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Comment from my mentor regarding high expectations and managing behaviour on my developmental placement:
Comment from my mentor regarding high expectations and managing behaviour on my developmental placement:
Throughout her placement, Rachel has developed her own strategies for behaviour management. She uses a range of techniques to bring the children back together in a calm and efficient way. When there are low level behaviour issues she addresses these quickly and consistently and she has used rewards and sanctions well. Rachel has used a positive approach to managing behaviour and celebrates children’s achievements throughout her lessons to help promote a sense of achievement and encourage others to participate. She sets high expectations for all learners and she constantly motivates pupils to participate during her lessons. Rachel has used an appropriate level of challenge across all areas of the curriculum that she has taught and she has been able to build the children’s confidence and resilience through this. During her placement, Rachel has built excellent relationships with the children and they all speak very positively about her lessons.
Comment from my mentor regarding high expectations and managing behaviour on my consolidation placement:
Comment from my mentor regarding high expectations and managing behaviour on my consolidation placement:
Rachel has a good understanding of the whole school behaviour policy and uses behaviour strategies each day during her teaching. She uses a very calm tone with pupils who respond better to quieter voices and the pupils respond well to this. She has built very strong relationships with her class and has proven to be a strong, stable figure in their everyday school lives. She understands the importance of having high expectations each day and expects the best for her children. Rachel has fostered a very positive learning environment in which the pupils thrive in. Rachel is able to discuss effective strategies for liaising with parents, carers and colleagues to better understand pupils’ individual circumstances.
Producing a wall display work featuring work of a variety of pupils:
Producing a wall display work featuring work of a variety of pupils:
By displaying the work of a variety of pupils, I have created a safe and respectful environment for the children.
A display I created and put up in order to support and consolidate the children's learning after their topic on Animals Including Humans. Some of their work has been used to demonstrate the expectations of the class teacher in terms of content and presentation, as well as to boost their self-esteem.
Safeguarding to create a culture of respect and trust in the classroom:
Safeguarding to create a culture of respect and trust in the classroom:
I have successfully completed the following training in order to best understand the importance of safeguarding and child protection in schools:
Edge Hill University online Child Safeguarding Training package
Prevent Online Training Course
As a result of completing this additional CPD, I now feel better prepared to deal with any safeguarding concerns that may arise whilst on placement.
Safeguarding certificate.pdf
Contributing to creating a positive and stimulating environment for all pupils:
Contributing to creating a positive and stimulating environment for all pupils:
In preparation for Ash Wednesday, I stayed after school to prepare the altars in the classroom and assembly hall. I made sure it was decorated with lots of purple (liturgical colour of Lent), key word concepts (pray, love, fast, repent, reflect) and Lenten symbols (crucifixes, rosaries, prayer cards, a bible, candles, quotes).
Providing pupils with access to the same resource in order to stretch and challenge all:
Providing pupils with access to the same resource in order to stretch and challenge all:
I created a resource that could be used by all children on their Friday You're The Author (YTA) writing lesson that was created using the Year 5 English objectives. For most pupils, this resource was extremely useful in helping them to achieve their individual YTA targets as well as trying to meet the Year 5 expectations for English. The children each had a copy printed and glued this into their books at the beginning of the lesson so that they could refer back to the checklist if to make sure they had included everything. When creating the checklist, I based it on the Year 5 English programme of study as well as providing examples for each language feature/device so that the children had a solid understanding of how to employ these correctly within their work. As a result of this, I noticed a considerable increase in the amount of pupils using fronted adverbials and dialogue within their work. For the lower ability children, the focus was on encouraging them to use capital letters and full stops in their work which also increased as a result of the checklist.
Year 5 YTA checklist.docxAcknowledging and praising pupil effort and progress:
Acknowledging and praising pupil effort and progress:
Whilst on my developmental professional practice, I made an effort to showcase pupil work throughout my lessons to demonstrate my expectations and boost children's confidence.
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