Teacher or Support Staff Details
| Profile | |
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Is CRB checked?:
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Yes |
| Public Profile: |
I primarily became interested in teaching through working with a special school during my time at sixth form. This then lead to a three year Bed Honours Primary degree at the University of Wolverhampton which has trained me to become a confident and effective primary practitioner. My University degree has covered teaching at a primary level for all areas of the National Curriculum and I have taught and planned lessons using the National curriculum strands and planning schemes independently and collaboratively. I like to have a creative approach when planning by making cross curricular links within lessons.
During my degree I have had placements in the Black Country. My placements have been at three different schools ranging from a mixed year 1/2 class to a year 5 class. I was also chosen by the University to participate in an extra placement which took place at an SEN school which allowed me to teach KS1 to KS4. During these placements I have been on school visits, including helping to organise a visit to Cadbury world with KS4 in a Special school. I have been placed at a range of different schools which have all presented me with different challenges. My first school placement was in a Year 4 class whom most of the children were EAL. I found this placement at first challenging as I was unaware of the different learning and teaching styles that could help the EAL learners but by the end of the placement I felt confident using a wide range of teaching methods within the lessons. The children needed visual prompts and found it useful having word banks for them. During this placement I worked and planned with my TA closely as she would often translate both me and the children. I enjoyed this placement and it made me realise how important it was for the community to have a place within the school. This placement had such an impact on my outlook of teaching and providing opportunities for children I decided to take the topic of EAL learners as my dissertation focus. My attachments have helped developed my philosophy of education I feel that it is important each child is valued as an individual and that their individual needs are planned for and met within the curriculum. My philosophy has developed by planning for personalised learning. During my third placement I was placed in a year 5 class and I had a pupil who has SEN and could not concentrate during ‘big write’ sessions and when carrying out writing tasks simply would write a paragraph with little relevance to the topic. I knew this child enjoyed drawing and was creative, after discussions with the class teacher I decided to allow the pupil to draw his story in stages and write about each picture. The pupil benefitted from this and it resulted with him achieving a higher writing level as he was kept on task and focused by writing about his illustrations. The ECM agenda has helped further my philosophy because it agrees that every child matters and every child should be able to enjoy and achieve. Linked to personalised learning I feel when teaching it is important when teaching to have a multisensory approach. When teaching I like to motivate the children by carrying out kinaesthetic activities prior or during learning. Whilst at my third placement the children found it difficult remembering the times tables so I decided to do the ‘multiplication Macarena’ on a day to day basis the children learnt the multiplications through enjoyment. From my attachments I learnt that differentiation is vital. My second placement was with a mixed year 1,2 class and this school set its own challenges for me as a teacher as in my class I had travellers children. Planning for differentiation was key during this placement as the children’s levels were varied. I feel work set for children should be challenging but at the same time appropriate. As some of the children would regularly miss lessons I had to plan for these children differently and at a lower level than the other children. During my attachments I have carried out a range of assessment techniques throughout the curriculum. I have used AFL throughout all of my placements and through experience I know that AFL works well within the primary classroom. Personally I feel AFL has strengths within the primary curriculum and can make pupils into reflective learners. As a primary school teacher I feel it is importance children are involved within their assessment so they understand their strengths weaknesses and know how to improve if they know this they will become effective learners. One of the best forms of assessment I think is peer and self assessment as the pupils are reflecting on their own learning. I am enthusiastic about learning and enjoy monitoring progress weather its daily or periodically. During my third placement I levelled work and also carried out APP with 3 children. It is important in my view that progress is tracked and I feel it needs to be tracked through both summative and formative assessment. I think both APP and AFL are effective forms of assessment and both hold a strong place within the Primary classroom. Last year I was chosen by the University to take part in a Special school placement which lasted for five weeks. The school I was based at catered for children with MLD and children on the autistic spectrum. The placement was an incredibly challenging, but was also one of the best experiences I have had. This has made me aware of how to change teaching in order to cater for specific individual needs and the differences within mainstream and special education. During this placement I had to have a strong presence in the classroom at all times when teaching, at first I found this challenging but I overcame this by using different behavioural management techniques that the school had in their policy. This placement taught me the importance of classroom management and throughout my placements I have learnt lots of different classroom management techniques. In my third year placement my classroom management was praised by both my mentor and University tutor. I maintain outstanding relationships with children through consistent praise and reinforcement of behaviour strategies. During my placements and specifically my Special school placement I used a range of ICT to enhance my lessons by interactive white boards, the internet, video clips, digital cameras, interactive games and ICT programmes. I think interactive whiteboards when used effectively can engage the learners and are vital within the classroom environment. I am secure in my use of ICT. My particular areas of interest within the Curriculum are literacy, Religious education and Physical education. Whilst at my Special school placement I was involved in a Special Olympics outing and on placements I have taken the opportunity to teach most Physical Education lessons. I have always had an interest in Religious education since high school and think it is important in the world that we live that children are aware and respect other people’s views and beliefs and this links well to PSHE. I intend to offer children a happy working environment in which every child is enjoying and achieving. My Three year University course and my teaching practice have fuelled my ambition to teach. I have found all of my experiences at times challenging but always extremely rewarding. I am looking forward to becoming a teacher and taking up a role that is so important within society and one that will make a difference. |
| Prospective Role | |
| Job role: | Teaching |
| Primary Subject / Key Stage: | Key Stage 1 and 2 |
| Salary grade: | Main Scale |
| Desired role: |
I am interested in taking up a post as a primary practitioner within the West Midlands. My placements have been at three different schools ranging from a mixed year 1/2 class to a year 5 class. I was also chosen by the University to participate in an extra placement which took place at an SEN school which allowed me to teach KS1 to KS4.
I am looking for a full time Primary Teaching role within the wast midlands at a school which is willing to offer me further training and support throughout my NQT year. |
| Prospective Situation | |
| Hours: | Full Time |
| Contract: | Permanent |
| School Type: | Primary School |
| Current Role | |
| Current Job Role: | Teaching |
| Primary Subject / Key Stage: | Key Stage 1 and 2 |
| Secondary Subject / Key Stage: | Key Stage 1 and 2 |
| Specific responsibility: | Teaching and Learning |
| Salary Grade: | Main Scale |
| Current Situation | |
| Hours: | Full Time |
| Contract: | Permanent |
| Type: | NQT |
| School Type: | Primary School |