You are on page 1of 2

11/08/2014

Calendar/10 a day/recount

Students were only left with 10 minutes to do their recount writing after the calendar and
morning routines due to students arriving late and finishing their 10 a day. Students
responded well to me doing the calendar and behaviour management worked well by telling
students that they would be given a step down if they spoke out of turn or moved from
their spots. I ensured these warnings were followed through on.

Used power language with students, with focus on S, and it worked well with S doing what
she was asked with only one or two warnings. E also responded well and ended up doing
well and having a jump up after moving down a few steps due to behaviour issues.

Daily 5

Students were able to identify the parts of a narrative and what each part did. They were
not settled during work on writing and it was difficult to monitor this while working with a
reading group. The reading group went really well and the students enjoyed reading. S read
very well and responded well when I asked her to slow down so the others could keep up.

Read to someone/self worked better and students sat quietly for the 15 minutes that it took
to read.

Art/Viewing

Students were more interested in the book rather than looking at the pictures. A shorter
book, or even one without words, may have been better to get them to focus on the
pictures rather than the words. Unfortunately, I forgot to take in samples of materials, as
was planned, and therefore was unable to pass these around for concrete learning. Students
did seem to gain an understanding of what was required for the task and why we used
texture. They showed an understanding, through questioning, of why texture was used and
that it made the pictures look more realistic.

As suggested in feedback, it would have been beneficial to get the students to return to
their desks and do a few samples themselves to work out what materials made what
patterns as they were all in a rush to colour the pictures and some seemed to neglect the
actual texture until it was pointed out to them. Simple pictures were chosen so students
could concentrate on the texture rather than the picture itself but some students rushed
and finished early. Having time at the beginning to test the textures could have reduced
this.

Overall

Student behaviour issues were low today with the exception of E who was distracted often.
Although he was sitting on his orange mat he still tended to move about. It may work to
have him sitting next to me tomorrow and away from other students and distractions such
as desks and paper.

C became bored during the teachers maths lesson and was distracting other students, so I
took her to the backroom and extended her by introducing her to 20s facts instead of 10s.
Tomorrow during my maths lesson I will allow her to sit in the backroom and do the same
worksheet but using higher numbers in order to keep her engaged.

Power language worked and S responded well to being told what to do rather than being
asked. This will continue to be a focus this week.

You might also like