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    (Original post by Steveluis10)
    I have differentiated questioning and differentiation in the main task where I have put a star by the more challenging question out of 3 questions.

    I'm wondering whether to scrap the starter which is just a visual starter (write words that describe 3 pictures up on the board) as it doesn't really hit the learning objective but would settle them in nicely to the lesson.

    I'm going to get advice from a couple of colleagues tomorrow who I trust and value their opinions.

    The main things that worry me are 1) maintaining control in an afternoon lesson where pupils are likely to be lively 2) having time to prove the progress during the lesson 3) being organised as I'll have about 50 sheets of paper to hand out if not more!

    I have the same class tomorrow which isn't officially observed - do you think it's a good idea at the end of the lesson to tell them that there will be another teacher in the room tomorrow and that I expect everyone to work hard and show off why you are in a top set?
    Advice from colleagues sounds great. I'd see what they say and go from there A starter that settles them is nice, especially if they are the kind of class that really needs settling!

    Hmmm... I don't know about that one. It really does depend on the class and you know them better (although it is hard as a student as you don't know them as well!). Sometimes pupils really do pull out all the stops when their teachers really need it (e.g. OfSTED!) but it depends... if they are just easily distracted and hyper this might be the case, also if they are proud of their achievements, but if they have genuinely poor attitudes and dislike teachers etc it could prompt them to be worse. If I did mention something I'd go for a 'You're good' perspective certainly, something like 'I'm proud of your progress and I want everyone else to see that' thing, but I am very very far from a year 8 expert, so maybe someone else on here can advise a bit more!!

    xxx
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    (Original post by Steveluis10)
    I have differentiated questioning and differentiation in the main task where I have put a star by the more challenging question out of 3 questions.

    I'm wondering whether to scrap the starter which is just a visual starter (write words that describe 3 pictures up on the board) as it doesn't really hit the learning objective but would settle them in nicely to the lesson.

    I'm going to get advice from a couple of colleagues tomorrow who I trust and value their opinions.

    The main things that worry me are 1) maintaining control in an afternoon lesson where pupils are likely to be lively 2) having time to prove the progress during the lesson 3) being organised as I'll have about 50 sheets of paper to hand out if not more!

    I have the same class tomorrow which isn't officially observed - do you think it's a good idea at the end of the lesson to tell them that there will be another teacher in the room tomorrow and that I expect everyone to work hard and show off why you are in a top set?
    Don't scrap the starter if it is going to settle them - especially if they are rowdy usually!
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    Well I've spent literally all day preparing lessons for tomorrow, so many resources! I've also had to go to work and come back so that was fun. And tomorrow is going to be spend writing my 2500 word essay. They seriously plan the deadlines for the worst times on my course.
    But, I love the school and the kids. So its not all bad
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    Can't think of anything worse than being in school today
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    I did have a word with them at the end and said a teacher from another school is going to be in the lesson so I expect everyone to listen to instructions and to each other and everyone to show off why you're in a top set.

    They were pretty good for me today - there's about 2 or 3 pupils I'm worried about as their mood can change every lesson but I'm hoping they pull it out for me tomorrow.

    Had a chat with a few teachers in my department and they advised to cut out a lot of my lesson as it's a 45 minute lesson but probably only 40 minutes after they all come in and settle. I have a task for them to get on with as soon as they enter the room then feedback, a bit of questioning, a short writing task, more feedback and a longer writing task then a plenary with a few mini plenaries in between. If I'm really strict on timing I should be able to get it all done, prove differentiation and progress.

    Just going to give it my best shot, be strict with behaviour and hope that the poem engages the pupils enough for them to get on sensibly with the work set.

    Can't wait for it to be over - I'll be nervous tomorrow no doubt but going to hope the adrenalin pulls me through it!
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    (Original post by Steveluis10)
    I did have a word with them at the end and said a teacher from another school is going to be in the lesson so I expect everyone to listen to instructions and to each other and everyone to show off why you're in a top set.

    They were pretty good for me today - there's about 2 or 3 pupils I'm worried about as their mood can change every lesson but I'm hoping they pull it out for me tomorrow.

    Had a chat with a few teachers in my department and they advised to cut out a lot of my lesson as it's a 45 minute lesson but probably only 40 minutes after they all come in and settle. I have a task for them to get on with as soon as they enter the room then feedback, a bit of questioning, a short writing task, more feedback and a longer writing task then a plenary with a few mini plenaries in between. If I'm really strict on timing I should be able to get it all done, prove differentiation and progress.

    Just going to give it my best shot, be strict with behaviour and hope that the poem engages the pupils enough for them to get on sensibly with the work set.

    Can't wait for it to be over - I'll be nervous tomorrow no doubt but going to hope the adrenalin pulls me through it!

    Good luck, and remember, you're learning It sounds good and the cutting out (while keeping the 'starter'/work to come in part) sounds good.

    xx
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    My uni still has yet to find me a placement and we're full on at school from next Monday.

    I'm on the 5-11 route (KS1 and KS2) and they're saying I can do Reception for this placement even though it doesn't fall into the 5-11 route. I've said 'no' to that because children of that age are not my thing.

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    Does anyone else have a difficult year 8 class? You'd think with a class of nine students there wouldn't be many problems, but half of them are giving me a headache. They don't listen and talk constantly.
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    (Original post by Steveluis10)
    I did have a word with them at the end and said a teacher from another school is going to be in the lesson so I expect everyone to listen to instructions and to each other and everyone to show off why you're in a top set.

    They were pretty good for me today - there's about 2 or 3 pupils I'm worried about as their mood can change every lesson but I'm hoping they pull it out for me tomorrow.

    Had a chat with a few teachers in my department and they advised to cut out a lot of my lesson as it's a 45 minute lesson but probably only 40 minutes after they all come in and settle. I have a task for them to get on with as soon as they enter the room then feedback, a bit of questioning, a short writing task, more feedback and a longer writing task then a plenary with a few mini plenaries in between. If I'm really strict on timing I should be able to get it all done, prove differentiation and progress.

    Just going to give it my best shot, be strict with behaviour and hope that the poem engages the pupils enough for them to get on sensibly with the work set.

    Can't wait for it to be over - I'll be nervous tomorrow no doubt but going to hope the adrenalin pulls me through it!
    Good luck

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    Ahh, all over.

    This feeling of relief is amazing.

    It wasn't a great lesson by any means. Once the pupils got settled I had 40 minutes to teach (45 minute afternoon lesson) so as you can imagine it was all a bit frantic.

    My starter activity settled them in to work but was too complex and I needed to explain it to some pupils which wasted time.

    Luckily for me 2 of the problem pupils were not in the lesson which had a good impact. One was however, started messing around, shouting out and kicking the radiator so I sent him out and he was taken away by a senior member of staff.

    I didn't get through every aspect I had planned but my questioning was graded good with outstanding features. (2a)

    My differentiation was graded 3 again (requires improvement), I had planned for lots but simply didn't have time to imbed it.

    My lesson structure was graded 2b (good with areas for improvement)

    Overall my tutor and mentor gave me a best fit 2b.

    Considering the context of an afternoon 40 minute lesson in a challenging school I am happy with that.

    I was incredibly nervous and although I stuck to timings, I felt very rushed. There was no time for a plenary though I made some attempt to use mini plenaries which pleased my tutor.

    Was just a draining day and I am exhausted now but so glad it's over.

    I know what I need to do to improve, it's just having the time in the lesson (particularly when behaviour can be challenging) to show those improvements in my final 3 weeks at this placement.

    What annoys me about differentiation is that I understand the concept of it and agree with it but it's sometimes impossible to do if a problem child is so unmotivated and defiant that giving him a different task or some one to one help or getting another pupil to help them has absolutely no effect whatsoever and the only thing you can do is enforce the rules meaning that pupil isn't going to make progress in your lesson whatever you do.
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    (Original post by sunfowers01)
    Does anyone else have a difficult year 8 class? You'd think with a class of nine students there wouldn't be many problems, but half of them are giving me a headache. They don't listen and talk constantly.
    Year 8 and 9 are notoriously difficult, don't worry it isn't anything to do with you
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    (Original post by Steveluis10)
    Ahh, all over.

    This feeling of relief is amazing.

    It wasn't a great lesson by any means. Once the pupils got settled I had 40 minutes to teach (45 minute afternoon lesson) so as you can imagine it was all a bit frantic.

    My starter activity settled them in to work but was too complex and I needed to explain it to some pupils which wasted time.

    Luckily for me 2 of the problem pupils were not in the lesson which had a good impact. One was however, started messing around, shouting out and kicking the radiator so I sent him out and he was taken away by a senior member of staff.

    I didn't get through every aspect I had planned but my questioning was graded good with outstanding features. (2a)

    My differentiation was graded 3 again (requires improvement), I had planned for lots but simply didn't have time to imbed it.

    My lesson structure was graded 2b (good with areas for improvement)

    Overall my tutor and mentor gave me a best fit 2b.

    Considering the context of an afternoon 40 minute lesson in a challenging school I am happy with that.

    I was incredibly nervous and although I stuck to timings, I felt very rushed. There was no time for a plenary though I made some attempt to use mini plenaries which pleased my tutor.

    Was just a draining day and I am exhausted now but so glad it's over.

    I know what I need to do to improve, it's just having the time in the lesson (particularly when behaviour can be challenging) to show those improvements in my final 3 weeks at this placement.

    What annoys me about differentiation is that I understand the concept of it and agree with it but it's sometimes impossible to do if a problem child is so unmotivated and defiant that giving him a different task or some one to one help or getting another pupil to help them has absolutely no effect whatsoever and the only thing you can do is enforce the rules meaning that pupil isn't going to make progress in your lesson whatever you do.
    Congratulations!!!

    The knowing next steps thing is the big thing and seems like you've gotten that down

    The timing thing is always tough... I really struggled with 20 minutes for phonics, which included register and moving classrooms! My mentor teacher told me, always think back to the main objective. If you're running short of time and aren't contributing much to that at the moment then skip ahead. I was kind of just going through in planned order and always missing the end! Although the mini plenaries are good too with then you don't always need one big plenary.

    Well done.

    Xxx

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    Hi! I'm doing some unqualified suppy in reception tomorrow afternoon and I'm rather nervous, never taught kiddies that little before. Has anyone got any tips or advice for me? I'll be doing ICT with smile groups, getting them to insert pictures into powerpoints but other than that I'm not sure. Do you have any good songs to sing or books they love at that age? Cheers!
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    (Original post by Sarang_assa)
    Hi! I'm doing some unqualified suppy in reception tomorrow afternoon and I'm rather nervous, never taught kiddies that little before. Has anyone got any tips or advice for me? I'll be doing ICT with smile groups, getting them to insert pictures into powerpoints but other than that I'm not sure. Do you have any good songs to sing or books they love at that age? Cheers!
    Why not get one of them who has shown good behaviour to choose a book from the book corner. Our else anything which is repetitive and has rhyme is good. Julia Donaldson is not to everyone's taste but they sure love it They are bound to know most nursery rhymes... Ba-ba black sheep, wheels on the bus, twinkle twinkle little star.

    Also when playing with them just ask lots of questions to move on their learning. Also if you have any stickers take them. They will work amazingly for everything. And don't keep them longer than 15 mins on the carpet.

    It will be absolutely fine, they are lovely!

    Xxx

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    I need help
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    (Original post by sunfowers01)
    I need help
    Then share the problems you are having here and we will help :
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    (Original post by Shelly_x)
    Then share the problems you are having here and we will help :
    - I'm working late and having to get up early to complete all the work and marking. I feel burnout isn't far off.
    - The above is affecting me in class.
    - I get frustrated the students cannot work independently and I have to do everything with them. This is after explaining the task with examples. From primary 5 up, I don't think it's an unreasonable expectation.
    -As a result of the previous point, all of my marking and preparation has to be done outside of class.
    - Year 8 unruly behaviour. They constantly talk and don't listen. I'm in ESL so many of the students are made to come to class.
    -I have to use a textbook that I don't really think is appropriate with them. It's not engaging enough for 13 year old minds. However I don't have the time or energy to look for lots more material.
    -End of term report cards make no difference to attitude or behaviour.
    - I feel like crying all the time.
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    URGENT MATTER HERE

    I'm on the Primary 5-11 course and therefore I'm training to work in KS1 and KS2. However today I found out that for my second placement I've been placed in Reception, which is EYFS, but with about two weeks in KS1. I was wondering whether I'm obliged to take it up and if you guys knew anything.

    Also it's a faith school. I wouldn't mind that but my first school was also a faith one. Would that disadvantage me when applying for NQT jobs?

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    (Original post by qwerty_mad)
    URGENT MATTER HERE

    I'm on the Primary 5-11 course and therefore I'm training to work in KS1 and KS2. However today I found out that for my second placement I've been placed in Reception, which is EYFS, but with about two weeks in KS1. I was wondering whether I'm obliged to take it up and if you guys knew anything.

    Also it's a faith school. I wouldn't mind that but my first school was also a faith one. Would that disadvantage me when applying for NQT jobs?

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    The faith thing- it shouldn't disadvantage you no. Although it is definitely worth thinking about things you've learnt from it that can be applied to other schools Maybe chat with a teacher at the school for advice on how to use it to your advantage at interviews.

    As for the placement... I guess it would depend on what the uni agreed to provide you with when you signed up. I would invasive it was just two placements in primary though

    I would certainly arrange an urgent meeting with a tutor to explain your concerns. Eyfs is very different from KS1 & 2. It's not just younger children, it's a completely different curriculum, methods of assessment and delivery etc. So it is going to be an extra challenge for you to wrap your head around all the new stuff. I'd argue to then that it's going to cause extra strain on you.

    Having said all that... If there isn't a place for you in 5-11, there isn't really much they can actually do about it. The only option would maybe be going further afield. Perhaps there is a school near to some family of yours who you could stay with?

    Also, don't let what I said freak you out! Early years principles can really help and if you are in reception you will learn a lot that you can take up to even year 6, about how children learn etc. Plus the first term of year 1 should still be following the eyfs curriculum, and play is important throughout KS1 and beyond. So if you have to do it, look at it as a learning experience, and contact eyfs specialist tutors on your course as they will owe you the extra support!!!

    Good luck

    Xxx



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