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Guided Reading CPD session – Phase 1b

During my time on professional practice, I attended a CPD session on Guided Reading. This was a fundamental opportunity to improve my subject knowledge within English. Through attending the session, I learnt a variety of tips that have stayed with me and support my teaching of English and Guided Reading.

  • Teachers should be reading to the children ASWELL as the children reading to the teacher – this was an interesting point that I had never actually considered before. I knew that it was important to read to children but I never knew the theory behind it.
  • Do not group by reading ability – differentiate questions but same objective!
  • Children do not need to hold the book for the initial reading, they should be listening to the story.
  • A.F’s should NOT be used (As I used on my previous practice)
  • The same text should be used for each group with differentiated questions
  • Use ‘test’ language – ‘Can you…? Will you….?’
  • Starter activity – fastest finger
  • The difficulty of the text should not increase the difficulty of the objective
  • Question maps
  • Children should have the opportunity to read for pleasure, without questioning
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Devising a seating plan

During my placement, I created a setting plan. The plan was based on mixed ability to enable the boys to support one and other. The plan had to be carefully worked out to ensure that the boys will work well together. Additional needs also had to be considered such as those who needed support, the child with dyslexia and the children with glasses. I am glad to have been able to experience designing and implementing a new seating plan so that I know what to do come September!

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Literacy weekly plan – Phase 1A

1 8During my first placement, I decided to create a Literacy Weekly Plan. This is a form of short-term planning which enables the class teacher to plan the week overview.

Teachers’ Standards –
TS2 – The plan reflect upon children’s prior knowledge.

TS4 – The plan evidences effective use of lesson time as the plan separates starter, main and plenaries. I have also contributed to the design of the curriculum as the class teacher asked to keep my planning to use the following year. Questioning is evident to encourage assessment.

TS5 – Differentiation is evident within the planning. Different tasks are set for the different ability groups. The plan also evidences that I differentiated through resources, support and questioning.

TS6 – Assessment through questioning

 

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Parents Evening

Monday 8th May 2017

We received a lecture from HAYS on Parents Evenings. Unfortunately, I have not had the chance to be involved with parent evening as of yet so therefore, this lecture proved beneficial to give me tips and advice. I feel much more prepared with regard to parents evenings now and feel quite confident when approaching this as an NQT. I consider it a crucial opportunity to communicate with parents and involve them in their child’s education. It is also a vital opportunity to discuss pupil progress and any holistic issues that may be apparent in school or at home. However, it is also crucial to consider that not all parents may be able to attend parents evening. This may be due to time restraints or full-time work. Therefore, it is important to provide other opportunities for parents to be involved in their child’s progress. This may be after school one day, during lunch time or in a breakfast club. If that is still not possible, then they are only a phone call away!
Here are the top tips that I gathered from the lecture:

  • View parents evening as an opportunity to build relationships
  • Greet parents warmly, shake hands and thank them for coming
  • Set the agenda – discuss targets
  • Always start with the positives/strengths
  • Always have evidence in front of you
  • Do not tackle any ‘big’ problems – you do not have time!
  • Immediately note down anything important
  • Do not promise what you will not be able to deliver
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Embracing the Sri Lankan culture!

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It was clear from spending my summer in Sri Lanka that Buddhism is their main religion and I was so intrigued to find out more! I visited the local temples and was overwhelmed by how beautiful they were! Sri Lankan people are so passionate about their religion and ┬ástrongly believe in spiritual development. Through visiting the temples, I learnt that most of them are quite hard to get to and you have to walk up hundred of steps to get there. That is because it’s a very sacred building. I also learnt that it’s considered rude and disrespectful to turn your back to the Buddha statues. This is something that you need to be really mindful of doing when visiting the temples. It is also vital that you cover your shoulders and your knees as a sign of respect, you also must take off your shoes. Through finding the temple so interesting, I decided to meet with a monk and try out some meditation. It was so soothing to see things in such a positive and calm light, but my mind just kept wandering!

These experiences provided me with the first-hand knowledge of Buddhism, which I can draw upon when teaching Religious Education. I recently spoke about this on my previous placement and the boys in my class were so intrigued by the faith and couldn’t wait to hear more. Similarly to children, we definitely learn best through experience! In the future, I am to continue developing my knowledge of RE and learn more about the different faiths. Personally, I would like to visit the different countries and embrace the different cultures! This experience also enlightened me to the different beliefs, so that if I ever have a Buddhist child in my class, I know what their beliefs may be and how to support them further.