Teaching Standard 6 Assignment Analysis

The teacher standards define the minimum level of achievement necessary to gain QTS. This document will cover the practitioners’ personal development as well as critical reflection and improvements of the skills in relation to the following four teacher standards:

Teaching Standard 2: Promote good progress and outcomes by pupils.

Teaching Standard 3: Demonstrate good subject and curriculum knowledge.

Teaching Standard 4: Plan and teach well-structured lessons.

Teaching Standard 6: Make accurate and productive use of assessment.

Having had no previous experience directly with teaching or assisting in a class room outside her own schooling experience, this first placement has been an invaluable learning curve for this practitioner as all previous

This allowed the less able students to still make progress even if they only ever achieved the first objective set. It has been noted in the Progress Report that the Practitioner’s planning and integration of activities to suit all learners has continued to develop throughout the placement. It became apparent to the practitioner over the course of her phase one placement that a formal lesson plan acted as a pathway for the lesson to follow and although not always adhered to bring structure to the sessions delivered. This is supported by Milkova, (2012) who states that lesson planning is an activity that is completed, formally or informally, by teachers to give a road map though a lesson. As can be seen in appendix B the practitioner upon completion of the lesson has annotated the plan itself to highlight sections that went well and the students enjoyed or benefitted from and areas of weakness or development. This allowed her plan the following lesson appropriately and ensure that developments are made to facilitate further effective

(reference?)On the opposite end of the scale, as met by the practitioner on one occasion, students can complete tasks in much less time than what is planned and so further tasks need to be implemented. On this occasion only 12 members of the group were in school that day, this information only became apparent once the pupils had begun arriving to the lesson this therefore meant the original plan had to be altered to accommodate the lack of students. As the session had been planned to run as a competition with time allocated for 5 groups of 5 to feed back to the group it soon became apparent that there simply would not be enough discussion and feedback time to fill the allotted times. This left an addition ten minutes to play with once the session had been delivered. Fortunately the practitioner was able to further develop skills from the session and had the students create their own questions to try and ‘stump’ the other groups for bonus points, this showed initiative by the practitioner and also proved her subject knowledge as students created interesting questions for her to grade and give points