Reflective_Learning_Journal

Reflective learning journal A Reflective Learning Journal must be completed after each theory/practical assessment task (eg task 1, task 2, task 3, etc) and/or each session attended throughout the PTLLS programme. Candidates are permitted to use their own journal format or use this pro forma. Name of candidate Joanne Howes-Watson The main points from this journal fit into assessment task no: Task 4 The main points I have learnt from this session/assessment are: I now know that to do any form of teaching to a group for the first time I need to plan an icebreaker I was amazed how much this helped with group bonding also helped people to relax and to get to know each other a little better this also helped the motivation and moral in the class room, in this session I have also learnt in much more depth the importance to establish the ground rules to at least a minimum to make sure that everybody know what is expected of them also covered in this is respect for the classroom and each other, making sure every one knows the safety issues as well as basic ground rules will make the classroom a more organised, respected and happy teaching environment. How I could develop my practical skills as a result of this session/assessment: Using icebreaker are a great to help learners bond, also with there peers/teachers. I do use very low risk ground rules due to having new pupils quite frequently, as I work in a very close environment I feel it is very important to make the learner to feel relax as soon as you can, I feel for myself that I can now take this to another level; I found very interesting the different ways in which you can use ice breaker , my thoughts are now that I understand the low risk to high risks I can make the ice breakers more challenging and interesting rather than basic day to day questions. I would also involve more group and pair activities, as I realise this helps with the bonding of the group which is more interesting for the learners and gets them involved in group activities in the first lesson, I thought this was a great way of getting people to relax in a classroom environment where everyone is usually nervous the first day. I really did not know so many ground rules existed, or that different ones depending on what you are learning and different surroundings you are in, I was amazed by the different ways of introducing them .I did know that ground rules need to be establish on the first session; so everyone knows where they stand, I feel I can improve on my practical skills on this as I do not very often revisit my ground rules, or look at now ones that may need to be added I important I should do as the learner knows where the stand it keeps a good learning environment and prevents things going wrong. There are many different ground rules depending on what you are learning and surroundings you are in there are also different ways of introducing them, I usually do this by handouts given out the learners then they can read them and sign to agree at the bottom this is a good way especially if there are a lot of non negotiable ground rules the other way in which I thought was brilliant is to ask around the classroom and see what learners think what would make good ground rules I feel this makes everyone listen and take more notice of them as the class has set there own so they are less likely to break then as they have set them for themselves, the best thing I have learnt on ground rules is that some are negotiable and others are non negotiable. Ground rules I could use for my subject could be: None negotiable ground rules for the subject I teach: I have a 48 hour cancellation period if a learner cancels less than this lesson must be paid for. Discriminating behaviour will not be tolerated of any kind. No smoking in the car this is the law so it is none negotiable Personal hygiene, anybody who has poor personal hygiene will be asked to leave as it is unfair on myself and other. Confidentiality, if someone has a learning difficulty, or personal problem this will be kept between myself and the learning, so no embarrassment or humiliation is caused. Negotiable ground rules could be: Phone being left on, cannot be using whilst driving or behind the wheel but in emergencies pupil could go out of the classroom or car to check. Punctual, If agreed by all parties timings of lunch, breaks, starts, or finishes could be moved, or if someone needs to go to the toilet or stop for something. Refection on my session: I feel the that ice breakers and ground rules are a necessity for all first lesson, this is something I have not really thought about in any depth before, I can defiantly use more and differential icebreakers in my teaching, if feel that group ice breakers getting people working together helps more than getting someone to do something on there own as this helps more with class and team bonding, I and also more knowing in the difference between negotiable and none negotiable this will help me establish the more important to the flexible ground rules to which I can use with learners, I do think it is an excellent idea to get the learners to name different ground rules and put them into negotiable and none negotiable is great idea as I feel it will prevent people form breaking them, as they have made the rules whether negotiable or none negotiable, this session has been very enlightening . How I could develop my knowledge and understanding as a result of this section/ assessment: After research I have found that there are many icebreakers that you could use for a group: Zoom: This is where the group try to make a story from a group of pictures, each person is handed a picture but cannot show to others, you go around the class trying to create a story this helps with patience, communication My neighbours : This is a good one this involve people moving around the class room and talking to a person for a period of time and talking to each other then encourage them to talk about that person helps with relaxing the class enabling them to get to know each other. Have you ever' Works well with large groups, the instructor would ask a question for instance would you climb a Mountain' The ones that think yes would run to the middle of the room, this again helps with team bonding. Having researched legislation to give me more knowledge this is basically any law that is used in that area, and can involve health and safety, sexism, racism, I have found one example by researching of a teach who put twins in the same class but legislation in teaching schools this is not allowed to be done, also other legislation rules for schools is that teachers are allowed to take away mobile phone and give detention this allows teachers to have some sort of control of there pupils I found these in an article. The Telegraph. Respect and legislation in the classroom 12th April 2007 found on 16th November 2010. Having spoken with other teachers which are friends of mine they have other ways of introducing ground rules, one said “Autocratic this mean rules that are given to be regarding expectations of behaviour, which are relayed visually or verbally usually used on short courses to save time. “ another teacher said “What I do if I have times is to get someone in the class to mention a ground rule, then I get the rest of the class to vote, if it has the most hands showing it gets added you our list.