Week 5 - Professional Blog - 02/03/13

Me outside Buganda Road Primary School.

Two weeks of school practice has been and gone. This week the number of students in my class increased from a ‘manageable’ 92 in P2D to a crazy 107 in P2C.

CRAZY P2C!!

Over the last two weeks my classroom has been a similar size to a typical classroom at home; the only difference is that there are approximately 100 children to fit in rather than the usual 30. This means that the classroom is filled with approximately 30 tables with between 4 and 5 children squished together at each table. The children are so crammed that in some cases the children at the end of the table have to turn round and write on their knees.  

One of the boys doing his work on his knees.

Around the classroom there are a few labels indicating ‘blackboard’ or ‘cupboard’ and a hand written alphabet across the top of the blackboard but apart from that there is nothing, no posters or children’s work displayed. This is a complete contrast to home where each child has their own desk with their name clearly displayed on it and there is plenty of room to move around. Generally the tables and chairs are brightly coloured and all the notice boards and windows covered in bright coloured posters and the children’s work as it is believed that, “an uncluttered space, well placed furniture, organised materials, simple and clear displays, and carefully considered seating arrangements will all enhance the teaching and learning of all those working there” (SchoolZone, 2011). It is clear that the classroom environment in P2C does not enhance learning but probably quite the opposite.

As expected the school has very few resources. When starting school each term, each child must bring with them 4 class books, 6 pencils and 4 toilet rolls which the teachers then distribute as required. The teachers are provided with a box of chalk and a few red pens. They also have some pictures of different vocabulary and a box of bottle tops to help the children draw circles, but that is the height of the resources available.  This has meant that that I have had to make all of my own teaching resources, which to say the least, has really put my art skills to the test.  Over the last two weeks, Joanna and I have made posters to help teach vocabulary and grammar, counters to teach sets and flash cards to teach counting and writing numbers.

Literacy Resources

Numeracy Resources

I have also used my iPad to show the children pictures of my school and community (P2’s topic) which the children loved. None of them (including the teachers) had ever seen an iPad which seemed really strange as there are schools in Northern Ireland where every teacher has one or in some cases every pupil.

Apart from making resources to try and make the learning more interactive and enjoyable, I have also introduced some teaching strategies from home such as WALT and WILF and the thumbs up, thumbs down assessment for learning technique as the Assessment Reform Group (1999) state that “assessment which is explicitly designed to promote learning is the simple, most powerful tool we have for both raising standards and empowering lifelong learners.” 

Thumbs up everyone!

Meet WALT and WILF.

These have all worked very successfully where the children can now tell me ‘What I am looking for’ and some of the teachers have said that they might incorporate these techniques into their teaching.

References:

Assessment Reform Group (2011) Beyond the Black Box, cited in, CCEA (2009) Assessment for Learning: A Practical Guide, Belfast, CCEA.

SchoolZone (2011) ‘Redesigning the Classroom Environment’, available at http://www.schoolzone.co.uk/resources/articles/GoodPractice/classroom/Redesigning.asp (accessed 02/03/13).