Our RBWM GTTP course has been visited by Ofsted this week and consequently I was observed by the inspector. Although our course leaders stressed that it was not us as the trainees that were under pressure, it was nearly impossible not to feel that this was more than your average lesson.
The process itself was probably easier than an genuine Ofsted inspection. Mainly because I knew exactly what lesson I was going to be observed in, I wasn't being directly judged and still have the safety net of being a trainee which is very protective. Despite a serial case of planners block and a real struggle to finalise what I was going to the lesson itself went as well as I could have hoped for. Meeting the inspector before the lesson put my mind at rest as he was very approachable. He had some very positive things to say during the lesson and made comments regarding my strategies for pupils feeding back without necessarily having the need to put their hands up.
When Rich Long and I had our feedback session with him later that morning, he continued to suggest things that were positive with the lesson. Rich awarded it a 1a (well above the standard) and the Ofsted inspector informed me that it was a very good lesson, needing only a few small changes to the learning objectives in order to extend the higher ability pupils would have made it outstanding. This was incredibly pleasing.
The whole process was beneficial, partially because whilst the pressure wasn't entirely on me it was like a mock/practice final observation. It addressed some issues that my lead teachers and I were having regarding what was recognised as a 1b/1a compared to Ofsted inspections and it also highlighted some issues regarding my learning objectives (and more explicitly how precise and focused they are).
Thursday, 16 May 2013
Tuesday, 7 May 2013
Joint Lesson Planning
Today I taught a lesson that I planned with another member of the English Department.
The lesson itself went well, however it over ran slightly as the quality of discussion taking place concerning the poem 'Half-Caste' was so good and it was difficult to move it on.
One of the key things I took from the process of planning the lesson with the AST, was that lessons should try to target all learning styles. For instance; making sure of having visual and aural stimuli and trying to get pupils to write/note down their discussions.
When pupils have to write, it is essential that I model and show examples of the kind of writing. Pupils need to know the expectations I have of them otherwise I risk being disappointed when I receive the the bare minimum from some pupils.
The lesson itself went well, however it over ran slightly as the quality of discussion taking place concerning the poem 'Half-Caste' was so good and it was difficult to move it on.
One of the key things I took from the process of planning the lesson with the AST, was that lessons should try to target all learning styles. For instance; making sure of having visual and aural stimuli and trying to get pupils to write/note down their discussions.
When pupils have to write, it is essential that I model and show examples of the kind of writing. Pupils need to know the expectations I have of them otherwise I risk being disappointed when I receive the the bare minimum from some pupils.
Friday, 3 May 2013
Second School Placement
Now I have been back at my first school for a couple of weeks, I feel it is easier to compare the differences between the two schools.
The first few days at my second school was strange and not a true reflection of their normal life as they had an Ofsted inspection. I had already experienced an inspection at my main school and the main difference I felt was that people were trying to hide problems or cover cracks rather than use it as an opportunity to show how good they were. This wasn't the case for all staff but it was evident in some staff's attitudes.
The other main difference was that I felt the English department at Newlands was ready from September should Ofsted come at any time and made small changes to the department handbook etc. However at Dedworth, the English department was very much in transition. With a new acting head of department in place for only a short period on the run up to the inspecion, he had not had the opportunity to implement some of his good strategies.
The school received a 'good' grade from the inspection which is the best result the school has ever had.
One of the other big differences that I noticed was staff's relationship with pupils. I felt that because of the size of the school combined with the age of the pupils, there was a much greater 'family' feeling. The staff were more relaxed with some pupils and in some cases more tactile. I think a lot of this came down the pupils not having any of the barriers that teenagers put up against staff because they don't want to come across as not cool etc.
I certainly enjoyed teaching boys properly for the first time. I cannot say for sure if it was their realxed nature becasue of the lack of teenage hormones to paly havoc, or the gender but I found they were more responsive to tasks and questions. More willing to have a go, regardless if they succeeded or not. I felt this had a knock on effect on the girls, who were in turn more responsive. It was easier to instil an attitude in the classroom in which pupils were not afraid to being wrong.
This is something I will work on from the very outset with classes I have on my own in the future.
The first few days at my second school was strange and not a true reflection of their normal life as they had an Ofsted inspection. I had already experienced an inspection at my main school and the main difference I felt was that people were trying to hide problems or cover cracks rather than use it as an opportunity to show how good they were. This wasn't the case for all staff but it was evident in some staff's attitudes.
The other main difference was that I felt the English department at Newlands was ready from September should Ofsted come at any time and made small changes to the department handbook etc. However at Dedworth, the English department was very much in transition. With a new acting head of department in place for only a short period on the run up to the inspecion, he had not had the opportunity to implement some of his good strategies.
The school received a 'good' grade from the inspection which is the best result the school has ever had.
One of the other big differences that I noticed was staff's relationship with pupils. I felt that because of the size of the school combined with the age of the pupils, there was a much greater 'family' feeling. The staff were more relaxed with some pupils and in some cases more tactile. I think a lot of this came down the pupils not having any of the barriers that teenagers put up against staff because they don't want to come across as not cool etc.
I certainly enjoyed teaching boys properly for the first time. I cannot say for sure if it was their realxed nature becasue of the lack of teenage hormones to paly havoc, or the gender but I found they were more responsive to tasks and questions. More willing to have a go, regardless if they succeeded or not. I felt this had a knock on effect on the girls, who were in turn more responsive. It was easier to instil an attitude in the classroom in which pupils were not afraid to being wrong.
This is something I will work on from the very outset with classes I have on my own in the future.
Sunday, 10 February 2013
8/2/2013- Support Staff
One of my targets that came from an observation from Richard Long was to try and deploy support staff more effectively.
So before Friday's lesson with 7Y3 (period 5), I made sure I had an opportunity to speak with the teaching assistant that was going to be with us in the lesson. In this conversation I outlined the purpose of the lessons and what I wanted to get from each task, gave her a plan, explained where I would be focusing and what I would like her to do whilst I am doing this.
The plan was for me to work with the lowest ability group while the teaching assistant moved around the other groups making sure that they were on task and were applying the success criteria (that the pupils themselves had come up with). However I was very aware that whilst I was working with the weaker girls that several of the groups were not as focused as I would have liked; with in some cases all the members of the group pretty much leaving it up to one person. This could have been combated by each member of the group being assigned a role; making sure they had something to do and be focused. However I did feel that the girls could have been given more of a nudge to complete the task. I was particularly disappointed with the highest ability group who were very silly (even more than usual for period 5 on a Friday and a non uniform day) and had the most potential to complete the task or be stretched. Neither of which I think really happened.
Perhaps if I had made a much bigger fuss about the teaching assistant's role and empowered her more there would have been more focus from the groups as she moved around the room. This particular teaching assistant has a very good relationship with many of the pupils and could possibly been sterner with them. I think a combination of these things could have lead to a fantastic lesson. The lesson itself wasn't bad and the pupils showed from the starter their knowledge of the things we have covered this term and the second half of the lesson was designed for them to apply this knowledge which was only done to a certain level which I feel could have been raised if circumstances were slightly different. However Richard Long who was observing had some positive things to say and some interesting things for me too look at after the lesson.
Friday, 1 February 2013
Week 19
Having had a slow start to the term for a number of reasons (APP tests etc and being off ill for a week) I had not been observed as much as I might have expected to; which lead to my mentor asking the staff I share classes with to observe me for all lessons.
This lead to a tough but hugely rewarding week. I taught in front of two new teachers for the first time in the space of a week. This was fantastic because not only did both have a wealth of experience (both having been mentors to trainee students before) and both focusing on different things as was their own independent styles.
There were things that I was doing (for instance different levels of differentiation) that I didn't even realise I was doing; they were just things I had developed and done quite naturally. Some other positives were my questioning skills. These were something that had become a target for me to work on a lot earlier in the year and it was fantastic to hear that both of these teachers felt that they were a real strength of mine.
They also asked some interesting questions; how could I prove or how did I know that the pupils had learnt or met the learning objectives. Although there is an element of AFL going on through out the lesson, quite often verbally it can be necessary to pair that with the pupils applying that in written form.
I also realised that I need to be a lot more focused on my the outcomes for the lesson; quite often I would approach a lesson with a lot to cover or some definite outcomes and some things that I would like to introduce to the pupils/get them thinking about. However this can detract from the overall objectives being met and with lower ability pupils or younger classes can be distracting/confusing. Is it better to introduce a number of skills at a basic level or to solidify and be certain of the learning for fewer things?
This lead to a tough but hugely rewarding week. I taught in front of two new teachers for the first time in the space of a week. This was fantastic because not only did both have a wealth of experience (both having been mentors to trainee students before) and both focusing on different things as was their own independent styles.
There were things that I was doing (for instance different levels of differentiation) that I didn't even realise I was doing; they were just things I had developed and done quite naturally. Some other positives were my questioning skills. These were something that had become a target for me to work on a lot earlier in the year and it was fantastic to hear that both of these teachers felt that they were a real strength of mine.
They also asked some interesting questions; how could I prove or how did I know that the pupils had learnt or met the learning objectives. Although there is an element of AFL going on through out the lesson, quite often verbally it can be necessary to pair that with the pupils applying that in written form.
I also realised that I need to be a lot more focused on my the outcomes for the lesson; quite often I would approach a lesson with a lot to cover or some definite outcomes and some things that I would like to introduce to the pupils/get them thinking about. However this can detract from the overall objectives being met and with lower ability pupils or younger classes can be distracting/confusing. Is it better to introduce a number of skills at a basic level or to solidify and be certain of the learning for fewer things?
Thursday, 13 December 2012
Manor Green
Today we spent the day at Manor Green School for special needs children. Having spent a year working with an autistic child I was expecting the inevitable shock to be softened by the little experience I already had with SEN pupils. It did not soften anything; it only set me up for a sucker punch.
My initial reactions to the fantastic facilities were tainted by the pity I couldn't help feeling for the children there. As we were shown around the school and into different classrooms I couldn't help but find it hard to look at the range of disabilities these children had.
However as the day continued and we spent time with a class in a maths lesson; having lunch, playing football on the play ground and seeing a snapshot of their afternoon's lessons I began to realize that the pupils were extremely happy. That they were in the best place for them, with everything suited to their needs. I began to enjoy the afternoon lessons as the pupils did.
My focus then shifted to the teacher and staff's role. With classes not larger than 10 pupils with at least 3 members of staff in as well the support available was fantastic. I also realized that the teacher was not only having to manage people in terms of their pupils but also in terms of the support staff in the room. As the Deputy Head pointed out to us earlier in the day this must be very daunting for someone new to teaching such as a GTP or NQT.
The level of differentiation needed for a class also became very apparent. Within one mixed ability class you could need to differentiate on 10 different levels. We saw a class split into two groups; the lower ability and the higher ability. We later discovered that within that 'higher' group of 6 pupils their were at least two other sub-groups. As the teacher we were working with observed; she may not have a lot of marking to do but that time is certainly replaced with lots of time planning and differentiating.
The experience was fantastic and well worth doing; despite my negative impressions early on and has certainly put a lot of things in perspective for me.
My initial reactions to the fantastic facilities were tainted by the pity I couldn't help feeling for the children there. As we were shown around the school and into different classrooms I couldn't help but find it hard to look at the range of disabilities these children had.
However as the day continued and we spent time with a class in a maths lesson; having lunch, playing football on the play ground and seeing a snapshot of their afternoon's lessons I began to realize that the pupils were extremely happy. That they were in the best place for them, with everything suited to their needs. I began to enjoy the afternoon lessons as the pupils did.
My focus then shifted to the teacher and staff's role. With classes not larger than 10 pupils with at least 3 members of staff in as well the support available was fantastic. I also realized that the teacher was not only having to manage people in terms of their pupils but also in terms of the support staff in the room. As the Deputy Head pointed out to us earlier in the day this must be very daunting for someone new to teaching such as a GTP or NQT.
The level of differentiation needed for a class also became very apparent. Within one mixed ability class you could need to differentiate on 10 different levels. We saw a class split into two groups; the lower ability and the higher ability. We later discovered that within that 'higher' group of 6 pupils their were at least two other sub-groups. As the teacher we were working with observed; she may not have a lot of marking to do but that time is certainly replaced with lots of time planning and differentiating.
The experience was fantastic and well worth doing; despite my negative impressions early on and has certainly put a lot of things in perspective for me.
Tuesday, 20 November 2012
10F
I have taken the form group several times but always with their form tutor (that they have been with since year 7) in the room and many of them are in my year 10 English class. Today a cover teacher was in the room (as their usual form tutor is away for a week on a trip) and I saw an obvious change in their behaviour. Instead of working or reading silently whilst I moved around the room and signed planners; there was a low level buzz around the room which constantly required some kind of response from me in quietig them down. I am fully aware that they are are just trying to push the boundaries and I am happy to set my standards high at this time to establish myself.
We have PSHE last lesson today which is a perfect opportunity for me to work at this again; especially as one of my targets from my observation with Claire Murray is behaviour management (and I would suggest the squashing of low level stuff is very similar to what she saw in that observed lesson).
We have PSHE last lesson today which is a perfect opportunity for me to work at this again; especially as one of my targets from my observation with Claire Murray is behaviour management (and I would suggest the squashing of low level stuff is very similar to what she saw in that observed lesson).
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