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    (Original post by Sarang_assa)
    are you primary or secondary?

    I'm primary and I tend to plan exactly how I'm going to model beforehand and be really explicit with what I want them to do. For year 2 maths, for example, I would model what I wanted them to do using the exact format that they would be using in their independent work and found this made a big difference. I also check they understand by modelling it myself first, then giving them another example to do in pairs or as a class to check for any misconceptions before they go off independently. Sorry if this isn't what you were looking for!
    Thanks for your reply!

    That was very helpful. I am currently doing my final placement in Year 5 and need to spend more time modelling for Literacy and Numeracy. I tend to expect the children to know more than they do. If you have any other tips or suggestions on how to model effectively then please let me know.
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    (Original post by iamthegreatest1)
    Thanks for your reply!

    That was very helpful. I am currently doing my final placement in Year 5 and need to spend more time modelling for Literacy and Numeracy. I tend to expect the children to know more than they do. If you have any other tips or suggestions on how to model effectively then please let me know.
    Ooh I start in a year 5 class on the 13th. So nervous! I'm repeating my first placement, and I'm hoping that because I already did 5 weeks the first time round I have a bit of a better idea what to expect this time, and it will be nice starting at 20% teaching and working my way up again. I was in year 2 last time and have zero ks2 experience so rather scared!

    I guess as you're on your final placement you're responsible for most of the teaching. Could you maybe use the first lesson of a new unit to gauge where they are and then plan the rest from there?

    Maybe try doing plenty of thinking and pair discussion during the whole class teaching part so you can get a good idea of their level of understanding before you send them off to do their independent work. Have you tried asking your mentor for ideas too?

    How do you find behaviour management and attitudes with year 5? Do they still like stickers and pleasing the teacher or has that started to wear off? And if you don't mind me asking, what story books are you reading as a class? I'd like to read a couple before I start jsut to get an idea of what they enjoy, thanks! x
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    (Original post by iamthegreatest1)
    Thanks for your reply!

    That was very helpful. I am currently doing my final placement in Year 5 and need to spend more time modelling for Literacy and Numeracy. I tend to expect the children to know more than they do. If you have any other tips or suggestions on how to model effectively then please let me know.
    Hello I'm in year 5 at the minute, I've been told to model more as I'm expecting too much. I've started making sure that if I ask them to write a paragraph on persuasion for example... I would write it first and discuss the vocab and punctuation that I've used and discuss why it is or isn't effective in that kind of writing. For maths it's about modelling the way you expect them to complete their calculations. I'm teaching short division tomorrow so I'll be showing the children how to do it but in differentiated versions so that the lower and higher can participate.

    Hope this helps.


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    I'm a bit of a lurker on here so I feel kind of bad just coming on here to complain, but I hope some of you might understand.

    I'm a primary trainee, I've just received the details for my 3rd placement and am told it's going to be collaborative with another trainee in the class. I already had this for my first placement which was fine as the lesser amount of teaching we were required to do meant we could split the timetable between us. Thankfully I had a single placement the second time, but I really don't feel like I will be adequately prepared for the job without the experience of having to be the full class teacher for several weeks.

    Really don't know what to do - I start next week so there's little time to sort this out. My university are not listening at all and I just feel so disillusioned with it. I should be excited about starting my placement and now I just feel worried. I don't want to have to do half the amount of teaching because I am sharing it with another trainee.

    Anyone else experienced this at their training provider?
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    (Original post by glittersticks)
    I'm a bit of a lurker on here so I feel kind of bad just coming on here to complain, but I hope some of you might understand.

    I'm a primary trainee, I've just received the details for my 3rd placement and am told it's going to be collaborative with another trainee in the class. I already had this for my first placement which was fine as the lesser amount of teaching we were required to do meant we could split the timetable between us. Thankfully I had a single placement the second time, but I really don't feel like I will be adequately prepared for the job without the experience of having to be the full class teacher for several weeks.

    Really don't know what to do - I start next week so there's little time to sort this out. My university are not listening at all and I just feel so disillusioned with it. I should be excited about starting my placement and now I just feel worried. I don't want to have to do half the amount of teaching because I am sharing it with another trainee.

    Anyone else experienced this at their training provider?
    Hi, it does sound unusual that two out of three placements on the PGCE are shared!

    Could you maybe team teach sometimes rather than splitting it down the middle? So maybe plan together, as you would with another class in the same year group, and one of you take the lead in the intro, both work with your own group in the main activity and then the other person lead the plenary. It could be a blessing in disguise when it comes to marking, modelling pair work and planning. Or do you have to teach seperately 50/50?

    Teaching with another teacher can be tricky. I co-taught EFL for a year, I had 5 co-teachers and each had a different style, some worked better than others, so I guess it depends what kind of person you get.

    Is there another area suitable for teaching where maybe you could split the class in half, and take half the class each, differentiating the activities and LO based on ability or interests. Or have different activities suitable for all and swap. That way you'd both to get to teach a full lesson.

    If team teaching isn't possible though not sure how it will work because surely you both have to teach a near full timetable towards the end? :s
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    (Original post by Sarang_assa)

    Teaching with another teacher can be tricky. I co-taught EFL for a year, I had 5 co-teachers and each had a different style, some worked better than others, so I guess it depends what kind of person you get.
    Where did you teach and what teaching styles did your colleagues use, if you don't mind me asking. I'm working in ESL at the moment.


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    (Original post by sunfowers01)
    Where did you teach and what teaching styles did your colleagues use, if you don't mind me asking. I'm working in ESL at the moment.


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    I taught in South Korea, and I worked differently with each co-teacher. Although all of them were actually co-teachers, some of my friends had co-teachers who would just read a newspaper in the back of class and slap a kid round the head if they got too rowdy.

    What do you mean by teaching styles? How we split the teaching? Who took responsibility for what? Or specific things that they did?
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    (Original post by Sarang_assa)
    I taught in South Korea, and I worked differently with each co-teacher. Although all of them were actually co-teachers, some of my friends had co-teachers who would just read a newspaper in the back of class and slap a kid round the head if they got too rowdy.

    What do you mean by teaching styles? How we split the teaching? Who took responsibility for what? Or specific things that they did?
    Thanks. I mean how you split the teaching. Did one teacher take the first half of the class and the other the second, or did you teach alternate classes?


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    (Original post by Sarang_assa)
    Ooh I start in a year 5 class on the 13th. So nervous! I'm repeating my first placement, and I'm hoping that because I already did 5 weeks the first time round I have a bit of a better idea what to expect this time, and it will be nice starting at 20% teaching and working my way up again. I was in year 2 last time and have zero ks2 experience so rather scared!

    I guess as you're on your final placement you're responsible for most of the teaching. Could you maybe use the first lesson of a new unit to gauge where they are and then plan the rest from there?

    Maybe try doing plenty of thinking and pair discussion during the whole class teaching part so you can get a good idea of their level of understanding before you send them off to do their independent work. Have you tried asking your mentor for ideas too?

    How do you find behaviour management and attitudes with year 5? Do they still like stickers and pleasing the teacher or has that started to wear off? And if you don't mind me asking, what story books are you reading as a class? I'd like to read a couple before I start jsut to get an idea of what they enjoy, thanks! x
    Thanks for the advice.

    I just stick to the school's reward system, such as house points. Or verbal praise. For Literacy, we're looking at The Highwayman, having just finished Charlie and the Chocolate Factory. Good luck!
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    (Original post by sunfowers01)
    Thanks. I mean how you split the teaching. Did one teacher take the first half of the class and the other the second, or did you teach alternate classes?


    This was posted from The Student Room's iPhone/iPad App
    Ah, ok

    So I taught 5 grade 5 lessons, 5 grade 3 lessons with one teacher. She would plan the grade 5, I would plan the grade 3, and then we'd each kind of 'lead' the lessons we planned but pretty much teach them together. So say there were 4 parts of the lesson, I'd do two, she'd do two. With the other person monitoring and controlling the computer.

    With my grade 4 teacher, we would get together the week before to discuss next weeks lessons, she would plan the lesson and I would make suggests for games/intros/plenaries that weren't in the book (although we had to use the text books so not too much planning was involved), when it came to actually teaching the lesson, she would do it mainly in Korean as she was nervous about her English, so I was mainly a human parrot.

    With my grade 4/5 teacher I would plan all the lessons and she would support, translating bits into Korean when necessary. This was my favourite pairing to be honest as I had a lot more freedom to try new ideas and she'd leave me to teach by myself sometimes which I loved.

    With my grade 3/5 teacher, I would plan the lessons the week before and show her, then she'd change them all . She was very insistent on using only English and we each took charge of our own bits. So she'd do the first part, I'd do the 2nd, she'd do the 3rd part of the lesson and so on whilst the other monitored/assisted. We used to come up with little role plays too which was cool, I always loved getting dresed up.

    And with my final grade 3 teacher, it was always really clumsy as we never talked through the lesson until the morning off. She was quite shy with her English and it felt a bit awkward at times. I would mainly teach what was planned and then she'd repeat it in Korean, which I found quite frustrating as they learnt that they didn't have to listen to me give instructions in English as she would give them in Korean.

    Sorry for the v long reply, but each experience felt so different. Definitely learnt the importance of communication lol!! Where are you teaching? Do you co-teach?
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    (Original post by *Interrobang*)
    Or what about anagrams/countdown style activities? Who can make the longest word for example?
    Hey they loved the anagrams! I think I'm going to make the students teach the class something once a week hen do some kind of anagram activity boys v girls for the other session as that really got them on board Thanks!
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    (Original post by xxmijxx)
    Hey they loved the anagrams! I think I'm going to make the students teach the class something once a week hen do some kind of anagram activity boys v girls for the other session as that really got them on board Thanks!
    No worries, glad it was useful
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    Just had yet another horrid lesson. There are three boys who almost always cause trouble. I managed to speak to one boy's mother though, so we'll see what the behaviour is like next week. My technology took ages to load so I couldn't show them the video I had planned. Overall, an awful hour. I'm not cut out for this.
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    (Original post by sunfowers01)
    Just had yet another horrid lesson. There are three boys who almost always cause trouble. I managed to speak to one boy's mother though, so we'll see what the behaviour is like next week. My technology took ages to load so I couldn't show them the video I had planned. Overall, an awful hour. I'm not cut out for this.
    You ARE cut out for this- what's one bad hour compared to a lifetime of successful teaching? You'll get better at this, it's all part of the learning curve. You've already made a step in the right direction by talking to the boy's mother. That's fantastic- if she's on your side, you can count on her support. I've always thought that persistent trouble makers should have their mums and dads follow them around school for the day... they wouldn't look so cool then.

    Just keep positive- you CAN do this. Are there kids that are learning? If yes, it's all down to you.
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    Nothing more annoying than when you spend nearly half of your bank holiday weekend planning 2 year 10 lessons (I find KS4 really difficult to plan for) complete with full lesson plan and ppt, and the regular class teacher decides that she is going to take the class, and then proceeds to have them copy out of the text book for the entire time. Because that is SO much better than the lessons I busted a gut to plan.
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    (Original post by smartarse1983)
    Nothing more annoying than when you spend nearly half of your bank holiday weekend planning 2 year 10 lessons (I find KS4 really difficult to plan for) complete with full lesson plan and ppt, and the regular class teacher decides that she is going to take the class, and then proceeds to have them copy out of the text book for the entire time. Because that is SO much better than the lessons I busted a gut to plan.
    That's ridiculous - if you'd planned the lessons surely they should have let you teach them! (Unless there are exceptional circumstances like Ofsted when you'd expect them to take the classes back). What was their reason for taking the lesson back off you? Will you be able to use the stuff you'd planned for them another week or is it totally wasted?

    I'm quite glad I got all my KS4 experience in my first placement (November to January), well away from the exam season. I was in a 14-18 school, and I bet it's really stressful there now with all the exam pressure, but I'm now in a KS3 only school, so there are no GCSEs to worry about, just a lot of demotivated Y9s who know they're dropping the subject next year so don't care any more.
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    (Original post by myrtille)
    That's ridiculous - if you'd planned the lessons surely they should have let you teach them! (Unless there are exceptional circumstances like Ofsted when you'd expect them to take the classes back). What was their reason for taking the lesson back off you? Will you be able to use the stuff you'd planned for them another week or is it totally wasted?

    I'm quite glad I got all my KS4 experience in my first placement (November to January), well away from the exam season. I was in a 14-18 school, and I bet it's really stressful there now with all the exam pressure, but I'm now in a KS3 only school, so there are no GCSEs to worry about, just a lot of demotivated Y9s who know they're dropping the subject next year so don't care any more.
    They think OSTED may be in next week - so she wanted to take the class back so that if they do come in, she has a better feel of where they are all at.
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    Most stressful week of my PGCE done and dusted! I have only a week and a half left of the placement and only uni to go! Thank god I've finally got a job lined up for September after 4 interviews wooooo! Not long now everyone!
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    (Original post by smartarse1983)
    They think OSTED may be in next week - so she wanted to take the class back so that if they do come in, she has a better feel of where they are all at.
    Surely she'd be better to circulate and assess during your lesson for that?

    Xxx

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    (Original post by StarBabyCat)
    Most stressful week of my PGCE done and dusted! I have only a week and a half left of the placement and only uni to go! Thank god I've finally got a job lined up for September after 4 interviews wooooo! Not long now everyone!
    Well done!
    I've got one more week of teaching my timetable before my final report, and then my timetable reduces for the last few weeks so I can sort out my file and produce resources for the school. Don't completely finish 'til mid-June, but the pressure is definitely going to reduce soon.

    I've been invited to 2 job interviews on the same day next week, so have got to call one of them to let them know I can't make it. But there seems to be a big gap between the 2 schools in terms of how much my subject is valued, so I know which one I'm going for.
 
 
 
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