Reflection

Reflective account This essay will outline and analyse the learning taken place from the module ‘preparing to teach’. Although the module has been covered in few weeks, the information has developed skills, ideas, assessment techniques and teaching methods that could possibly be used. The learning from this module has provided me with the opportunity to trial different teaching and learning techniques and reflect up on those that are successful and others that need improving. There will be relevant links to practice observed whilst being in placement and links to theory. My role within my department is equal to the other teachers; I have been given access to the same resources. Since I have started my mentor has devised a time table with myself involved, she has ensured I have sufficient teaching hours during a week. Before the time table was agreed she asked me regarding the units I would want to teach, this made me feel valued and part of the team. Within the school I am recognised, I have been part of collaborative meetings, open days and lunch time focus groups. It is highly important to have a clear plan and structure (before teaching) of what you are trying to achieve before starting a lesson. Therefore, clearly thought out learning objectives and outcomes for students are crucial if learning is to take place. I agree with Haydn et al who suggests. 'What you are trying to do, what is the purpose of the lesson, why are you doing this' (1997:29). Reflecting back to the times I have been teaching and observing I have found a well planned lesson instils confidence in a teacher and the students reap the rewards. The plan ensures all learning objectives are achieved and the outcomes are being met. According to the Qualifications and Curriculum development agency (QCDA) ‘it is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim’ (www.qca.gov.uk) Whilst being at placement I have seen the more experience teachers don’t necessarily adhere to a teaching plan. After speaking to one of the teachers he felt he does not require a teaching plan as he has been in the job for far too long. Whilst observing his lesson I did notice he had a flow however, I thought it might have been a little un organised as he were thinking of activities as he were going along but never had the materials to support them. Self evaluations have strengthened my ability to learn and improve my teaching strategies. Being able to consider what went well and aspects to improve will develop me as a teacher. This relates to Haydn et al's (1997:35) thought: 'Planning for learning goes on after the lesson has finished, as well as before the lesson'. I believe after every session taught there are implications for improvement and I find myself evolving new ideas for further sessions. This seems to progress my techniques further and negotiate targets with my mentor as she always focuses on my evaluations. Whilst observing at placement I noticed a lot of teachers would recap on strategies that have worked. For those that have not been as successful would either be avoided or changed to suit the learner’s needs. Assessments for learning be it diagnostic or throughout the course are essential to improve teaching and learning. Assessment does not only concern statements of attainment or marking homework. According to Tummons (2009:50) ‘We do not always have control over how we assess our learners, particularly when it comes to summative assessment; we still need to be aware of the range of methods available to us’. Teachers place a lot of emphasis on assessing students in the classroom by question and answer and other methods. I have been assessing learning via essays, peer questioning, conversations and presentations. Assessment is essential to monitor student’s progress and to check whether learning outcomes have been achieved. In fact, I have observed, teachers are forever assessing students work, within the classroom or outside. Before this module my personal view regarding assessments was the information is collected for the teacher however, I am now aware it is equally important for the student and their targets. To continue teaching and learning I would set myself the following targets: Firstly, to develop a bank of resources, generic and specific to the subject I will be teaching. High quality resources promote learners to widen their knowledge, thoughts and creativity. Reflecting at the sessions I have taught I noticed I was changing lesson plans hours before the lesson because I would develop a better idea with adequate resources. ‘One of the best ways of learning about learning is through ‘interactive’ teaching and learning’ (Haydn et al, 1997: 199). Whilst observing the different lessons I noticed interactive teaching and learning extended when resources have been available for students to visualise and develop ideas. Students have also used resources to interact with peers; I find resources are an aid to positive communication. Secondly, I will need to consider differentiation in my lesson plans. During the next semester I will try to focus on the type of learners I am teaching. Previously I have not been aware of what needs I would need to consider for individuals and their learning styles. I feel I will benefit from this information as I will be able to create resources to meet individual needs and stretch those students who are gifted and talented. ‘There are many techniques to classify learning styles. This includes perceptual modality, information processing, and personality patterns’ (Avery, 2002). At the moment I have been categorising learning styles by the student’s personality which would be making assumptions. .Ideally, I require collating the information from their form tutors for the correct information. My last target would be to slow down my pace whilst teaching and providing learners with more in depth knowledge. Whilst I have been teaching I noticed I tend to zoom through the lesson plan instead of providing learners with examples from experience and including them in to the discussion. I could include them by asking extensive questions which would challenge their thoughts. This links in with the chapter I have been reading from Light and Cox’s (2001) publication, they state: ‘As a method of teaching it improves learning by enabling students to consolidate their thinking and relate it to their own experience and knowledge of the field’ (199). The students I teach are in placement for 2 days, they are able to relate their own experiences to the subjects taught. In conclusion, I feel this module has prepared me to teaching and learning effectively. Reflecting on the previous weeks I have made a positive start to effective teaching, however to be truly effective I need to develop my subject knowledge, reflect, enquire and continue professional development. I require maintaining the balance and rapport I have with my students. I need to consider students needs such as, ensuring the right learning environment is created, classroom management and efficient planning. Bibliography: Books: Haydn, T, Arthur, J and Hunt, M (1997) Learning to teach in the secondary school, Routledge Light, G and Cox, R (2001) Learning and teaching in higher education: the reflective journal, Saga publication limited Tummons, J (2009) Assessing Learning in the Lifelong Learning Sector, Second Edition, Learning Matters Ltd Journals: Avery, C.M. (2002) how team work can be developed as an individual skill, Journal for quality and participation Internet: QCDA, (2010). Qualification and Curriculum Development Agency http://www.qcda.gov.uk/4334.aspx [Accessed on 15 October 2010)