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.
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