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Gibbs' reflective cycle - Coggle Diagram
Gibbs' reflective cycle
Description
Working as a TA often sent out to work with lower ability group.
Non-inclusive classroom
Working in a non-inclusive school
Feelings
Self-doubt
Am I teaching correctly?
Being observed
No training in teaching
Frustrated
Why are they forgetting so easily?
SEN children?
Working memory?
Children feeling different
Child voiced that they felt different
Behaviour management
Low level disruption
Evaluation
Good - a few children enjoyed being in the small group away from the rest of the class.
Bad - I became frustrated and began to doubt myself.
Good use of proximal praise to deter low level disruption.
Bad - children feel different, often given lower year work to do.
Analysis
Teachers are using their resources
Teachers have a huge workload so therefore having a TA to offload some of that helps.
SATS results (neoliberalism)
Lower ability children struggle with challenging work
Conclusion
Create a new approach that suits all children's needs whilst also being fully inclusive.
Equity in the classroom
Action plan
Build a fully inclusive classroom
Build a professional relationship with TA
Understand how to deploy a TA
Build a good rapport with each child