Placement Week 2

WEEK 2 - Placement at Wildern School

Another interesting week gaining evidence and experience. Nice to have the opportunity to reflect on my practice without the strain of other things in school and demands of the job. 

Starting with Year 8 gymnastics

As PE is part of my timetable at school but not a strength of mine it will be good to see a PE Gym session being taught.  Looking forward to seeing a real PE teacher in action.

LO:  Flight

Different stations set up to promote flight. Jumping off with shape

Flight - 2 foot, 1 foot take off. 2foot landing.  Practiced in warm up on the floor.

Y11 GCSE dance

Continuation of SET STUDY.

New term - FLIPP LEARNING - giving homework to students that will be needed in the future. Learning parts of set study that haven't been taught yet. So when taught in lesson students have an idea of what is coming. Allowing quicker progress in lesson and opens lines of communication and conversation in class.

YEAR 10 CSI

AIDS and HIV

Use of video.  

online stopwatch for group work independent learning

Projected. - Use of myth busting   Question then answer given.  Groups to discuss to see if they think answer is true or false.  Promotes discussion and conversation.

Really like idea - definitely going to see how this could fit into my lessons.

http://www.nat.org.uk/Media%20library/Files/PDF%20documents/NAT_AR-2008.pdf

Use of the trailor for the film - Philadelphia .  And clip of young people with HIV telling there stories.  Making it real.

Keeping students interested and focused.  

 

Fact sheet true or false questions to test knowledge and understanding

PL - year 7. Money

Cross curricular (Mathis) links when doing a board exercise with students.  

Related tasks to money students have now and then the future

Independent learning tasks

ASSESSMENT ONLY - QTS ROUTE - Wildern Placement

YEAR 9 GCSE dance - CREATING CHOREOGRAPHY

• interesting observing lessons, allowing reflection of my own practice
• Different type of student, behavior good allowing teacher to teach and student to learn
• Students used to expectations and when working independently stayed focused and on task.
• Calm environment, obvious progress made.

YEAR 10 GCSE dance - SET STUDY

• students fully engaged and aware of why they were learning the set study
• Familiar warm up taught, reasons why given.  Something I will be implementing in my practice.  Helps to settle students And start the lesson
• LO clearly projected throughout lesson. I need to chase up my projector. A necessary resource for lessons. Both for LO and videos, powrrpoints.  Helps smooth running of lesson 

YEAR 8 CORE DANCE - The Car Man

• Use of simple workbooks
• Use of professional dance work to show video and give ideas
• Theory tasks to prepare for practical. Giving ideas to work from
• Questioning to imbed knowledge ready for independent learning. 

Watched year 8,  7 and 11 AS dance.

Year 7 using a task card to learn their line dancing.  Independent learning.  Mixed ability mixed gender.  Students lined up in girls and boys and given number and sent into groups. 

I'm unsure if grouping this way works better than allowing students to choose their own. Knowledge of dynamics of group necessary.  

First experience of AS dance.  Interesting to see the way it's done. Looked at an exam paper to see questions students were using for their choreography..  Chatted to the students about how they are intending to use the questions., students fully aware of what they need to do,  

More evidence of the importance of consistent expectations and time spent explaining and reinforcing..   

Sad sad news.......

A very special man who needs no more explanation than the quotes he leaves behind........

I'm taking this to work today........    

Passion + Experience + training + specialist knowledge = great teacher

The sum gets longer and longer. So many parts to being a teacher..........

So sneaky night off for a visit to the theatre.... Thriller Live...........Amazeballs!!! #groupie #cleopatra #emosh.

Oh yes that is Cleopatra leaning on me!!

So the point of this blog...... PASSION, watching the dancing, listening to the music, hearing the testimonials to MJ. BRought me back to why I teach and why I love dancing. A whole Theatre of people from different walks of life 'jigging about', a stage full of dancers spreading joy. That's what I want to give my students. It's not about ofsted, it's not about policy it's about building confidence, self esteem, enjoyment and health. After that the rest is easy, fit progress, differentiation, literacy into that, not the other way around. I am no good as a Robot teacher, I am a good teacher when I am passionate. 

Thank you Thriller. You have helped me in more ways than you can imagine. 

And then ............

it's a question of impartiality..........

preparing questions for an interview with my Director of Sport/line manager about her opinion of unqualified teachers, and I am struggling with the question of impartiality. If I interview her, it could put her on the spot and maybe she would feel that she couldn't be honest for fear of upsetting me, making the interview meaningless.

So how do I interview her....... give her the questions to answer, would this still worry her that reading her answers could upset me? am I thinking to much into this and should just go ahead and interview her????

decisions, decisions, decisions.............................. anyone have any ideas please comment.

Paula Nottingham: Module 3 the last bit of advice

Paula Nottingham: Module 3 the last bit of advice: Advice for module 3 analysis nov 13 from Paula Nottingham

Thank you Martin Stephens

Martin Stephen

Dr Martin Stephen is the educational director of GEMS UK and was formerly the High Master of St Paul's from 2004 to 2011. He was previously High Master of Manchester Grammar School and headmaster of The Perse School. He has written several academic works and is the author of the Henry Gresham historical crime thriller series.

Reading this blog has literally summed up my thoughts and beliefs on the subject of what makes a good teacher. So much is argued about teachers in school not having QTS, as the man says, it is preferable but I know fully qualified teachers who have no grasp of how to adapt to suit students ever changing needs and those non- QTS, including myself, that show the human side of our responsibility to our students as well as being specialist in our field. More and more my research has shown the emphasis put on qualification without the consideration of, in my view, our responsibility to teach life skills along with academia.  

http://blogs.telegraph.co.uk/news/drmartinstephen/100242992/id-rather-an-brilliant-unqualified-teacher-than-a-fully-certified-nonentity-who-teaches-without-passion/

Ok ok, stepping down from my soapbox.   Over and out.......