Work experience
I spent 15 days at St. Paul’s observing how each year is taught whilst picking up different classroom and behaviour management strategies such as the importance of clear, repeated guidelines and organisation. I have been directly involved with pupil’s learning and for each lesson I was either responsible for clearly explaining a piece of formative assessment to a group of pupils or trusted to aid the whole class during an activity whilst the teacher stayed with one group. In reception I had to watch as pupils placed pictures in size order whilst I made comprehensive notes for the teacher on fist grip, understanding of size and vocabulary.
I taught year 6 about variables during a science lesson and encouraged them to use their problem solving skills to work out which ones needed to be controlled. Teaching in a classroom, as well as being thoroughly enjoyable, has allowed me to analyse and reflect on children as learners and improve upon my leadership and teaching skills. I value the work that goes into teaching outside the classroom and was given responsibilities such as marking, preparing lessons and playtime duty.
Breakfast club
During breakfast club, my role was to interact with the pupils by playing games with them, asking them about their school and home life and helping out with homework. Mainly I made sure they had a nice, fun and relaxing start to the school day in order for them to be ready to start lessons. I worked with 4 full time TLAs to manage behaviour and to make breakfast for pupils who had not had any at home.
During games I was responsible for teaching and modelling key behaviours that some pupils found difficult. For example: taking turns; sharing with one another; letting someone go first; being polite even if you lose and working as a team. I saw how this affected the pupils and after a few weeks, children who weren’t able to do those things, were able to after repeated instructions and guidelines as well as help from other pupils.
I made it my goal to spend a portion of my time with a child or a group of children who I had not spent much time with previously. By doing this I learnt how to talk to a range of year groups and what interests a lot of the pupils have. I think this will be extremely useful to know when adapting resources to match the needs and interests of a class.
The unique setting of the breakfast club allowed children from different year groups to interact with each other who wouldn’t normally do so. I was able to observe and reflect on this and think of ways I could use this as part of lessons e.g. upper key stage 2 pupils writing leaflets for key stage 1 pupils about climate change.
I spent 15 days at St. Paul’s observing how each year is taught whilst picking up different classroom and behaviour management strategies such as the importance of clear, repeated guidelines and organisation. I have been directly involved with pupil’s learning and for each lesson I was either responsible for clearly explaining a piece of formative assessment to a group of pupils or trusted to aid the whole class during an activity whilst the teacher stayed with one group. In reception I had to watch as pupils placed pictures in size order whilst I made comprehensive notes for the teacher on fist grip, understanding of size and vocabulary.
I taught year 6 about variables during a science lesson and encouraged them to use their problem solving skills to work out which ones needed to be controlled. Teaching in a classroom, as well as being thoroughly enjoyable, has allowed me to analyse and reflect on children as learners and improve upon my leadership and teaching skills. I value the work that goes into teaching outside the classroom and was given responsibilities such as marking, preparing lessons and playtime duty.
Breakfast club
During breakfast club, my role was to interact with the pupils by playing games with them, asking them about their school and home life and helping out with homework. Mainly I made sure they had a nice, fun and relaxing start to the school day in order for them to be ready to start lessons. I worked with 4 full time TLAs to manage behaviour and to make breakfast for pupils who had not had any at home.
During games I was responsible for teaching and modelling key behaviours that some pupils found difficult. For example: taking turns; sharing with one another; letting someone go first; being polite even if you lose and working as a team. I saw how this affected the pupils and after a few weeks, children who weren’t able to do those things, were able to after repeated instructions and guidelines as well as help from other pupils.
I made it my goal to spend a portion of my time with a child or a group of children who I had not spent much time with previously. By doing this I learnt how to talk to a range of year groups and what interests a lot of the pupils have. I think this will be extremely useful to know when adapting resources to match the needs and interests of a class.
The unique setting of the breakfast club allowed children from different year groups to interact with each other who wouldn’t normally do so. I was able to observe and reflect on this and think of ways I could use this as part of lessons e.g. upper key stage 2 pupils writing leaflets for key stage 1 pupils about climate change.