Emma Hutton

How are you building a good relationship with the pupils in your class?

During my time on placement, I was able to build a good relationship with the pupils by getting to know them. I was able to start building positive relationships during the first week by interacting with the pupils during their lessons and breaks, this allowed me to begin learning their names and about their interests. The students had shared some of their stories and hobbies and it was also important that I shared my own hobbies and experiences. Being curious and showing genuine interest was the key to building positive relationships as it created a positive atmosphere within the classroom and around the school.

 

How have you made learning fun and engaging for pupils?

To make lessons engaging it was important to involve the children in their learning by asking them questions and using modelling to ensure they stay focused and engage with the lesson. Changing the structure and the types of activities used within the lessons kept the learning interesting and fun. Some of these changes included the use of group activities, limiting the use of PowerPoints, and where possible making the learning more practical instead of written. These changes were beneficial especially during science and the foundation subjects.

 

How have you established a positive and inclusive classroom environment?

I established a positive and inclusive classroom environment by ensuring that all of the pupils had the opportunity to answer questions and provide their opinions. It was also important to consider the different needs of the pupils, and recognising which children needed additional support. The class teacher/mentor also informed us which pupils had SEND, which allowed us to plan for/make resources that would benefit the pupils during the lessons.

 

Can you describe a specific teaching strategy or technique you are using during placement, that is having a positive impact in the classroom (e.g. learning or behaviour management), what the positive image is and why you chose it?

During placement I developed the strategies used to address the class. I found that it was important to use verbal and non-verbal strategies to address the class if there was an increase in noise. As well as addressing pupils verbally, I would clap to gain the attention of the whole class. I found that the strategy used depended on the behaviour of the class and the location of the lesson.

 

How are you adapting learning for your pupils? 

To meet different learning needs I adapted the lessons I taught, making sure to incorporate them into my lesson plan. When adapting lessons I considered physical adaptations (e.g. cubes in maths), written adaptations (e.g. sentence stems, worked examples), and working in a variety of pairs, groups etc. Other lessons I taught involved modelling, and teacher led tasks, used to gauge the pupils’ understanding, and provide support for learners through guided practice, modelling, and class discussions.

 

How are you handling classroom management and any behaviour issues – please give an example of a positive outcome for you and your pupils.

It was beneficial to build relationships with the pupils within the first few days of starting the placement. This helped build confidence and improve communication for both me and the class, making it easier to set expectations and encourage the children to participate when I taught them for the first time.

In addition, when managing behaviour over the course of my placement, I was able to develop different strategies. When addressing small groups or individuals I found it was more beneficial to address them verbally and quickly if there was an increase in talking. Non-verbal strategies where also effective when needing to gain the attention of the whole class and this was achieved by clapping, which the class were already familiar with. This meant that there were no new changes to the routine and created smooth transitions. Similarly, verbal and non-verbal communication was also used for positive reinforcement allowing me to acknowledge positive behaviour and participation within the class.

 

What is the most challenging aspect of your placement and how are you overcoming this?

Modelling was an aspect I found challenging during my placement, as I had to consider modelling different methods in maths lessons and how it would affect the pace of the lesson. I also aim to develop my ‘thinking out loud voice’ as this will make my teaching clearer and more effective. I am to develop this by observing tutors during my seminars, watching mentors and teachers while on placement, and reading articles and research suggested by mentors and tutors.

 

During your placement, what aspects of your teaching practice have you improved or would most like to improve?

During my placement I have improved my use of questioning within lessons, which has allowed me to gain a better understanding of the pupils’ learning. Through guidance provided by my mentor I have gained more confidence when including plenaries into my lessons. This provides time during and at the end of lessons where the whole class can come together and discuss what they have learnt, or answer questions linked to key points made within the lesson.

While on placement my lesson plans have also improved as they have become more detailed. The activities are planned thoroughly along with the resources that will be used, adaptations, plenaries, and the different questions that will be asked throughout the lesson. I have found that detailed lesson plans have been beneficial as this helps with the structure and pace of the lesson and improves my confidence when delivering lessons.

 

What are you enjoying most or finding most rewarding about your placement?

By the end of my placement I was teaching for a longer period of time compared to the start of my placement, and during that time I found that I was more confident in myself and my ability to plan and teach. I found it rewarding to see that I had made an impact and watch the children gain a greater understanding in a subject while enjoying the lessons I taught.

 

How are you building effective working relationships with colleagues?

I was able to build effective working relationships with teachers, teaching assistants and other members of staff while on my placement. Talking to the different members off staff allowed me to feel apart off the school and eased my nerves. In addition, having the opportunity to observe the lessons of other teachers allowed me to see other teaching styles within other year groups and helped me to gain more experience.