Flexibility and awareness of how long activities take has therefore been the key to planning progress here

My associate had not given me a framework with which to work from so from a planning point Rosetta Stone Greek of view I found this quite a challenge! Perhaps I should have consulted her more at an earlier stage however it proved difficult to find time together to discuss the issues I was having with planning. Michelle Hesketh on the other hand was most helpful during this time in allowing me to see the wood for the trees and I managed to plan a heroes unit with relatively positive outcomes.Throughout my placement I feel that my planning has progressed considerably. During the first half of my placement I began writing word-for-word scripts, however I have now moved away from these and treat the lesson plans more like a 'blueprint' of what 'should happen'. Throughout the whole placement I have used the GRAPES method in planning (with the exception of drama which has instead been adapted to suit the nature of the subject) which I have found an invaluable structure to use. Earlier on I found that my pace was either too fast or too slow and rarely did it match the timing I had on my plans. Flexibility and awareness of how long activities take has therefore been the key to planning progress here. I also found that I was often planning the night before I had a lesson which proved unhelpful as I was unable to obtain feedback from my associate prior to lessons. In this respect my lessons were done entirely independently with little associate guidance in the planning stages however their feedback proved valuable during teaching and evaluation stages.My first teaching experience still remains a bit of a blur as I was so nervous and it went so fast. I taught a lesson on listening which coincidently by the end of the lesson was as far from quiet and listening as we could get! My first teaching lesson had been learnt. Lay down the ground rules for absolute quiet and respect for those who are speaking! I quickly developed styles to suit the levels I was teaching. No surprises that the junior classes required much more discipline, repetition and explanation than the senior classes. I had many lessons that I would come out of on an absolute high and then also lessons where I couldn't wait for that bell to go to get me out of there! My senior Rosetta Stone Hindi English class was difficult to teach due to the fact that at times my associate remained the 'teacher' during my lessons. This left me feeling slightly un-empowered when it came to classroom management and gaining respect, however overall the experience and her advice was still invaluable. During the teaching stages I feel I progressed in terms of my instructions for activities and also in the developing knowledge of when not to get sidetracked or roped into silly behaviour.The evaluation period I feel was one of the crucial areas to my development over the eight week placement. Secondary English Magazine writes that an invaluable role associates' play is that of monitoring and developing the student teachers own reflection on their own teaching. I found that my junior English associate was especially effective in this way. Usually I would take onboard the feedback, both verbal and written, that she would give me at the end of each lesson. I would then go away and jot down some of my own ideas and general reflection on the lesson. Rosetta Stone Italian Her observations of my teaching isolated a problem with my questioning right at the beginning. I was asking open ended questions to the whole class and not getting any feedback. I changed this to asking open ended questions to specific students by using their names, especially those sitting down the back, to ensure that they remained on task and engaged. This is a technique I also picked up for the other classes. Simple but effective.

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