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My Core values and beliefs

-Supportive

-Caring

-Value learner's best interests

What type of teacher do I want to be

Value

Teachers should not label pupils on their attainment as this could put a limit on children’s learning.

Middle ability

High ability

Low ability

Core Value

I'm on square table which means I am not very clever...

I'm on hexagon table which means i'm really smart!

challenge 3

challenge 2

challenge 1

You choose!

Belief

pupils should view mistake-making as a positive opportunity for new learning and growth.

"you're so smart!"

Gifted and talented

Core Belief

Me

TITLE

Focused on:

pupil's results

higher results

Being number one on interntional league tables

We need to change the way pupils view their ability

Don't worry, it means you're learning!

Value

Talk is central in the classroom as it can have enhancing effects on pupils learning

Core Value

Pupil-to-pupil talk

Co-constructed ideas

TITLE

If pupils are not guided through how to construct exploratory talk and not given opportunities to practice this form of talk...

Using exploratory talk, this course has enabled me to:

Challenge other people's thinking

Further my thinking

Discuss ideas with peers

Enhance or shift my thoughts

Obtain ideas I couldn't have had alone

References

Reference list part 1:

  • Cooper, H., & Elton-Chalcraft, S. (2018) Professional Studies in Primary Education. 3rd edn. London: SAGE Publications.

  • Dweck, C. (1999) Self- theories: Their Role in Motivation, Personality, and Development. London: Taylor and Francis Group. Available at: https://ebookcentral.proquest.com/lib/herts/reader.action?docID=1582002 [Accessed: 20/12/18].

  • Grigg, R. (2014) Becoming an Outstanding Primary School Teacher. Abingdon: Routledge. Available at: https://ebookcentral.proquest.com/lib/herts/reader.action?docID=1791232 [Accessed: 29/12/18].

  • Hart, S., Dixon, A., Drummond, M. J., McIntyre, D., Brach N., Conway, C. et al. (2004) Learning without limits. Maidenhead: Open University press. Available at: https://www.dawsonera.com/readonline/9780335225712 [Accessed: 22/12/18].

  • Mercer, N. (2000) Words and Minds: How We Use Language to Think Together. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/herts/reader.action?docID=170176# [Accessed: 28/12/18].

Reference list part 2:

  • Mercer, N., & Hodgkinson, S. (2008) Exploring Talk in School: Inspired by the work of Douglas Barnes. London: SAGE Publications. Pp 15-26. Available at: https://ebookcentral.proquest.com/lib/herts/reader.action?docID=783510# [Accessed: 28/12/18].

  • Peacock, A. (2018) 'Building inclusive communities of engaged learners'. In Cremin, T & Burnett, C. (2018) Learning to Teach in the Primary School. 4th edn. Abingdon: Routledge. Pp 137-149. Available at: https://ebookcentral.proquest.com/lib/herts/reader.action?docID=5323392 [Accessed: 29/12/18].

  • Richards, C. (2018) 'Primary Teahcing: A Personal Persepective'. In Cremin, T & Burnett, C. (2018) Learning to Teach in the Primary School. 4th edn. Abingdon: Routledge. Pp 5-17. Available at: https://ebookcentral.proquest.com/lib/herts/reader.action?docID=5323392 [Accessed: 29/12/18].

  • Swann, M., Drummond, M. J., & Peacock, A. (2012) Creating learning without limits. Maidenhead: Open University press. Available at: https://ebookcentral.proquest.com/lib/herts/reader.action?docID=915554&ppg=5 [Accessed 27/12/18].

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