Today was the day of shadowing. we were told that we would be assigned a child from year 7,8 or 9 and we were to shadow them the whole day. I was looking forward to seeing the other teaching styles throughout the schools and subject areas.
As it turned out when we got to the school many of the children were in exams so instead of shadowing a specific child we would shadow a science and maths class.
Morning Classes
I was told and presumed I would be joining a low set year 9 science class however the whole group. However that class was in an exam so I was placed into a top set year 9 physics class and assigned to a very chatty funny young boy as the teacher said he wanted to give me a challenge with the pupil I got put with. I really did enjoy this lesson, it pushed me to get involved and also triggered out memories from when I was in my science classes. The teacher set up a group quiz and we were in groups the winner got a bag of minstrels. This got everyone including myself into a competitive spirit and everyone wanted to win for the insensitive. As we were quickly answering the questions the kids used a calculator and I did the calculations in my head. The teacher came round and said is your background mathematics I told him it was textiles to which his reply was I think you should get back into maths.This left me confused as i could see two sides. Maths was something I always as a child loved doing but let slide during A-level because I didn't put the time in. Also it made me think that the teacher must be one of many people that don't think any type of art is a "proper" or real degree. It left me second guessing what I personally felt about art as a whole.
Teaching Style
The teacher was very respectful of the kids and as he was quite young himself i seem as though the children got on well and we respectful to him.
He used incentives to get the kids to do the work which really did work this something I plan to take forward and think about when planning our DACA workshop.
The teacher was taking over after six weeks and so he wasn't sure about what they knew.
Gave out worksheets so that everyone could do the ones thy felt they needed work on.
Got quite class by asking them simply come on now class enough instead of the 5 step which worked and much more relevant to the year nine 14/15 year olds
Afternoon Lessons
This afternoon I was placed in a year 8 maths class what was really interesting was that in the first half of the afternoon there was a supply teacher and the second half was the actual teacher.
The first half was a wreck so much that we stayed there half the lesson and then went because there was nothing else to comment on. The supply came in and the kids asked have we got you today miss to which her answer was yes she then sat down and told them to come and get a work sheet that was pretty much the lesson in a nutshell. The school in my opinion needs more sub teachers as the one that was in maths was also in art the previous day. They need to put a sub teaching in that actually knows about the subject and can teach it or it is just a waste of the pupils and sub teachers time.
Teaching Style (1st half year 8)
She never introduced herself and so it almost implied that she had no authority she just sat down on the chair. Showed me that there should definitely be a period of time where we introduce ourselves in our DACA workshop.
She attempted to calm the extremely loud class once by saying quietly "shh now class" when with year 8 I have seen that the 5 step is more likely to work.
When a child asked miss how do I do this her reply was"I don't no ask Sir in the afternoon"
She never checked to see if the work was being done which on the whole it wasn't.
Afternoon Lesson (year 8 maths)
The actual teacher came back and there was such a turn around in the class, the noise level dropped significantly. I wasn't shocked by this and was just hoping that the kids would actually learn something in this half of the lesson, and get there questions answered They were learning about how to convert fractions to decimal points.He used the board and got the whole class involved with a maths quiz.and did question and answer which involved the whole class.
Teaching Styles (2nd half year 8)
Group question and answer got everyone involved. When it was the same people answering her chose someone who didn't have their hand up. This involved everything and is something I plan to take forward.
Used white board for visual learners.
Bad point was when a child asked what he said his reply was I'm not repeating my self so the kids
would have to ask each other I personally felt that was a bit harsh.
5 step countdown.
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