Goal Three Evidence

I observed a number of different learning strategies being employed throughout the classroom. Some lessons, such as handwriting, followed the same structure each time, while others such as maths and literacy used a variety of different techniques depending on the lesson.

Handwriting was a good lesson for me to start with, as it had a set structure and I was able to observe several lessons prior to taking my own. I took three handwriting lessons for my AT, and planned a fourth, although this didn’t get taught as we decided outdoor time for the children was more important than handwriting on the last day. I based the lessons on my AT’s planning, so used the letters and sounds that she was going to.

Although I had been reading stories to the class from day two, a handwriting lesson for 29 children on the second Wednesday was my first ‘formal’ lesson. I found writing on the whiteboard and managing behaviour a challenge, but felt that overall the lesson went well. I wrote my reflections out and when my AT read them after school, she said I had been hard on myself and provided written feedback (attached below). She suggested that I re-teach the same lesson again the following day, incorporating her feedback. I thought it was a good idea to do this and made some changes to my plan, including adding a one page ‘cheat sheet’ that was easy to look at while I was at the teaching station, and practiced my letter formation and whiteboard writing. I feel that the lesson went better with the additional planning, practice and my AT’s feedback, unfortunately she was away sick that day so I wasn’t able to get feedback on the changes I had made. I enjoyed using questioning to get the children to come up with focus words for the lesson and think that it engaged them – many of them wanted to give multiple words.

My AT was away sick the following day, so I taught handwriting for my AT’s group a third time, but with a different letter and sound this time. For the activity, the teacher suggested I used a drawing technique that I used in my art lesson that morning, she also used it with her group.

Doing handwriting lessons on three consecutive days allowed me to observe the children over the lessons and build on the feedback I gave them. I was able to flip between the different lessons (particularly the first and second) and show them where they had improved. There were some children that rushed on the first day so they could get to the activity, so I could speak to them during the following lesson and remind them to carefully form their letters.

I think that starting with handwriting lessons for full class teaching was a good introduction for me as the lesson is structured but provided good opportunities for me to use questioning and give feedback.