During my teacher training I have had many opportunities to work with underachieving children. Fortunately, these children appear to make progress under my regime, particularly those with behavioural difficulties. Progress is secured through regular formative assessment and carefully differentiated lessons.
In addition, I understand everyone is unique, especially when it comes to education. This is why I selected thinking skills as professionalism during my studies. Understanding the behaviors of the brain is a very complex process, and studying the theories and psychology of learning has definitely improved my practice. For example, in many of my classes I will practice philosophy. I do this because I believe it generates a healthy learning environment where the children can begin to question their learning and construct educated arguments.
During my teacher training I have worked with a broad range of educational institutions and have even been affected by the new curriculum change. Although many schools are still moving towards a fully integrated new curriculum, I feel very confident teaching to this format.
Teaching towards school policies is, in my opinion, paramount to a successful school. I have therefore worked hard towards adapting to new school policies to ensure I am consistent with the practice
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I would use these notes to remind the children of my expectations and would ensure work is complete before moving on to other activities. I did this because I wanted my children to succeed. For example, in a kinesthetic Math lesson where a Year 5 class were asked to experiment with different units of measure, I noticed that many children had simply played with the equipment and not remained on task. Using my notes I tracked the under performing children and used the school behaviour policy to rectify the