Additional Information
Book Details
Abstract
This book is an essential companion for all primary trainee teachers, whatever their training route. It focuses on the school-based experience and provides both practical strategies and opportunities for reflection, so trainees are challenged to critically evaluate their learning in order to improve attainment and ultimately succeed while in their school settings. The book reflects current educational policy and embraces key national priority areas including behaviour, inclusion and the teaching of phonics and early mathematics. Other chapters look at professional partnerships, planning and assessment, employability and, crucially, how to move from good to outstanding teaching. Case studies enliven the text and present a range of perspectives for consideration, while critical questions engage the reader and promote a deeper understanding of the text. This second edition of Primary School Placements has been fully revised throughout and in particular provides an increased focus on evidence-based practice and is referenced to the latest national curriculum.
It is a very practical based book with a number of very helpful case studies for teacher's to relate to. At the end of each chapter thee are critical questions, points and reflective questions that extend thinking.
Angela Normanton, Blackburn College
I like this a lot! incluing recent and relevant with clear opportunities for linking theory and practice; practical overviews of school systems/inspection expectation.
Helen Glasspoole, York St John University
Very clearly laid out - text 'broken up' into lots of sections by sub-headings, case studies, comments and questions - very useful. Good, recent reference material.
Richard Greenwood, Stanmilis University
Branwen Bingle is a Senior Lecturer in primary Initial Teacher Education (ITE) at the University of Worcester. Always a committed mentor of students in the classroom, Branwen moved from primary teaching into ITE in 2008. She has been a supply teacher and support assistant for Service Children’s Education; a basic skills tutor working with adults in the military; a private day nursery teacher working with 3 & 4 year olds; a Secondary English teacher working across KS3 and 4, including the teaching of GCSE; and a subject leader for Literacy in two middle schools. In addition to supporting undergraduate and PG trainees, she is currently working on doctoral research into children’s literature and its potential influence on professional identity construction/aspiration.
Catriona Robinson is a principal lecturer in primary Initial Teacher Education (ITE) at the University of Worcester. As a tutor she has supported both undergraduate and PGCE trainees and has worked in placement settings with them. In addition she has developed training programmes for school mentors, been the Primary Partnership Manager and Acting Head of Primary Strategic Partnerships investigating new and more creative placements for trainees. She has recently taken on the role of Assessment Only Route Lead for Primary and Secondary.
Colin Howard is a senior primary lecturer in Initial Teacher Education (ITE) at the University of Worcester. He has been involved in primary education for over 24 years of which 14 years has been as a successful head teacher in both small village and large primary school settings. He has been involved in inspecting schools for the Diocese of Hereford as a S48 SIAS Inspector and has a strong research interest in the influence that school buildings have upon their stakeholders.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of contents | v | ||
| Acknowledgements | vi | ||
| Meet the authors | vii | ||
| Introduction | 1 | ||
| 1 Reflection throughout practice | 4 | ||
| Teachers’ Standards (DfE, 2011c) | 5 | ||
| Introduction | 5 | ||
| What is reflection? | 5 | ||
| Developmental feedback | 6 | ||
| Reflection and ownership | 7 | ||
| Models of reflection | 8 | ||
| Brookfield’s four lenses of reflection | 8 | ||
| Ghaye’s theoretical perspective of reflection | 11 | ||
| Levels of reflection | 12 | ||
| Reflection in practice | 12 | ||
| Reflection on practice | 14 | ||
| Professional dialogue | 14 | ||
| Using video | 15 | ||
| Using a reflective journal | 16 | ||
| Reflection for action | 17 | ||
| Reflection on action | 17 | ||
| The reflective practitioner | 17 | ||
| Taking it further | 19 | ||
| 2 Individual professional attributes | 20 | ||
| Teachers’ Standards (DfE, 2011c) | 21 | ||
| Part Two: Personal and professional conduct | 21 | ||
| Introduction | 21 | ||
| Attributes of a twenty-first century teacher | 22 | ||
| Pupil-centred values | 22 | ||
| Interpersonal skills | 22 | ||
| Emotional intelligence | 25 | ||
| Attitude | 26 | ||
| Professionalism and professional identity | 27 | ||
| Your current context | 28 | ||
| Professional behaviours | 29 | ||
| So why teach? | 30 | ||
| Taking it further | 31 | ||
| 3 Placement practicalities | 32 | ||
| Teachers’ Standards (DfE, 2011c) | 33 | ||
| Introduction | 33 | ||
| Preparation for placement | 33 | ||
| First impressions | 33 | ||
| Visit days | 34 | ||
| Meeting your class | 35 | ||
| Preparing files for placement | 36 | ||
| School experience file | 36 | ||
| Professional development profile or training file | 37 | ||
| Joining a teaching union | 37 | ||
| Educational jargon | 37 | ||
| School expectations | 38 | ||
| Dress code | 38 | ||
| Staffroom etiquette | 38 | ||
| Confidentiality | 38 | ||
| School policies | 39 | ||
| Time management | 40 | ||
| Arriving and departing school | 40 | ||
| Additional placement duties | 43 | ||
| ITE provider expectations | 43 | ||
| Wider expectations | 43 | ||
| Taking it further | 44 | ||
| 4 Collaborative professional partnerships | 45 | ||
| Teachers’ Standards (DfE, 2011c) | 46 | ||
| Introduction | 46 | ||
| Working with parents and carers | 46 | ||
| Home–school diaries | 47 | ||
| Getting involved with the PA/PTA | 48 | ||
| Attending parents’ evenings | 48 | ||
| Setting up or getting involved in a curriculum information meeting | 49 | ||
| Working with teaching assistants and other adults in the classroom | 49 | ||
| Working with outside agencies | 52 | ||
| Mentoring and coaching in Initial Teacher Education | 52 | ||
| Defining mentoring and coaching | 52 | ||
| Mentor attributes and competencies | 55 | ||
| The mentor relationship | 57 | ||
| The changing nature of the relationship | 57 | ||
| Taking it further | 58 | ||
| 5 Behaviour management and classroom discipline | 59 | ||
| Teachers’ Standards (DfE, 2011c) | 60 | ||
| Introduction | 60 | ||
| School behaviour policy | 62 | ||
| Be prepared and make your mark | 62 | ||
| Take control | 62 | ||
| Set clear rules | 63 | ||
| Have high expectations | 63 | ||
| In the classroom | 64 | ||
| Setting boundaries | 64 | ||
| Asking questions | 64 | ||
| Strategies for transitions | 65 | ||
| Inclusive teaching and learning | 66 | ||
| Rewards and sanctions | 67 | ||
| Rewards | 67 | ||
| Sanctions | 68 | ||
| When class-based sanctions are not enough | 70 | ||
| Extreme behaviours | 70 | ||
| Taking it further | 71 | ||
| 6 Planning and assessment | 73 | ||
| Teachers’ Standards (DfE, 2011c) | 74 | ||
| Introduction | 75 | ||
| Planning | 75 | ||
| Long-term planning | 75 | ||
| Medium-term planning | 76 | ||
| Short-term planning | 76 | ||
| EYFS | 77 | ||
| Key Stages 1 and 2 | 78 | ||
| Differentiation | 79 | ||
| Differentiation by task | 79 | ||
| Differentiation by support | 80 | ||
| Differentiation by outcome | 80 | ||
| Assessment | 81 | ||
| Formative assessment | 81 | ||
| Summative assessment | 83 | ||
| Taking it further | 86 | ||
| 7 Teaching the core curriculum | 87 | ||
| Teachers’ Standards (DfE, 2011c) | 88 | ||
| Introduction | 88 | ||
| What is the national curriculum? | 88 | ||
| Curriculum content | 89 | ||
| Teaching English | 90 | ||
| Teaching spoken language | 92 | ||
| Teaching reading | 92 | ||
| Systematic synthetic phonics (SSP) | 94 | ||
| Other reading strategies | 95 | ||
| Teaching writing | 96 | ||
| Checklist for English planning, teaching and assessment | 97 | ||
| Planning | 97 | ||
| Teaching | 97 | ||
| Assessment | 98 | ||
| Teaching mathematics | 98 | ||
| Checklist for mathematics planning, teaching and assessment | 100 | ||
| Planning | 100 | ||
| Teaching | 101 | ||
| Assessment | 101 | ||
| Teaching science | 101 | ||
| Checklist for science planning, teaching and assessment | 103 | ||
| Planning | 103 | ||
| Teaching | 103 | ||
| Assessment | 104 | ||
| Taking it further | 104 | ||
| 8 Teaching inclusively | 106 | ||
| Teachers’ Standards (DfE, 2011c) | 107 | ||
| Introduction | 107 | ||
| Current developments | 107 | ||
| Provision mapping and the waves of intervention model | 109 | ||
| Planning for inclusive teaching | 110 | ||
| Teaching and access strategies | 112 | ||
| Inclusion and parents or carers | 113 | ||
| Diversity and inclusion: beyond SEN | 114 | ||
| Gypsy, Roma and traveller pupils | 114 | ||
| English as an additional language (EAL) | 116 | ||
| Sexual orientation | 117 | ||
| Taking it further | 119 | ||
| 9 Creative placements | 120 | ||
| Teachers’ Standards (DfE, 2011c) | 121 | ||
| Part Two: Personal and professional conduct | 121 | ||
| Introduction | 121 | ||
| Qualified Teacher Status (QTS) alternative settings | 122 | ||
| SEND placements | 122 | ||
| English as an additional language (EAL) placements | 124 | ||
| Supplementary alternative placements | 125 | ||
| Learning beyond the classroom: additionality | 126 | ||
| Learning outside the classroom | 127 | ||
| Forest School | 128 | ||
| Libraries and museums | 129 | ||
| Residential visits | 130 | ||
| Extra-curricular opportunities | 130 | ||
| Getting involved with youth groups | 130 | ||
| Getting involved with sports groups | 130 | ||
| Taking it further | 132 | ||
| 10 From good to outstanding | 133 | ||
| Introduction | 134 | ||
| Good versus outstanding | 135 | ||
| A good trainee | 135 | ||
| What makes an outstanding trainee? | 140 | ||
| An outstanding trainee | 140 | ||
| Be consistent | 140 | ||
| Act incisively | 141 | ||
| Be proactive | 141 | ||
| Take responsibility | 142 | ||
| Beginning to action change | 142 | ||
| How to move from good to outstanding | 143 | ||
| Taking it further | 146 | ||
| 11 Employability | 147 | ||
| Introduction | 148 | ||
| Job applications | 148 | ||
| First steps | 149 | ||
| Making your experience show | 150 | ||
| Your personal statement | 152 | ||
| Interviews | 153 | ||
| Induction of Newly Qualified Teachers | 155 | ||
| Planning for induction | 157 | ||
| Taking it further | 159 | ||
| Frequently asked questions | 160 | ||
| Glossary of useful terms and acronyms | 162 | ||
| References | 165 | ||
| Index | 168 |