SE1 Reflection And Analysis

This reflection aims to look at, in detail, two lessons taught on my SE1 placement. Using my own reflections and analysis of these lessons, along with my SE1 targets, I will evaluate how I can progress into SE2. I spent my SE1 placement with one other student in a school that had opened seven year previously and was still steadily growing, with triple intake from the foundation stage upwards. I was in one of the three year one classes which contained 30 children, who sat and worked on tables based on academic ability which influenced a lot of the planning of my lessons. The classroom was very open and interactive and I used this to my advantage when planning lessons and assessing the children.

The two lesson plans I will be focussing on, which

Behaviour management also had to be carefully considered regarding one of the children in the class who had behavioural problems and received a lot of one on one support. His behaviour often deteriorated when I was teaching as he struggled with change and irregularity in the classroom, which led to me to creating a reward scheme tailored to him using the idea that children can “behave well for their own gains” (Doherty and Hughes, 2009, p.409). Using this reward scheme and planning for other adults in the classroom I was able to successfully manage his behaviour, which helped progress his

The belief that “to learn anything fast and effectively, you have to see it, hear it, and feel it” (Stockwell, 1992) prompted me to plan a practical lesson intending for it to engage the children and help them to learn more but I felt that practical lessons can be the hardest to maintain class control. To tackle this I created rules which would “encourage good behaviour through a mixture of high expectations” and “an ethos which fosters discipline and mutual respect between pupils, and between staff and pupils” (Department of Education, 2014, p.8) and this meant that children knew what I expected of them, but also what they could expect of