Teacher or Support Staff Details
| Profile | |
|---|---|
| Experience: | Less than 1 year |
| Region: | Gloucester - Gloucestershire |
| Has QTS?: | Yes |
|
Is CRB checked?:
This has been completed by the candidate and as TTP have not verified or confirmed this, we strongly recommend that you do. |
Yes |
| Public Profile: |
‘He uses effective behaviour management strategies to promote a positive classroom environment’. (SE2 report)
Children should be excited, engaged and challenged within the primary classroom regardless of their background, circumstances or special educational needs. I believe my conscientious work ethic, paired with my naturally enthusiastic and energetic nature will enable me to be successful in creating an environment within which the children thrive. My philosophy of teaching is strongly underpinned by the every child matters agenda, as it reflects my belief that children’s well being should be considered at all times. In relation to this, I aim to have high expectations of all children and to work towards enabling each child to reach their full potential. My diverse range of experience related to teaching has provided me with a great insight into the world of education, has furthered my development and fuelled my desire to teach. These experiences have broadened my ability to communicate with children of all ages, teachers and parents or carers. I have learnt to bring calmness to pressurised or stressful situations. Through my experiences I have been lucky enough to enjoy interaction with a range of children and gain an insight into their perceptions of the world. The knowledge I have gained from the PGCE course has vastly improved my confidence and competence, thereby enabling me to progress further and actively learn to take responsibility for a group of children and their learning. My collaborative personality, eagerness to learn and ability to grasp concepts will enable me to succeed. Planning is highlighted as one of my major strengths in school experience reports. Through thoughtful, informative assessment I have been able to create plans specific to the children of the class. I have adopted a range of assessment techniques particularly focussing on assessment for learning. Through developing my skills of planning I have learnt the many qualities a teacher needs and incorporated them in my teaching. Some examples of these are differentiation in lessons and using a range of grouping techniques in order to foster their learning to their full potential. The assessment I have used within my school experiences has helped form an assessment grid, with which I helped direct support to children who needed it during my lessons. Upon reflection of school experience one, I feel that I have gained a deeper understanding of what effective learning for children comprises of and thus my awareness of successful classroom practice has developed significantly. Working within the year six class during school experience one, has allowed me to make substantial progress in asserting myself in the role of a teacher and effectively planning and delivering lessons. From this placement I have developed a range of effective behaviour management strategies. These strategies were for both good and disruptive behaviour. This enabled me to create a nurturing environment for shy and less confident pupils and create opportunities to move all children on in their learning. By providing a safe, positive, imaginative learning environment, children develop a sense of belonging within the school. School experience two was particularly influential in enabling me to broaden my experience of successful differentiation. Within the year one class, there were a vast range of abilities and consequently the children were split into five ability groups. This led to an increase in my confidence and competence when tailoring teaching inputs and activities to meet the individual needs of children, enabling every child to achieve. ‘Chris is effective at planning suitable activities which are differentiated and age appropriate to enhance personalised learning’. (SE2 report) As a direct result of this, I also feel that I have found ways to engage and challenge children by creating imaginative, exciting lessons by thinking ‘outside of the box’. For example in a literacy lesson I brought the classroom to life using a forest scene and gave the children animal masks, they all walked around the classroom meeting different characters like the mouse in the Gruffalo. Education should be an exciting and engaging experience. I see it as my role to provide creative and imaginative opportunities to learn. During my teaching experiences I have implemented this philosophy by using innovative resources and hands on experiences to bring the children a real experience. In Science and Maths I have created some very creative and challenging lessons. For example, I created an investigation day in which the class investigated the classroom, using measure in Maths and changing materials in Science. Children were able to access these challenging subjects and apply the skills taught to real situations which are very important in education. My knowledge of Maths and Science is also enhanced by my degree in Sports Conditioning and Coaching and A levels in both Statistics and Biology. Within my course I have chosen philosophy for children as my special interest module, its inclusion in the curriculum will develop skills such as critical thinking, creative thinking, questioning skills, listening skills and problem solving. From my experience children at the primary age often lack the confidence to be imaginative, form opinions and question others. With the inclusion of philosophy children can form a more rounded experience of life; they will become more inquisitive and develop a deeper understanding of topics both within the curriculum and for life. I look forward to continuing my professional development and develop a range of skills that will benefit the educational experience I bring to the children. During my experience in school experience 3 I have made significant progress in my teaching, I have developed strong relationships with the staff, by both planning lessons as a team and using the support from teaching assistants for a challenging class. I have also built on relationships with parents meeting them in formal and informal situations. For example I created an arts week for the class in which there were lots of different activities, at the end of this week we created an exhibition for parents to come and view the work. This allowed me to talk with parents in a less formal situation. Other interests I have are travelling; having recently been on a trip around the world this gave me some great experiences that I have used in the classroom. I am industrious, dedicated and flexible in all that I apply myself to. My whole family and I are also heavily involved in the amateur dramatics groups in the local area and I have a keen interest. Prior to starting the PGCE course, I completed a degree in sports conditioning and coaching. This led to not only an increase in my understanding of the health and well being associated with sport, but also to increased confidence and competence when teaching it. I have also participated in coaching courses for high five netball and tennis which has further developed my ability to coach a range of sports. ‘Chris has shown examples of effective practice during an after school rugby club – mixing with year 5 and 6 children from other classes’. (SE1 report) I firmly believe that Sport has the capability to contribute to children’s holistic development, particularly with regards to their communication and social skills. Consequentially, I will endeavour to incorporate the skills I have learnt through my degree and hands on experience to provide children with a well rounded, cross curricular experience. |
| Prospective Role | |
| Job role: | Teaching |
| Primary Subject / Key Stage: | Key Stage 1 and 2 |
| Specific responsibilty: | Teaching and Learning |
| Salary grade: | Main Scale |
| Desired role: | Classroom teacher in a primary school. |
| Prospective Situation | |
| Hours: | Full Time |
| Contract: | Permanent |
| Type: | NQT |
| School Type: | Primary School |
| Current Role | |
| Current Job Role: | Teaching |
| Primary Subject / Key Stage: | Key Stage 2 |
| Secondary Subject / Key Stage: | Key Stage 1 |
| Specific responsibility: | Teaching and Learning |
| Salary Grade: | Main Scale |
| Current Situation | |
| Hours: | Part Time |
| Contract: | Temporary |
| Type: | NQT |
| School Type: | Primary School |