Reflection on Preparation for Speaking and Listening Assessment

·         I used humour to try and establish a safe environment. This was successful as it created an excellent working atmosphere where the students were happy to ask for help and support.

·         I have already tried to remember their names and this proves that I care about them as individuals.

·         As I have been observing this particular group since the start of term, and they have accepted me immediately and have started working hard for me. This is very positive.

·         Whilst writing the self assessment sheet I closely looked at the national curriculum for speaking and listening. The observer also commented that this self assessment sheet is an excellent AFL (assessment for learning) resource for the students to evaluate their own performance.

·         I had to simplify the language I used within this lesson so they students could access the information I was giving them.

·         The person observing me commented that I had secure planning and the tasks that I had planned allowed students to meet learning objectives. However, she suggested that I include a learning outcomes section on my lesson plan.

·         She liked my idea of speaking and listening rule cards, and to be honest I thought this was very successful also. I will definitely use this resource again.

·         I circulated to support all of the students and I noticed that one student really struggled with the reading task.

·         I attempted to share the learning outcomes at the start of the lesson.

·         The observer liked my use of praise.

·         The observer commented that I gave clear instructions but questioned whether giving the girls a choice is good thing – I agree.

·         My targets are: to consider my use of voice (how can I adapt my voice according to the effect I would like to have to help me meet the standard Q25c and try splitting my lesson plan into two columns, one for teacher and one for pupil, in order to help me be clear on what I will do as the facilitator and what I want the learner to do. Also, I could put how the learner will work – independently, in pairs, groups...