During the starter the students were asked to write one sentence about the impression they got from the first reading. Some students did this but when I ask for feedback they added to their sentences. A strategy for this is to make the students write the sentence on a post it note and/or give the students thinking time to formulate their ideas. I forgot to highlight the extrinsic information for the poem Easter Monday and I’m a bit frustrated because I noted this in the planning under task 3. I was a bit disappointed with the way the groups work, as when I observed them working last lesson they work really well. This lesson one group left all of the work down to one group member so weren’t very productive or inclusive. The observer, as many other observers have picked up on my verbal feedback and in particular my praise. For next lesson I need to justify why something is lovely and not just say it’s lovely!
What the formal observer said:
Subject/Topic: English- Poetry, detailed planning provided along with reference materials to be shared with students
Relationship with Pupils
Joanne has a calm, professional manner with the students. She was well organised and made her expectations of behaviour clear. She gave her students the opportunity to give both individual and collaborative feedback. Student contributions were valued and were often used to develop learning further. Joanne is developing rapport with the groups as she begins to know the individual students better.
Joanne’s subject knowledge was secure and she scaffolded the learning well by providing a number of useful resource materials which will support the students through the poetry unit. She responded well to the students’ questions and was able to clarify misunderstandings well. The content was relevant and well sequenced although more could have been done to provide extrinsic background information to support the theme of the poem. This would have provided more opportunities to review the poem in the light of its social, cultural and historical context. Sharing this information was noted in the planning document, but was not shared with the students. The idea of students summarising their responses to the poem in one sentence was a good one but, in the feedback, only a few students were able to do so. It may be valuable to give silent thinking time ahead of the feedback giving the students clear expectations of a succinct and specific response. Collaborative group work was used well although some groups were more inclusive and productive than others. There could be opportunities for focused observations of Assessment for Learning during group sessions.
Classroom
Classroom management and organisation was good and resources were purposeful and well prepared.
Areas of Strength Good subject knowledge Developing rapport with pupils Developing good timekeeping – plenary needed more time A range of strategies for managing behaviour Well-prepared lesson - use of IWB, well organised resources Good strategies for learning- range of strategies employed to support and develop learning Good routines, clear code of conduct. |
| At this point the trainee was:
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| 1b awarded for planning, preparation and organisation, sound subject knowledge and the use of a range of teaching strategies to support learning. Targets for development: · Making verbal feedback more specific - if a student’s contribution is ‘lovely’ why has it been identified as such by the teacher? More analytical feedback would provide further learning opportunities. · Using collaborative group work as an assessment opportunity for the teacher. |
| Professional Standards observed Professional attributes: Q1, Q2, Q3b, Q4(part), Q5, Professional Knowledge and Understanding: Q10 (part), Q14(part), Q17(part), Professional Skills: Q22 (part), Q23 (part), Q24, Q25a (part), Q25b, Q25c (part), Q25d, Q30 (part). |
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