Teacher or Support Staff Details
| Profile | |
|---|---|
| Experience: | Less than 1 year |
| Region: | Walsall - West Midlands |
|
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: |
I am currently studying for a PGCE in Primary Education at the University of Wolverhampton. Prior to commencing this course, I successfully completed a degree in French and English at the University of Wolverhampton in 2009. The PGCE course has given me the opportunity to spend time in two primary schools within the Walsall area as well as the chance to combine this practice with related pedagogy. With my own positive experiences both as a child and a trainee in the Walsall area in mind, I feel that I would make a valuable contribution to the Walsall LA, sharing my passion for learning with children of our future.
I believe that education has to centre on children's enjoyment and this is something I have focused on whilst being on teaching practice. For instance, whilst teaching a 'Light and Dark' topic to Year One children, I used a multi-sensory tent to aid the children's understanding of darkness and to hone the children's ability to identify light sources. The children really enjoyed the practical nature of the lesson and they achieved the learning objective. In her observation of this lesson, my university tutor stated that my classroom management was excellent, the range of activities I used was super and that I displayed qualities of a super teacher. I believe that personalising learning to suit the diverse needs of all pupils is crucial in my role as teacher and I have differentiated all work that I have set my pupils. I realised that this was paramount when I taught a visually impaired pupil. Whilst this was challenging, I gained vital experience of working with pupils with Special Educational Needs and identifying the very individual needs of this learner. I also had the opportunity of liaising with the pupil's parents and external support agencies and, through discussions with them, I was able to reflect on my practice and ensure that I was making effective personalised provision for this learner in an inclusive classroom. I have had the pleasure of working alongside some super Teaching Assistants and I highly value the contributions that they made to the children's learning and the ethos of a school. I am particularly passionate about the role of ICT within the primary classroom and this is something I have chosen to analyse in greater depth for a masters credit assignment at university. Studying for this assignment has made me very excited about the potential of ICT and, in turn, I have aimed to exploit such potential within my own teaching. Through observations and professional dialogue, my mentor has consistently commended me for my use of ICT in my teaching. I am very eager to complete a Masters course as part of my professional development and utilise the Masters level credits that I hope to gain upon completion of my initial teacher training. I would welcome such Continued Professional Development opportunities. I was also commended by my mentor and university tutor alike for my accurate formative assessment records. Such assessment is crucial as it allows me to identify instantly which children have achieved the learning objectives and which have encountered difficulties and, as a result, informs my future planning. A successful strategy for self-assessment has been the 'thumbs up' system where the children put their thumbs up/down to evaluate their learning against the success criteria. I always mark work, using the school policy, giving both written and verbal feedback so that all children are aware of their progress and can see what they need to do to improve. I always share learning objectives with children so that they are aware of what is expected of them during the lesson. I have realistic but high expectations of the learners as I want them to achieve their full potential. Prior to the PGCE course, I taught French in a local primary school, teaching across three mixed Year Three/Four classes. Having very little modern foreign language provision, the school was keen to use my expertise and the experience was extremely rewarding. I was called upon to work closely alongside the modern foreign language co-ordinator. I really enjoyed working as part of a team and giving such a positive contribution to school life. Upon receiving the offer of a teaching post, it would give me great pleasure to use my French qualification alongside this experience of teaching French at primary level to play a key role in a school's modern foreign language provision. After observing first-hand the immense benefits that starting language work early on in children's lives can offer, becoming MFL co-ordinator is a particular aspiration of mine. I am extremely passionate about the importance of foreign languages and, having qualifications in both French and German, I feel I have a lot to contribute to a primary school setting. I feel that my strengths as a teacher are my classroom management and the pace of my lessons. Through feedback, I plan and deliver lessons that are informed by my detailed knowledge of the National Curriculum as well as the new Primary National Strategies for Literacy and Numeracy. My lessons flow well and allow the children to learn the necessary skills through a variety of activities that cater for different learning styles. Throughout my training I have been on a number of school trips and learnt how first hand experiences impact positively upon children's learning. I pride myself that I use a range of different positive behaviour management strategies that contribute towards raising children's self-confidence whilst creating an effective learning environment. I have high expectations of children and their behaviour and endeavour to model these at all times. I am an extremely passionate individual and always give my best in everything that I do. I am well-suited to the fast-paced nature of school life and the ever-changing nature of teaching is something that particularly appeals to me. I am motivated by the fact that no two days within a school are ever the same and I enjoy finding out what challenges and rewards each day will bring. Most importantly, I have a genuine love for teaching that is very evident in my classroom performance. My hobbies include reading and swimming and, more recently, salsa dancing, which I am progressing well at. My love of dancing is something I wish to be able to transfer to my teaching and I would particularly enjoy to lead an extra-curricular dance class. In my experience, such activities have a great impact on the Every Child Matters agenda as they encourage all children to enjoy coming to school and offer all children the chance to participate. Should my application be successful, I welcome the opportunity to discuss my philosophy and experiences with you further. |
| Prospective Role | |
| Job role: | Teaching |
| Primary Subject / Key Stage: | Key Stage 1 and 2 |
| Specific responsibilty: | Teaching and Learning |
| Salary grade: | Main Scale |
| Prospective Situation | |
| Hours: | Full Time |
| Contract: | Permanent |
| Type: | NQT |
| School Type: | Primary School |
| Current Role | |
| Current Job Role: | Teaching |
| Primary Subject / Key Stage: | Primary |
| Salary Grade: | Other scale |
| Current Situation | |
| Hours: | Full Time |
| Contract: | Permanent |
| School Type: | Primary School |