Week 7 - Observing, observing, observing

Tuesday 8 April - Wednesday 9 April 

The last two days at SBL have been busy and productive. I managed to observe two quality shared writing lessons and gathered a lot of valuable information for my assignment. 
I enjoyed conducting my maths investigation and having an interview with a year 3 student on his understanding of time. It was great to be able to see what level he was at and then be able to reflect afterwards about what direction I think it would be beneficial to take him next time (if there was to be one).

Wednesday I was in a senior class that was meant to be at camp but because of the weather they weren't and had to improvise and do some camp style cooking at school! It was a fun insight to what a normal camp out might be like with a class and I already know that parent help is vital! The children's tasks for the day were to cook brunch, lunch and dessert for each of them in their team and to present their best dish to the judges. I was lucky (I think!) to be a judge with two other parents. It was great to be able to spend some time with parents. The hall was set up with 6 gas cookers and not very long into cooking breakfast the fire alarm was set off. Oops! So plan C was to take the cookers outside and under some shelter because of course it was still raining. The children did such a good job of working together, creating some decent dishes and then did a fantastic job of cleaning up. It was a busy, fun day and very tiring, but overall I really enjoyed being able to be a part of it. It was a relaxed way to chat to the children and also to talk to the parents. 

Week 6 - Absent

Tuesday April 1 - Wednesday April 2 

I was unwell and so didn't attend SBL.

Week 5 - Conditions that support learning

Tuesday 25 March - Wednesday 26 March

I feel like the wealth of information I have learnt in these past few days has been fantastic. It has been one of my best weeks as far as connecting and engaging with children and especially the teachers.

I particularly enjoyed the time we got to spend with our mentor teacher discussing what the best conditions are to support learning. A supportive learning environment includes making sure the learners are safe emotionally and physically. As the teacher you are warm and caring meaning you listen to the learners with empathy and respect. The learners understand the purpose of what they are learning (What, Why, Where, When and How). They will have the opportunity to investigate, deliberate and debate. The chance will be there for feedback and also to celebrate. All of this is wrapped up in fun and purpose! 

I learnt that it is important that the children get the chance to apply their new learning. This can be done by reading out in front of the class, getting to take it to the principal, or having it published by the teacher. It sparks encouragement and helps them to believe in themselves. 

In the classrooms I observed learning buddies and groups in action. I consider this a valuable way of creating a supportive learning environment. A couple of children I spoke to mentioned they learned best when they were able to discuss it with their peers and when they got a chance to have some fun while applying what they had learnt. 

Developing relationships with the children is so important. I know I will make special effort to get to know my learners so I can identify their needs quickly and help them out in the best way I can. 
When I see how well some teachers manage their class I often think they have eyes in the back of their heads. Maybe we get given those when we graduate.... ;) 

Some wonderful things I noticed about one teachers I had the privilege of observing was his humility and ability to admit when he was wrong. You can never underestimate the power of apologising. It makes you relatable to the children and they see you as human! Praise is always offered when appropriate and it is always related back to their school motto of Pride (for example, the teacher will praise a student for showing integrity by being honest.) 

I enjoyed observing a fitness session. It was short, sharp and lots of fun. An easy game of Simon Says was turned into little challenges and at the end of each challenge the teacher checked in with the learners to evaluate what they needed to work on. It was great!