onto their own activity of working in groups.
Although it was a really good lesson there were still areas for improvement such as i could have explained to a higher ability student about the present perfect etc. when she suggested an answer that although was right was wrong in the context of the lesson. e.g. ‘I ate…’ and ‘I was eating…’ This would have developed her understanding and shown her how it differs. I could have also put the drama into the middle of the lesson instead of at then end as it may have enabled me to explain ‘was’ better. I was able to effectively manage all children’s behaviour and ensure a smooth, flowing lesson.
During the independent group activities the children chose their partners and so this meant mixed ability partnerships were made. The teacher highlighted that it may have worked better if they worked in ability pairs as they would both have a similar understanding of ‘was’ as the verb. The children at the end of the lesson shared their dramas to the rest of the class which allowed me to assess if the children had understood the meaning of the lesson.
The children worked in mixed ability groups to learn about the different continents where deadly animals came from as their topic was ‘The Deadly 60’. There was a different activity on each table and it worked in a carousel around the classroom. One table was working with me, another with the TA and another with the teacher and one was an independent activity. As the children moved around the activities they picked up new information. At the beginning of the lesson they had to write down on a mind map created for them everything they already knew about the continents and not to worry if they didn’t know anything because they would by the end of the lesson. At the end of the lesson they went back to these and added in everything new that they had learnt from thew activities. A fun lesson where all children were engaged!
- Voice – try to vary volume, tone of my voice and consider the speed of voice in different situations.
- ‘loss of learning time’ – low level disruption throughout the lesson. Avoid this to ensure all children are on task at all times.
This is a observation of a grammar lesson that was based on Kung Fu punctuation. It specifically related to TS5 andf TS7 as i knew when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively. During the lesson I displayed that I managed the class effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them. These were strengths identified from the lesson by the class teacher, however areas for improvement (targets) were also suggested. These included:
- The use of pre-assessment
- Use of Modelling during the lesson
- Prep for the TA.
This shows many examples of different ways of managing behaviour that have been observed on placement my both me and my peers. Behaviour management within the classroom is an essential part of ensuring a secure and safe learning environment for all.
Star of the day/week – The teacher chooses one child who has either behaved well, presented a good piece of work, showed good work ethic, good attitude to learning etc and this an either be presented in the assembly at the end of the week or at the end of each day. The child chosen is normally presented with a certificate to show for it.
Merits/raffle tickets – Every time the teacher is impressed with a child they were given a raffle ticket which they wrote their name on the back of, folded up and put in a box. The children tried to collect as many as they could throughout the week. At the end of the week the teacher would pick one from the box and that child would be able to pick from the box of prizes.
Golden time – This was a specific amount of time that the children normally get on a Friday to do whatever they want, they can either bring something in from home or choose something from within school. Time could however be lost from this during the week if badly behaved etc.
Traffic light system – Each child starts on green at the beginning of every day. The child can be moved to either orange or red throughout the day. If the child creates disruption or something worth a warning then they will be moved to orange, however if the child continues to be disruptive etc then they will be moved to red which also may result in them missing some of their playtime.
Reflection time out – This is a place where the child can be sent to have a time out and think about their actions within the classroom, allowing them to think about what they have done and what they should do next time.
Target: Ensure i use behaviour strategies that work for both me and my class, also using the schools behaviour policy where needed.
There are many qualities and characteristics that make up either an inadequate teacher or an outstanding one. It is important that I know these different characteristics so i am able to fulfill these for the one i wish to be.
Some qualities for an inadequate teacher include lack of consistency, poor use of TA, poor assessment methods, lack of subject knowledge all round, negative attitude, not addressing misconceptions, unenthusiastic, not engaging etc.
Some qualities for an outstanding teacher include good subject knowledge of all subjects, confident, creative, flexible, consistency, productive use of assessment etc. Other ones also include integrating learning outside the classroom and IT into their teaching strategies.
Target: Work towards being an outstanding teacher including most of the qualities and characteristics identified above.