Oral Story telling

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A teacher can hide behind a book and tell a story in an original way.

HOWEVER,

there are ways a teacher can tell a story
through memory and using prompts to engage children in the experience.

Everyone is a story teller and use prior experiences to do this. We tell stories on a daily basis and it will be beneficial for children to experience quality storytelling as it will support them in the future.

Oral story telling can support teachers in adding their own ideas/thoughts regarding characters/plot and also express their emotions about this. This can then lead to children questioning similar aspects which will support their comprehension skills.

The process could use puppets, the children as characters or objects that symbolise themes.

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The teacher can use their voice to alter characteristics of the characters and this will engage the children as the teacher could add humour is necessary, which will engage the children.

Ability to tell a story using their imagination is a skill for children

 

Story telling is about sharing

  • not just a story but opinions, views, emotions and experiences.
  • There needs to be a connection between reader and listener – therefore is a teacher is reading a book directly this may be a barrier to the connection.
  • as well as, if the connection is apparent the children will then be developing listening skills.
  • children can also engage with call and response to engage them fully

Children could practice this with a traditional fairy tale or stories and morals, as well using their experiences or work they have written themselves. instead of children reading their work from their book in a plenary, why not let the children tell the class orally as they could expand their ideas and is a prime opportunity for assessment.

When children are telling a story from a book they need to make it their own, this is because it will develop their thoughts about the original and also imagination.

Children need support in how to tell a story from memory and a way to begin this process is good modelling.  Then resources such as story cards or jigsaws could be used to help children with storytelling.

REFLECTION 

I believe this style of teaching supports motivating children (TS1) as well as planning adapted sessions to meet the children’s needs (TS4 and TS5). For instance if a english reading session may begin to be tedious the teacher could alter this to meet the needs and motivate the children.

I would like to use this approach in the future as I believe it is an engaging approach and also interesting and fun. I also believe it can be used throughout the whole of the school as it can be used with a variety of books.

Gifted and Talented

This post supports Teacher Standard 2 and 5. This is because by learning about gifted and talented then teachers are able to learn about children’s capabilities and adapt the environment to this.

More able – achieving or potential to achieve in advance if their peers in one or more academic area

Talented – achieving or potential to achieve in Adam e to their peers in music, art, sport of creative art

Many factors could effect a child’s talent – resources, curriculum timer, extra curricula time, parental influence, self esteem.

Transition – gifted and talented children may fail in the early years of high school.

**This relates to primary education because children may enter secondary school unaware of their talents and primary schools make the secondary schools aware of what the child is achieving, therefore the primary educators need to ensure children and schools are aware of the children’s talents to support the further development**


Failing G&T Because… 

  • lack of identification -unaware of pupils, teachers should know what their children are doing in their free time
  • Lack of collaboration – need to work with other educators especially secondary schools, higher ks2 should know and visit their next school
  • Misunderstanding of provision – what is done about their ability/talent challenged?

https://padlet.com/sarahwright/challengingchildren 
This padlet page supports the understanding and ideas to challenge children in their able activity or talent. This can be used as a resource for myself for future practice. 


When on PP1A I encountered children who were talented in an area. This ranged from talents in football to drawing. I discovered these talent by getting to know the children and as a result of this, I was able to us this to support the development of their talents. For example the little boy who was talented in drawing struggled with writing. When science and foundation activities were planned, arts was incorporated so he could share what he has learnt through little words and drawings instead of struggling to express this through writing. This then supported his talent as he had opportunities to practice his talent. Following the reflection of this, I would like to progress my knowledge in understanding how to become inclusive with a focus on gifted and talented.

Higher order thinking skills in the classroom

 

higher-orderHigher order thinking skills gives the children the opportunity to discover and have access to varied and many thinking skills as possible. It supports them in gaining a range of strategies, finding thinking that suits them and helps children meet challenges.

I believe that children should be given the opportunity to experience higher order thinking skills as it will develop their learning and thinking throughout the curriculum. In relation to techniques which support children’s higher order thinking skills I like De Bono thinking hats. It supports children’s learning and directs their thinking in particular areas. When I am attending a school setting I would like to use this techniques in a session I am planning and delivering.

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Special Educational Needs

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Children in our classroom will all be different.

 

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These are the ways in which our brains work in relation to learning, how ever people’s brains will still act differently. 

Children’s brains can be different due to many factors –

  • children’s genes
  • early experiences

Premature babies are twice as likely to have Social/Emotional/Mental health issue later. Children born in August are about 3 times more likely to below average in reading at 7 yrs. Families affected by deprivation on average hear 1537 words than middle class children. Children who have free meals are twice as likely not to reach expected standards in reading/maths at 11 yrs. Reference

The above are some early experiences that could impact why children’s brains are different, this is a research and may not be accurate with the children I work with.

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Not all children who have difficulty with learning HAVE a learning difficulty. 

This mean we need to alter are teaching to support this child instead of  labelling their difficulties, as this is not being inclusive.

Categories of Support

  • SEN support – extra/different help that is different to what is provided in the school. This help may/may not come from a teacher/SENCO/outside specialist, the school should develop their own skills to support this child. The children will not have a statement/education, health or care plan.
  • Statement of SEN or Education Health and care (EHC) Plan – a formal assessment has taken place. a document that is in place to set out what support this child should have.

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This is the common SEN you may see in schools – including percentages of how many children receive support or have a EHC plan.

SEN code of practice categories of need – 

  • Cognition and learning (SpLD)
  • Communication and Interaction/ Speech, Language and Communication Needs (SLCN)
  • Social, Emotional and Mental Health (ASD)
  • Sensory and/or physical (MLD)

Children will need to have a serve needs to receive a statement or a EHC plan. Children will not fit into one category. some children will have issues in more than one aspect, for example a child with communication needs may also have learning needs.

I have identified this when on PP1 when a child was on the Autistic Spectrum also struggled with hi learning, especially group activities.

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Teachers should make creative adaptations to their practice to enable children with SEN to learn inclusively with their peers.

Schools – Staff will have additional training to enable them to assess pupils and oversee the delivery of support.

Identifying SEN – Some schools may use local services to provide professional support to staff or pupils.

Class Teachers – Pupils will receive inclusive teaching which is influence by the process of their learning. Teachers should have high expectations for all children and enable children to work at levels to challenged their abilities.

When on PP1 I as the trainee class teacher I supported a child in their work, ensuring plans  identified where this child needed extra support in activities, however still challenging their needs – can be seen in planning file. 

How do we do it? 

Assess – Plan – Do – Review 

  • Assess needs – specific
  • Plan differentiation to meet needs identifies
  • Carry out intervention/differentiation
  • Assess the impact, progress happened or refer to SENCO?

As a trainee class teacher it is necessary that I understand that I am teaching all children, using their needs to understand how to adapt teaching for them – TS 5. Also teachers will be learning everyday how to assess and support children with different needs.

It is important to focus on what the child can do not what they cannot do.

 

Needs I have encountered in the classroom are – Autistic Spectrum (had a EHC plan) also SEN support for children with needs of dyslexia and ADHD.

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Characteristics that could be seen in children too identify needs

 

 

 

 

 

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  • Teachers use well-judged and often imaginative teaching strategies
  • setting appropriate homework that, together with clearly directed and timely support and intervention
  • match individual needs accurately.
  • pupils learn exceptionally well across the curriculum

When n PP1 I used the strategies of support resources/support/context to support the child who has ASD needs.For instance, the child really enjoyed using Microsoft word and researching its history, one English session I incorporated a laptop for the children to use Microsoft to create their composition of a story.

TASK – Look through the plan to identify if the plan would differentiate for a child with the following characteristics.

  • A learner who has difficulty accessing written texts 
  • A learner who has difficulty matching phonemes to graphemes or holding the image of a word and reproducing it 
  • A learner who has difficulties with prediction/inference and imagination
  • A learner who becomes agitated and easily distracted if sitting for a long period
  • A learner who has difficulty holding and manipulating information

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Here are our alterations we though would support a child with the above needs.

Plan

 

 

 

 

In relation to SEN and differentiation my SWOT is:

  • STRENGTHS – I believe that when on PP1, a strength I had was supporting a child with SEN to meet their needs as well as incorporating their preferences and interests. My class mentor made the comment that I have a strength when working with children with SEN and that is evident through working with this child and also when I have volunteered in lower years of the school in the past. I believe that I am strong in the area as I have had a lot of experience and have a high patient level. 
  • WEAKNESSES – A weakness I believe I have is ensuring my planning is differentiated and it meets all the children’s needs. I believe I can do this however, I would like to develop it further and become stronger in their area. 
  • OPPORTUNITIES – A target I would like to set myself for future practice is to proceed to differentiate my planned sessions. As well as this, I would like to work alongside a child closely with SEN to gain an understanding of their needs as well as their specific need (if have a EHC plan). 
  • THREATS – The barriers I may face with trying to meet my opportunities are the variety of needs I may have in the future, I may have no SEN children or all children may have learning difficulties. 

 

 

 

Learning Theories  

Behaviourism 

Behaviourism is a theory which believe children believe in a particular way due to various aspects. There are two versions of this classical conditioning and operant conditioning. 

  • Classical conditioning is where children behave due to a stimulus and response. For example in school children could be taught through route. 
  • Operant conditioning is when children behaviour due to reinforcement. For example children could be taught by a teacher continually telling them to behave a certain way. 
  • Operant conditioning can be positive or negative. 

I have seen operant conditioning on practice in both positive and negative ways. Positively I observed this style when teachers used praise to condition children’s behaviour. On the other hand, I observed negative reinforcement when the teacher removed stickers from charts to condition behaviour. 

I used positive reinforcement on practice and this is evident in a hard copy of my portfolio.  

Constructivism 

This is another learning theory and it is a child center d approach. This approach seems children’s as thinkers. 

Three theorists that have believe in this theory are: Piaget, Vygotsky and Bruner. 

  • Piaget believe that children learn in stages 
  • Vygotsky believe that children learn in a social environment and children follow through the Zone of proximal development 
  • Bruner believes in scaffolding children’s learning. 

Learning Objectives

Learning Objectives are seen on a day to day basis by teachers and pupils. They link with Teachers Standard; 1, 2, 3, 4, 5 and 6. 

Lesson objectives give the children and teachers a direction to what is wanted to be learnt by the end of the session and sets a focal point for the lesson. 

The following terms are goof for learning and assessing.

  • WILF – What I’m looking for
  • WIEFE – What I expect from everyone 
  • TSB – To be successful 
  • WWTK – We want to know 
  • WALT – We are learning to 
  • LI – Learning Intentions 
  • WALA – We are learning about 
  • WAGOLL – What a good one looks like 
  • WABOLL – What a bad one looks like 

When I was on professional practice 1 A I used WAGOLL and WABOLL and i found that it really supports children’s learning. I used it in an English session and I modelled with the help of the class changing a written passage which was a WABOLL to a WAGOLL. I discovered that this helped children understand what is wanted from them and also supports children capturewho are not as confident. I will be using this technique again. 

Lesson Objectives can be given at the end of session as an assessment criteria. This will also keep the children engaged and offer suspense to the lesson for the children. I have not yet put this theory into practice but I would like to try this with a session. 

 

It is important to ensure LO’s are not over complicated and are simple. This is because if children don’t understand the lesson objectives and they seem a lot then this may demotivate them from the beginning of the session. 

When writing LO’s always start with what children already know then what you want them to learn in the next session. Ensure LO’s are: creative, inspiring, inspire the children, outside the box, and imaginative. 

It is important to support children’s higher order thinking skills (Blooms Taxonomy), ensuring they achieve to their best ability.  This can be done in lesson objectives because the teacher could; include children in writing the lesson objectives, quiz children using lesson objectives or using pictures as lesson objective. These ideas will activate children’s higher order thinking skills because they will have to create, evaluate, analyse and understand the ideas they have learnt to discover the lesson objectives. 

I would like to use these skills when next teaching if possible as I feel it will engage the children in the session more and also inspire the children to think about what they have learnt.download

When writing lesson objectives on PP1A I found it difficult to pin-point the specific learning intentions at the beginning however nearer the end of the phase it become easier. In addition I would like to develop further in this area. I found that it is important to make lesson objectives engaging because when children enter a classroom this is what they read first. Therefore, if children are not engaged then they may not want to participate in the session. 

 

Lesson Planning

When planning teachers have to take a lot into consideration, the main one being their pupils. Teachers will have to take;  the school’s ethos, national curriculum, planning policies, long term plans, medium term plans and previous individual lesson plans. 

Lesson Planning must haves:

  • time management
  • resources
  • additional adults
  • prior knowledge
  • lesson objective
  • differentiation

When planning it is also important to indicate how assessment will take place. Assessment criteria is the evidence that will be gathered to identify if the children have met the lesson objective. Assessment intentions is what I, as the teacher will do to gather the information for example, formative assessment techniques, discussing with the additional adults. 

Lesson Planning links to Teacher Standard 4 because this standard is about planning and teaching structured lessons for the children. In addition to this, planning relates to teaching standard 5. 

Teaching Standard 5. Adapt teaching to respond to the strengths and needs of all pupils. 

Therefore, lesson planning links to this standard because when teachings are planning they will need to take their pupils needs and strengths into consideration to ensure they can learn to their best ability. 

When on professional practice phase 1A I had the opportunity to teach alongside other trainees and also independently. When teaching the children, we had to plan as a team or work together to plan individual lessons. When teaching independently we planned on out own, however, we supported one another and linked our sessions. Evidence of this planning can be seen in the placement file 2.