I struggled with the lesson plan for this lesson. I sent my first draft of the lesson plan to the observer of this lesson and asked his thoughts. He sent the lesson plan back with suggestions for me to think about. I totally agreed with his thoughts and changed my lesson plan to incorporate his thoughts.
I was anticipating having to go in and lay down my expectations, but I didn’t have to do this. I waited for all of the students to enter the room and they were standing in silence waiting for me to speak. I was pleased with the way I held the room. Unfortunately when I asked the students to repeat enthusiastically “Good morning Miss Warner”, it wasn’t very enthusiastic! This suggests that although this technique works with year 7, 8 and 9, it shouldn’t be used beyond year 9.
In the first visual activity I should have allowed the students more time to look at the images. I could have done this by playing the images whilst I asked them to think of an adjective to describe either George or Lennie. I neglected to notice that some students were without books. Next time I will bring some spare copies with me to the lesson and lend them to the students who have forgotten their copies. K should have sat towards the front of the room and I should have gone to her and checked her understanding at some point during the lesson. Also, next time I should consider the resources I give to her and how they are differentiated to meet her needs. With my resources I also need to think about how the more able students can be restricted.
As verbal feedback and questioning has been mentioned as something that I need to improve on, I was pleased to be praised by the observer as using good questioning to elicit a better explanation. I asked the students to compare the first example of PEE with the second example of PEE. Next time I should consider having both of the examples on the board at the same time, instead of flicking between the two. Also, Flicking between the two also caused me a technical issue – my laptop became disconnected from the projector. One of the students made a good point and I recognised this and suitably praised it. This is something else I was pleased with as another observer picked up on the fact that I over praise students.
When doing a PEE rotating task I should maybe next time use smaller groupings as I don’t feel as if every was fully involved in the group work. I linked the activities by asking the students to pick the best idea from their mind maps and make it into a point. Although time ran out, I took this as a positive thing as it demonstrated the effective learning through the lesson and this is the first time I have run out of time. However, I issued homework after the bell went. Next time I will stop the activity 5 minutes earlier and finish the lesson formally.
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