Throwing Chalk: diary of a trainee teacher

I am going to try and stick to a fairly conventional formula with my actual lesson reflections. This week will be ultra formal just to try things out.

This was more or less my first week actually teaching so I was a little apprehensive, seeing how noisy they (the GCSE class) were last week when I was just assisting. But Bev's AS level class were also - I would suggest - slightly out of control. A bit too happy. I like to think I'm liberal but it was chaotic. I haven't blogged on that and it's too late now but I'll be meeting that group again and they were very lively, but at least there were more lively students - so you could play them against each other. With this group there is an ABSOLUTELY dominant male. He's witty, good looking, rebellious, intelligent and obviously, a total pain in the neck. He answers all the questions. Then answers them again irrelevantly and just wants limelight, limelight, limelight. I'm not sure Bev handles him perfectly. To be blunt, he needs to be made to shut up and to let someone else have a go. Too much time and effort is expended on him. I know his name - Xaf (obviously, as always, the name is changed) but am struggling to put names to faces - and pronounce some of the names. All of that is obvious first week stuff, of course. Now, to get to the formal lesson assessment. Ahem....

Effectiveness of teaching, training and learning
I was pretty well prepared. I actually cut my session down as it happened. One thing I think I'm struggling with is the level of the class. They're quite diverse: in background, language skills, ethnicity, amount of school work they've done previously. How much do I have to spell out for them & how much can I expect them to take in? The weird thing is that with Bev still being in the class and them being Bev's babies - I naturally took a laid back approach. Which I like to do - but there is a danger that they push that too far. We shall see...

So the actual presentation and handout went quite well. The exercise was well recieved, although it got a bit silly and I'm not sure I brought out the correct terms I was meant to get them to understand I we were meant to be criticizing media.

I feel like I need a big book that tells me all the answers. A playlist of lesson plans - not a very vague scheme of work - that already doesn't seem to apply to what we're doing. Help would be nice. I have no experience of this subject either as a student or a teacher so I do feel that I am sinking a little. And not sleeping much. Not ideal.

Did learners understand what they were to do? How well had you provided for the different needs of different learners? How did your timing of the lesson go?
The timing was okay cos I cut a lot. I think all learners understood the lesson, I'm not sure they understood - WHY - they were doing the lesson - what the overall point is. Not to stretch it too far, but, I'm not sure I understood either...

What were you most pleased with in terms of what you planned?
The exercise results - although Bev had much to say about how that might have been improved. Particularly by modeling answers for the students. Giving them choices but giving them examples at the same time. I get his point.

Achievement of Learners.
I think this one is moot so far. I'm not sure. I can't go into too much detail. Although, thinking about it, there was a lot of imaginative work done - and the more capable students did stretch the envelope and have fun with the idea of creating an ad campaign for some cheap watches. So yes, I shouldn't be too downhearted.

How will you support learners who did not achieve targets today?
I want to make sure that the quieter pupils, particularly the minority female cohort are involved. The seating arrangements ghettoise the students into their gender/racial groups. It keeps them safe and secure and lets them talk to each other more easily.

While I'm on the topic - what is the thing with headphones - one headphone in & I'm not gonna notice? You know who I mean, you two. And two people on their phones. I never had any of this at Nincomport College. And that is supposed to be rough. And yet... odd. I thought 6th form colleges were supposed to be big on behaviour. Well, it's only fun, but it's not good so far.

Worrying...

Targets for development
Pretty obvious at the moment: know more about the subject, feel more confident, better classroom control. Isn't that about everything.

Working with your Tutor/Mentor: do you agree with the feedback from the observer?
Ummm. I've almost forgotten what Bev said. I think I agree with his comments. Modelling is a good thing - but do modern teachers push it too far and spoon feed the answers? I'd be more comfortable with a higher ability group. Or that's how I feel right now. I want a group that will get my jokes and where I can discuss something interesting. I'm not enjoying the subject, so how can they? Problems.........

Next week: another challenge. Nowt more to say. Work to do....

Posted by Stipey Sullivan at 01:30 Comments