Area's of Assessment

High Expectations and Managing Behaviour

High expectations and managing behaviour in a primary classroom are important aspects of creating a positive learning environment and promoting student success. Managing behaviour involves establishing and maintaining a positive classroom environment where students are engaged, respectful, and cooperative. Effective behavior management strategies help create a safe and supportive space for learning, minimize disruptions, and maximize instructional time. Throughout my practice, I have demonstrated good quality teaching by incorporating my own behaviour management strategies in the classroom. One method I use is silent orders using my hands. 1 finger held up means everybody stops silently, 2 fingers held up means everybody stands up and 3 fingers held up means everyone moves on to the next task. This has been a very successful strategy to ensure my class' focus is on me without shouting and disrupting concentration. High expectations refer to the belief that students can achieve at high levels and the commitment to help them reach their full potential. In my personal teaching philosophy, I believe that high expectations can motivate students to work harder, develop self-confidence, and strive for academic excellence.

Subject Knowledge and Curriculum

Teacher subject knowledge plays a vital role in providing quality education and fostering student learning. A deep understanding of the subject matter allows teachers to deliver accurate, clear, and comprehensive instruction. When teachers possess strong subject knowledge, they can explain complex concepts, provide real-life examples, and answer students' questions confidently. I have attached a lesson observation demonstrating when I have thoroughly developed my own subject knowledge to provide a knowledge-rich lesson for my pupils.

How Children Learn, Classroom Practice and Adaptive Teaching

Understanding how children learn, employing effective classroom practices, and utilizing adaptive teaching strategies are crucial elements in promoting student engagement and academic achievement. Below I will list the different methods I have used when assessing how children learn, ensuring classroom practice is effective and inclusivity with adaptive teaching:

Practical sessions: Children learn best when they are actively engaged in the learning process. Hands-on activities, group discussions, and real-world connections can enhance their understanding and retention of information.
Noticing individual Differences: Recognising and accommodating individual differences in student's learning styles, interests, and abilities is important. Differentiated instruction, personalized learning, and varied instructional approaches can help meet diverse learning needs.

Classroom Practice:

Clear Learning Goals: Communicating learning objectives and goals to pupils helps focus their attention and provides a sense of purpose. Clear expectations and success criteria guide their learning progress. In addition to this, students should always be made aware of the specific subject they are learning to help them gain a sense of perspective.
Formative Assessment: Regular and ongoing assessment practices, such as formative assessments, provide feedback for both teachers and students about learning progress. Feedback can support children with their learning and help teachers to understand how different methods of teaching may be more effective.

Adaptive Teaching:

Assessing Prior Knowledge: Conducting pre-assessments to gauge students' prior knowledge helps identify knowledge gaps and tailor instruction accordingly.
Providing Differentiated Support: Offering targeted interventions, additional resources, or individualised instruction to students who require extra assistance helps address their specific learning needs.

Professional Behaviours

Professional behaviours are essential for teachers to create a positive and effective learning environment. They contribute to building strong relationships with students, colleagues, parents, and the community. Throughout my placements, I made positive professional relationships with all school staff and pupils. I would participate in discussions in staff meetings and engage with subject leads to ensure my own subject knowledge was maximised.

Assessment

Effective assessment practices in primary classrooms focus on providing meaningful feedback, supporting learning, and promoting student growth. Throughout my placements I have completed formative and summative assessments with all pupils. Summative Assessments are evidenced below.

Formative Assessment:

Formative assessment is an ongoing process that helps teachers gather evidence of student learning during instruction. It involves various techniques, such as questioning, observations, class discussions, and informal assessments, to monitor student progress and provide immediate feedback. Formative assessment supports student engagement, identifies learning gaps, and guides instructional adjustments to meet students' needs.

Summative Assessment:

Summative assessment measures student achievement at the end of a unit, term, or academic year. It aims to evaluate students' overall learning and mastery of specific learning objectives or standards. Summative assessments often take the form of tests, projects, presentations, or portfolios. They provide a comprehensive view of student performance and can help identify areas for further instruction or intervention.

Maths Lesson Observation