Please enable JavaScript.

Coggle requires JavaScript to display documents.

4 week placement review - Coggle Diagram

- - - - (Fizaa 7) - I relate to Anna Margherita and Jude as I want to work on familiarising myself further with the framework the school uses, so that next placement I can use the framework to plan for upcoming lessons and tasks. I also want to work on planning lessons as I did plan with my SBE this placement however I want to practice planning lessons so that I can plan according to the framework, the children’s interests, and seasonal events.
- - - - (Anna Margherita 1) -
        I agree with Jude and Fizaa as I was inspired by my class’s engagement and progression and the children themselves as well. They provided me with the confidence I needed to progress week by week and with their positive comments about lessons and appreciation for me helping them really helped me progress over my four weeks, knowing I was able use their feedback to help me develop my strategies even more. As for the class’s progression through their learning, I seen this through their development of phonics, by the end of the week, they were confident with their new phonological sound and their memory of each letters corresponding action.
  - - - (Jude 2)- I also agree with my group as I also felt my SBE was very inspiring over my four week placement. My SBE was just like a breath of fresh air, and she was similar ages with me, so it was just so nice seeing someone only three years older than me do so well, and really control and engage with the class. Miss Marshall really inspired me as I was following her, and she took me under her wing showing me I could do this and that I was ready. She pushed me out of my comfort zone sometimes as she knew I was ready and allowed me to accomplish things way over what was needed from the four weeks, and she even allowed me to take the class by myself on my final day as she said I was ready. This really inspired me because I never would have accomplished the things I did if it were not for my SBE.
      - (Jude 3)- As well as my SBE, I found the other primary 2 teacher Miss Griffiths, inspiring. She was kind, caring and helpful over my four-week placement. Myself, My SBE, and Miss Griffiths would come together every Wednesday to plan for the week ahead. Miss Griffiths would check on me all the time and frequently tell me how well I am doing. The teacher was also inspiring as she created a positive and safe learning environment and shared her insights with me as she has been
        teaching for 21 years and still
        loves her job every day.
        
        (Anna Margherita 3) -
        Relating to how Jude gained support from her other class teacher, I was inspired by the PSA’s and Play Practitioners who worked in the early years classes. They gave me advise on how to get involved with child-led play as well as their classwork. Not only that, but they provided support and advise on how to aid a child with ASN through their learning and how to keep them engaged.
- - - - (Anna Margherita 4) -
        When discussing with Jude about what we felty confident about, I too felt confident when leading small group activities. These activities were very beneficial for practising teaching literacy and numeracy with individuals, pairs, and very small groups. I was able to practice my teaching techniques and use my knowledge of each child’s ability to help me implement the right support and resources needed to give that child the best possible learning outcome.
- - - - (Anna Margherita 9) –
        Like Jude and Fizaa fave mentioned, Vygotsky’s theory of ‘Scaffolding’ was prevalent in the classroom during my time on placement. Each child learns the same coursework and does not fill out different worksheets and there are no groups that require different work from the rest of their peers. However, not every child has the same ability levels, each child requires different levels of support and resources which best reflect their ability. In my classroom while I was on placement, we called this 'Differentiation'. The class do activities with other peers of similar abilities, usually in groups of 3 or 4 at a time, there may be lots of groups of 3 with the same ability which is why it would not be considered 'ability grouping' but in some forms by grouping similar abilities together, this helps to distinguish what children require what support and what resources that they will need to succeed. Not only that but taking them out in much smaller groups is much easier to manage than a large group of similar abilities. For example, in literacy lessons, the least able groups will need the Jolly Phonics letter cards shown to them before they build their words whereas the more able groups are able to remember the look and sound of the letter before building their words. This again links back to Vygotsky and his theory of 'Scaffolding' where you remove support beams the more able the child becomes.
  - - - (Anna Margherita 10) -
        I witnessed a form of Adverse Childhood Experiences (ACEs) through one boy in my class. He was barely in class, maybe at most once a week for one hour and no longer. He had never been to nursery before starting primary school and has not interacted with any other children. As a result of this, the crossover from nursery to primary was extremely difficult for him and really struggled to fit in and communicate with others in his class. He does not know how to play with toys as he has only been used to playing on electronic devices. His mum reported to the school that he would refuse to put on his uniform in the morning, potentially leading to why there has been a decline in him coming into school. The school were in the middle of creating a new plan for the boy on how he could cope better being inside the classroom and interacting with other pupils. Linking back to the X2042 module and key policies such as SHANNARI and Getting it Right for Every Child (GIRFEC).
- - - - (Anna Margherita 14) - I as well found it challenging to keep on top of university work during my time on placement. To combat this I created a time management plan and planned out what times and days I was doing what task.
  - - - (Anna Margherita 16) -
        During my last week of placement, I too felt it was challenging small group activities, specifically aiding 6 children at once during a group activity in a very noisy classroom. The worksheet the pupils were working on was more complex than what they were used to, therefore this resulted in many of the children finding it challenging. On top of this, the classroom had gotten very noisy due to child-led play running simultaneously with the group activity, thus distracting most of the children working on their worksheet. They needed to restart their counting because they lost their place or what number they had counted to due to the amount of noise. Not only this but being able to aid each child to my full ability was difficult when you begin hearing many call on you for help while you are working 1-1 with another child at the table.