Lessons from Practicum 3/5

Class Routines - Key foundation to building a positive learning community
Being with a new-entrance class is a great way of noticing, in a more obvious fashion, what is often regular teacher practice throughout all primary age classrooms. One of the most amplified examples of effective practice observed on this occasion was that of consistent class routines - although this was not fully apparent until after my stint at full control, when things sometimes became a little ‘undone’ :-) …

During my three days sole duty it became quickly evident that class routines were crucial in helping class management and establishing an effective learning environment.

When planning for my three days, I had prepared all the lessons needed. However, on the first day I found it more difficult than expected to ‘run’ the class in the same way as the associate teacher. After some interactions and discussion with the associate teacher, I realised that I hadn’t been fully aware of many of the seemingly small & incidental aspects of her teaching, which were in fact very measured and considered routines and instructions which she had established over time.

I didn’t really have a full realisation, or prior practical experience of the value of established routines. Therefore, in addition to this, my first-week observations were not focussed on this area. Maybe because I didn’t know what I was actually seeing, or the reasons behind it. I also probably had assumptions that the children were in some aspects managing themselves, when in fact they were operating in the comfort or familiarity of established routines.

When I become a teacher of my own class, if I want to create a better learning environment (and make life easier for myself), it will be important for me to establish routines right from day one. These routines, whatever shape they take, need to be measured, considered, and clear.

Lessons from Practicum 2/5

Sharing Learning Intentions and Student Reflections on Learning
Often, when comparing my time at university with actual school teaching experiences, I have found a lack of links between theory and practice. On this occasion however I saw a fine example of what I had heard talked about, actually being done!

My associate teacher was a firm proponent of sharing ‘targets’ or learning intentions at the beginning of each lesson. He then ensured that students regularly involved themselves in reflective questioning as part of his plenary (ending of a lesson).

I have since read more research about the sharing of learning intentions as part of formative assessment. An excellent book for this is:

Clarke, S., Timperley, H., & Hattie, J. (2003). Unlocking formative assessment: Practical strategies for enhancing students' learning in the primary and intermediate classroom (1st NZ ed.). Auckland: Hodder Moa Beckett Publishers Ltd.

Seven possible reflective questions used were:

• What was your learning intention today?
• What’s something new you learnt today?
• Did you ask inquisitive questions?
• What skills could you improve?
• What did you find difficult?
• What did you enjoy about the session?
• What would you change if we repeated the activity/lesson?

These were often used in the form of students first thinking about the answer to themselves, and then sharing back

1. Think (to self) 30seconds
2. Pair (tell partner) 60seconds
3. Share (whole class) 90seconds

Lessons from Practicum 1/5

YES - This is me!
This practicum was just a few weeks into the beginning of my study. In all honesty, there would have been a lot going on that I wasn’t even capable of seriously observing due to my lack of understanding about what to really look for.

However, the one key thing I gained from this particular experience (with a year 4/5 class) was that YES! This is what I want to do. And that is obviously a very important conclusion to come to early on in my training.

Lessons from Practicum: Intro

I have now completed all five teaching experiences that my education degree course requires. Not only do these provide a multitude of opportunities to both observe and practise teaching and learning, I have found each one has had one significant aspect of teaching that has come to the forefront of my thinking and personal reflection.

So, following this introduction will be a description of one key thing I gained from each of my five practicum.