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approach of a 2nd placement

or transfer to a PGCE ? or RETUN to FRANCE... 'The beautiful thing about learning is that no one can take it away from you' BB King / 'The roots of education are bitter, but its fruit is sweet' Aristotle
by

helene juan

on 14 May 2014

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Transcript of approach of a 2nd placement

/draftfile.php/104645/user/draft/835784685/P4readingcomprehensionstarter.mp3
"Education is the most powerful weapon which you can use to change the world"
approach of a placement
how this will lead to increasingly successful outcomes for both the teacher and the students
how will the support be utilised and how can strategies be developed to foster progression as a classroom teacher
approach of a placement with a reflective
perspective
reflective
accept constructive feedback, implement change and demonstrate progression,
consider how a second placement may lead to your progression as a classroom teacher

responses to the action plan will play a key part in assessing your ability to reflect upon progress,

we will consider a second placement school for you upon the strength of your ability to demonstrate reflection and action

8 and Part 2 of the Teachers Standards
2: planning for progress. Understanding from the pupils’ point of view the grammatical and language steps they are taking and clearly build this into the LP,

4: linking all the activities to the lesson objective and making it explicit during the lesson to the children,
2: introducing new information for students at the correct point in the lesson and being aware of it in the planning,

targets for new placement
:
evidence:
Class teacher
– comment on prior learning
Mentor
– advice and feedback on lessons
Trainee
– seek advice from staff, revisit central learning activities, research
SLT
– assess against revised Teacher Standards
Use of mentor time / advice from class teacher to support with timely integration of new information/ knowledge/ skills
UNI planning session
Use of planning and preparation time to plan the integration of new knowledge and skills for students
observed lessons evidence the planning of the gradual and timely introduction of the new information / knowledge / skills taking account of prior learning
plan progress, differentiate, demonstrate understanding that students learn in different ways, adapt to different learners, encourage them to take risks
introduction of the new learning at an appropriate pace, by planning for students' prior learning
2 encourage ss to reflect on progress made, AFL
additional use to be made of programmes of Study, student exercise books by trainee
use & adapt existing resources e.g. programmes of study, text-book
identify & double check with mentor the obstacles caused by new grammatical & language features. Seek advice on possible challenges
UNI SK sessions
Research prior grammatical and language steps to understand
challenges of new learning through study of school programmes of Study,
text-books in use, student books, advice from colleagues.
Lesson planning and reflections on lessons highlight & demonstrate understanding of how to take into account common errors and how to plan to minimise these
Trainee notes of mentor meetings or subject teacher advice will demonstrate discussion of challenges posed by new learning
adjustment of pace to enable progress on the new grammatical and language learning steps
2 encourage ss to reflect on progress made, AFL
Lesson plans will demonstrate that
LOs
are clearly expressed
Each activity planned and carried out will be linked to the learning objectives for the lesson
mentor time to revise and review lesson plans and reflection on lessons observed by mentor / SLT
Refer to whole cohort training materials and additional individual research on ways teachers identify the learning planned for a lesson e.g. cohort reading list, exemplars as advised by Subject mentor
Developing ss knowledge/ dev understdg
Using lesson time effectively
Responding + to ss intellectual curiosity
Adapting lesson to suit learning + support HWK
4 : linking all the activities to the lesson objective and making it explicit
Lesson observations note how instructions are clearly and appropriately communicated to students. This may include a range of methods for students who have problems processing or remembering information
As a result, students are able to follow learning behaviours & engage in them quickly and appropriately
Refer back to advice from Lead Practioners in school (dates to be confirmed) on instructions & lesson observation notes
Use of non contact time to script and rehearse sections of lesson with instructions
awareness of students' individual needs inc SEN/HLP, EAL
use of teaching approach to engage/support students'learning & progress
5 : clarity of instructions allowing all pupils to access the learning
normal codes of conduct

All parties will be given reasonable time to consult – bearing in mind the right of teachers to a reasonable work/ life balance and their other duties

The SD proforma for mentoring will be used to record key discussion points and agreements.

Reflect on targets set and to be set
Reflect on observations
Feedback on progress

Adherence to times agreed i.e. 48 hours notice of lesson plans, focus on mentor meetings for advice and guidance, appropriate use of lesson evaluation and feedback time

The ability to listen to and act on advice given by knowledgeable professionals – this will be demonstrated through lesson planning, lesson self evaluations

Professional dialogues will demonstrate

Adherence to the agreed role of all parties and time set aside for the support and mentoring of SD trainees

Class teacher – comment on prior learning
Mentor – advice and feedback on lessons
Trainee – seek advice from staff, revisit central learning activities, research
SLT – assess against revised Teacher Standards

Thus mentor meetings will:
Reflect on targets set and to be set
Reflect on observations
Feedback on progress
Give advice and guidance as necessary
Be in accordance with time set aside for mentoring by the SLT


Buildg gd relationsps
Prof way at all times

8 & Prt 2 of the Teachers Standards: professional conduct.


/draftfile.php/104645/user/draft/462112379/P6208Tonsamuse.mp3
penultimate lesson 8T P6 'on s'amuse: 'jouer + à' & to say when they play hobby/sport,
Learning Objectif:
To introduce ‘Jouer’ + à (the grammar rule to use with hobby/ sport'
To say when they play hobby/sport,
Lesson Evaluation Number: _28_yr8T lundi02 décembre____P6
/draftfile.php/104645/user/draft/476676003/KS4%20b4%20review.mp3
/draftfile.php/104645/user/draft/462112379/8TP40312.mp3
optimised use of the moodle/VLE tool in a placement practice:
reflection on a previous teaching experience

0. use of Moodle/VLE optimised to streamline lesson planning between mentor & trainee, enabling easier instant & less time-consuming transmission of information between the two

1.
instant revision/correction of Lesson Plans- Mentor can then give his perspective on the latest LP. The biggest change, and advantage would be that the Lesson Plan would be visible at all times on Moodle/the VLE and at its latest stage.

2.
immediate upgrading by mentor (in red), re-forward by email to T

3.
instantly visible by both M & T, once re uploaded - both before & after versions -
colour coded to show changes

4.
ensure Trainee has understood fully and adhered to Mentor's advice in real time and without delays
Weekly record 2nd December 2013
Lesson Evaluation Number: _28_yr8T lundi02 décembre____P6
/draftfile.php/104645/user/draft/549588481/y9p70212.mp3
Lesson Evaluation Number: __yr9 lundi02 décembre____P7
/draftfile.php/104645/user/draft/789390077/22 novembre%2C year 7 obs 2nde partie.mp3
LO: to be able to recognise and use vocabulary relating to members of the family
To be able to recognise and use possessive adjectives
Weekly record 25th November 2013
22/11/13 P7 lesson 'je presente ma famille':

/draftfile.php/104645/user/draft/789390077/P2y72211.mp3
22/11/13 P2 lesson 'je présente ma famille'
LO: to be able to say and ask how many brothers and sisters you have
Lesson Evaluation Number: _P4 27/11/13

Weekly record 18th November 2013 week 18/11/13-week 25/11/13
To be able to give opinions on 8 sports and games
To look and recognise cognates between the 2 languages

/draftfile.php/104645/user/draft/226038139/P4271113.mp3
/draftfile.php/104645/user/draft/226038139/P4starter8F.mp3
20/11/13 : Year 8 End of Unit listening test starter P4
/draftfile.php/104645/user/draft/226038139/starter with Miss Knight.mp3
P1 Year 8 End of Unit listening test
draftfile.php/104645/user/draft/835784685/starter observation with Lucy Woodley.mp3
Weekly record 11th November 2013
15 November observed starter with Lucy:
/user/draft/835784685/ballrevisionactivity.mp3
End of Unit tests revisions,
Wednesday 13/11/13: P1 revision questioning with a ball
user/draft/835784685/starteryear8.mp3
listening and speaking revision activity P1, 10 mns, +plenary
Reading and Listening activity: P6 Starter:
year 8: 11/11/13 - Starter P6: Learning Objectives: To revise for the end of unit 5 test. Reading & Listening
Reading and Listening activity: P4 Starter:
year 8: 12/11/13 - Starter P4:
/user/draft/570492180/boucleadditionsomme.mp3
Weekly record 4th November 2013
year 8: 05/11/13 - P4 Activity:
Learning Objectives: To be able to count from 69 to 100
La boucle Question Réponse: l'addition + la somme
year 7 - starter 08 novembre- P7
The LO for p7 on Friday ‘Learning Objectives: To revise for the end of unit 1 test. Using their newly acquired knowledge. The students were able to use the elements of conversation they used in the unit1 to reply to my questions:
year 8: 05/11/13 - P4 Activity:
Learning Objectives: To be able to count from 69 to 100

La boucle Question Réponse: l'addition + la somme
year 7 - starter 08 novembre- P7
The LO for p7 on Friday ‘Learning Objectives: To revise for the end of unit 1 test. Using their newly acquired knowledge. The students were able to use the elements of conversation they used in the unit1 to reply to my questions:
Lolly sticks questioning /Questions Reponses avec les LOLLY bâtons
year 8: 08/11/13 - Starter P3:

/draftfile.php/104645/user/draft/570492180/adjectifscouleurs.mp3
year 7 - starter 08 novembre- P2
The LO for P2 on Friday ‘To consolidate knowledge of colours and adjectives’.
/user/draft/570492180/countingsheepplenary061113.mp3
Counting sheep, compter les moutons
year 8: 06/11/13 - 5 minutes plenary P3:
Learning Objectives: To consolidate counting from 69 to 100
/draftfile.php/104645/user/draft/570492180/counting sheep.mp3
year 8:06/11/13 - 10 minutes activity P1:
Learning Objectives: To be able to count from 69 to 100

/draftfile.php/104645/user/draft/609922348/mimezroutines.mp3
Weekly record 14th October 2013
NOTA BENE: recording started straight after I had given the instructions:
/course/view.php?id=1384
/mod/journal/view.php?id=50802
/mod/journal/view.php?id=79798
/mod/journal/view.php?id=89368
04/03/14 Thinking more clearly:
I am understanding many things about the delivery of clear instructions as a cover, as I am getting to practice everyday, and as I am practicing this skill in every single subject.

Here is why I would recommend work as a cover supervisor:
Work as cover supervisor is extremely beneficial for anyone interested in embracing the teaching profession.

As a matter of fact, simple observation of classes is increasingly being considered as insufficient experience in preparation for any subsequent teacher training.

Nothing can replace ‘hands-on’ contact with a class and delivering teachers’ instructions and motivating classes that are entrusted to you.

The opportunity of taking charge of a class of 30 students (approx) who are often fully aware that you are perhaps completely new to the school, who realise that you don't know their names (
and who have even exchanged name tags just to confuse you even more...),
classes

who would like to think that you are inexperienced with the school rules -and it is true that they will try their luck sometimes ; but work with these classes provides a priceless opportunity to perfect the Behaviour For Learning skills you have & to experience first hand how different schools operate.

'Sharpening your tools' before approaching this type of training can no doubt make a real difference. It provides a sure way to find out what to expect during school experience, it helps understand what it takes to help students think and learn, I would recommend it hands down to potential teacher trainees.

.
a day in the life of a cover supervisor
http://www.riversacademy.org.uk/
http://www.gumley.hounslow.sch.uk/
evidence:
Class teacher
– comment on prior
learning
Mentor
– advice and feedback on lessons
Trainee
– seek advice from staff, revisit central learning activities, research
SLT
– assess against revised Teacher Standards
evidence:
Class teacher
– comment on prior learning
Mentor
– advice and feedback on lessons
Trainee
– seek advice from staff, revisit central learning activities, research
SLT
– assess against revised Teacher Standards
evidence:
Class teacher
– comment on prior learning
Mentor
– advice and feedback on lessons
Trainee
– seek advice from staff, revisit central
learning activities, research
SLT
– assess against revised Teacher Standards
Thus mentor meetings:
reflect on targets set and to be set
reflect on observations
feedback on progress
give advice and guidance as necessary
8 & Prt 2 of the Teachers Standards: professional conduct
Reflect on targets set and to be set
Reflect on observations
Feedback on progress
All parties will be given reasonable time to consult – bearing in mind the right of teachers to a reasonable work / life balance and their other duties
Adherence to times agreed i.e. 48 hours notice of lesson plans, focus on mentor meetings for advice and guidance, appropriate use of lesson evaluation and feedback time
Adherence to the agreed role of all parties and time set aside for the support and mentoring of SD trainees
Mentor meetings follow the guidance in the mini-guide (issued in September).
proforma for mentoring used to record key discussion points and agreements.
Professional dialogues demonstrate
how the advice given by knowledgeable professionals is implemented – demonstrated through lesson planning, lesson self evaluations
http://prezi.com/yod1-czcbno_/from-assignment-to-research-question/
Possible Research Questions?
The influence of Language 1 (native language) on the acquisition of L2 (language 2) grammar learning? -for the ‘native language teacher’ but also for the English as first language learner-
Pro & Cons and uses of social network in learning languages or learning languages on the social networks?
Or turning social networks as an advantage in language learning?
C
reativity in the classroom!
http://prezi.com/user/nancybellafante/
http://prezi.com/u4htl-u8j09c/all-about-scholarly-sources/
http://prezi.com/mkj8gifxyrrb/creating-scalable-student-centered-learning-opportunities/
http://prezi.com/wpim3dhozdj6/library-databases/
http://prezi.com/ivgkrra8ccp9/career-day-what-does-a-software-developer-do/
What makes a good research question?

A
memorable question, subject, topic of interest to teachers of the subject?
W
hat do you understand about the subject?
W
hat would help advance the topic?
H
ow do you feel about the subject yourself?
O
thers?
H
ow could you interview about it/
W
hat are the questions to ask about the subject?
REG TIME
PORTRAIT CHINOIS
Dos a dos-tac au tac:

T
he best job in the world is ?
...

L
e moment le plus heureux de votre vie? Le plus malheureux ?
Q
uand ?
P
ourquoi ?
U
ne phobie ?
Q
u’est ce qui vous fait fuir chez quelqu’un ?
Q
u’est ce que vous detestez chez les gens ?
C
omment aimeriez vous mourir, trouver la mort ?
T
u n’es pas a la hauteur, quand /la dernière fois vous etes vous dit cela ?
E
st-ce que vous auriez aime naitre de l’autre sexe ? du sexe oppose ?
V
otre juron préféré?
A
vez-vous un signe particulier sur votre corps ?
C
omment vous identifiez vous ?
L
e mot le plus…
L
e plus beau compliment que l’on puisse vous faire ?
Q
u’est ce qui pourrait vous convaincre de ne pas…
A
vec qui refuseriez vous de partir en voyage ?
O
u de faire un voyage en bateau ou dans un vaisseau spatial ?
Q
uelle épitaphe sur votre tombe?
J
e commence la phrase vous terminez
!

M
on émission préférée c’est…

user/draft/236347163/year8comprehensiontask.mp3
Weekly record 21st October 2013
year 8: 08/11/13 - Starter:
Learning Objectives: To revise for the end of unit 5 test.
comprehension task:

104645/user/draft/570492180/lollysticksquestioning.mp3
Learning Objectives: To revise for the end of unit 5 test.
comprehension task starter
/draftfile.php/104645/user/draft/570492180/starter081113yr8.mp3
/draftfile.php/104645/user/draft/570492180/boucleadditionsomme.mp3
History cover
Geography cover
citizenship
Geography cover
write down all you have heard/know about the Ukrainian crisis on the news
Pictionary:
Pictionary:
30/01/14 During my time as a cover supervisor I am gaining precious experience in the way each subject is covered in the curriculum. I am gaining a good understanding of what makes students 'click', what particularly interests them, as well as an in depth idea of their cultural literacy, depending on their age, etc...
This will help in the future accurately design lessons and relate lessons to the lives of the students & that will engage them further, in MFL, or art, or even tutor time...
Charades
perhaps he looked like this...
How did Jesus look like?
citizenship studies:
active citizenship is?...
project ideas
get more help with behaviour in school
more transport
put more toddler parks
more time on lunch at school
more youth clubs
clean parks ups
put more farms & animal places
more senior clubs
more police on the buses
more outside activities
more buses between school hours & after
more graffiti murals / urban art
make place nicer
more community police
so people can stay & do activities they want to do
in school I would change the music block & put more instruments so the lessons are more interesting
the PE block: make more equipment so people can properly exercise & workout in PE lessons
so the teenagers are not out on the street all the time
the school ties make them more suitable so no-one can strangle anyone or nick anyone tie off then run away with it
the technology improved: so all the computers & boards always work & lessons are not messed up
more classes in the DT block for cooking so that more classes can do cooking
the school food: so people are healthier +make bigger portions, offer bigger amount of food so people don't go hungry
more lights down the alley ways
teachers judging you for your behaviour & putting it on grades
set people in lower set have teachers that don't care
re-building things / places to make the area look better
uniform
ice rink
more skate parks
more baby parks
more football space
glass bottles
A graffiti zone
control drugs
any ideas?...
Nelson Mandela
the 5
R's
30/03/14 Generally a 'journal de bord/reflective journal' helps you see more, as opposed to just look and listen. You can see, & hear better and as a result understand in depth the situations in school & truly learn from them.

In essence, keeping a journal while working in the role of cover supervisor :
-helps you analyse what teachers instruct you, helps you understand more precisely what they expect for their pupils and from you, & just how you can comply with their expectations more fully
-then to embed the recent events, the journal helps you formulate more precisely your thoughts, to be able to put them down on paper
-regarding inclusion, it helps you be more alert to students’ needs, and successfully be more attentive to all the information you have to register on this aspect. As you are not the class regular teacher, you can achieve good outcomes, in the presence of SEN students on the register, by going back/remembering what you observed in your journal.

Put into practice, with the teacher's expectations in mind, eventually you can suggest additional ways of engaging the students with the work, & you can do so with heightened confidence. From RE cover (creation of a Rap on the story of Adam and Eve- when the pupils described the rap outcome to their teacher, echoes of which (performances) were positive and encouraging), to the Youth Initiative Project, after the teacher suggested some students could :


WRITE DOWN A COUPLE OF RHYMES/RAP ON THEIR CHARITY/ORGANISATION: students, excelled and particularly enjoyed the task

For year 7, Citizenship cover, on the new topic of money ; writing down a couple of rhymes on 'HOW TO GET MONEY' inspired them as well. Nevertheless, I am not sure the suggestion: 'THINK FUTURE CAREER PLANS' in their lyrics was particularly adhered to, for some... (for copyright issues I can unfortunately not produce here some of the class open mic attempts, prompted by the similar suggestion, all I can say is watch/ listen to this space! The Headteacher who was passing by really, appreciated the quality of rapping, I wish Michael Gove could sample the open mic moment!),

My increasing familiarity with the school and its policy, finding ways to apply Behaviour for Learning more and more effectively thanks to the very helpful support when following up on any praise or sanction, as well as finally of course, becoming familiar with names (at times it is also the only way to control the class in the absence of a seating plan), greatly contributes to rebuild my shaken confidence.

A cover supervisor also needs to develop arguments to motivate pupils, these include for instance:
-MFL/French has become the 3rd language spoken/learnt in N-Y city, after Spanish and Chinese (Mandarin).
-you can earn 8% when you speak a Foreign Language or several Foreign Languages
- in Science, English, Art, a cover supervisor has to follow and adapt teachers' instructions to achieve a successful outcome. This incites a supply teacher to discover new angles in the application of school policies (thanks to invaluable tips shared by teachers), in effect in the implementation of effective BFL, he/she has to combine the use of voice with effective body language (to preserve vocal chords a bit as well as to consolidate instructions)- day in, day out.
"a day in the life of a cover supervisor"
http://www.st-marks.hounslow.sch.uk/
In a multilingual world it is obviously more efficient and rational to be multilingual than not, and that truism increasingly applies to
the

whales,

as well as to the
minnows.
Essays in Honor of Joshua A. Fishman, Vol 1 : Focus on
Bilingual Education. 1991. p 105
to be continued... IN FRENCH SECONDARY SCHOOLS?
Tenir un journal de mes expériences à l’école pendant que je suis "pionne"/"remplaçante"/"cover supervisor":

-permet de ne pas perdre la main, permet d'écouter mieux ce qu’on me dit, de regarder mieux ce que je vois, etc... pour bien m'imprégner de toutes les informations et bien les mettre en pratique et les interpreter.

-ce faisant, j’essaie de mieux formuler mes observations/ce à quoi je pense, parce que je vais devoir le projeter, le condenser dans les quelques pages de
mon journa
l
de bord.
Hi Helen,

I am glad you have enjoyed your time here and have found the staff to be helpful and supportive. Thank you for covering us in the Humanities corridor and for all the other work you have done. I know the various teachers and students have really appreciated all of your efforts to get the best out of them (even if the students sometimes did not show it!)
Best wishes,
Tom

Director of Research & Innovation
Rivers Academy West London

On Thursday, 27 March 2014, 16:05, <Timothy Wormald> wrote:
Hi Helen

They're awesome! How did you record them? Can't wait to use them in their presentations. Thank you so much for covering and getting such good work out of them

Tim
http://www.tnfi.fr
SPACE
year 10 class suggestions
5: making instructions clear so that all the pupils in the lesson can access the learning
for greater outcomes of trainees' pupils
Spinner starters with year 9:
school rules
in target language,
year 8
starter:
Spinner starters:
ENABLING
PROGRESS
la vie à l'école
Règles de vie de l'école
http://www.leadercsa.com/medias/public/ldv_4e371f1300d30_page_11.pdf
Compendium of ideas from:
teaching experience/
school projects
/schemes of work
/cover work
/reflective cover journal,
etc...
In a multilingual world it is obviously more efficient and rational to be multilingual than not, and that truism increasingly applies to
the

whales,

as well as to the
minnows.
Essays in Honor of Joshua A. Fishman, Vol 1 : Focus on
Bilingual Education. 1991. p 105
de vie à l'école
year 8 starter
de vie à l'école
to help analyse
Une approche de stage avec une perspective réfléchie :
l'approche 'réflective' de stage en école pour aider à analyser:
comment acceder a des resultats plus approfondis
et
comment l’aide peut être utilisée et comment les stratégies peuvent être développées pour
optimiser une progression comme prof
Collection d’idées collectées, pour les séquences d’apprentissage, le job de surveillante, etc...
approche 'réflective' de stage en école
permet d’analyser comment:
le professeur stagiaire peut améliorer ses résultats,
optimiser sa progression pour que tout le monde évolue dans la bonne direction, élèves autant que le prof
Full transcript