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Teaching strategies throughout placement 2018:

Self-manager day: where students must get themselves organised in the morning without the help
of parents. This is every Wednesday.

Learning Intentions: 3 teachers work together to create learning intentions that are displayed
throughout the class that cover aspects of what they will be teaching (curriculum aspects).

Focus Child: different child picked each day where they are the focus child. Focus child can read in
the morning with the teacher, call the roll, be the leader and do helpful things throughout the day.

Reflection time: Making sure there is time for reflection at the end of each lesson. Using questions

 What was our problem?

 What was hard?
 What did we need to find out?
 Tell the person next to you something you learned.

Student self-assessment:

 show me your thinking rather than show me your answer

 how can we make this better?
 How do I improve this?

Giving Instructions: When giving instructions getting the children to repeat what has been said to
see if they understand and know what to do. Making sure that standards have been communicated
 Getting them to complete the instruction sentence
 Tell the person next to you what you need to do
 Retelling the sentence in the opposite way ‘does this mean we are to be loud? – is this a
noisy activity? Etc.

Think, Pair, Share: think about the answer, pair up with the person next to you and share your
answer. All 3 teachers use this strategy a lot. Getting children to be their own thinkers, this also
allows teachers to hear students share their thinking without writing or putting it in their books.

Lesson Preparation: having all resources ready to go is important, helps the lesson flow naturally.
This includes, a plan for the lesson – how are you going to attack the lesson, what strategies are you
going to use, and what resources do you need? Are there going to be different groups within your
lesson to differentiate learning needs?
Having the question or problem printed and cut out ready for students to stick in their book. I have
found this is extremely helpful for accommodating for different learning needs.

Lesson Plans: Advise given from mentor teacher was to have a weekly plan for the lessons instead of
a full in-depth lesson plan. This is so you can keep track of the lesson while teaching it, it has the
main questions on there and the structure of the lesson. Lesson rundown for the week was
completed for week 1 term 4 and found that it was extremely effective as it was easy to follow, had
the main structure and questions on it. The lesson flowed really well by having it accessible during
the time of the lesson.

Thinking Strategies: ‘I am a thinker’ getting students to think about their question before asking the
teacher. How can I solve this myself? Ask 2 friends then a teacher, take extra time to think about the

Literacy Rotations (term 3): Literacy rotations are done between 3 classes and consist of literacy
activities that cover the curriculum outcomes. 3 teachers run 3 lessons lesson’s that consist of
handwriting, story writing, partner reading, free story writing.
Groups rotate around with 20-minute lessons.

Literacy Rotations (term 4): Literacy rotations have been divided into groups (all 3 classes are spread
out into 3 groups) literacy rotations are now done within group – one group holds around 25
children, and then that teacher plans 4 literacy lessons within their group.
Alex’s group; Round Robyn reading with teacher (grouped in reading levels), story writing about a
picture (enchanted door), EEKK partner reading and x2 literacy games.

EEKK partner reading: elbow to elbow, knee to knee. Students will take turns in listening to their
partner read a page and then ask a question. Getting them to ask the question is to make sure the
other child is listening to their partner read while also getting the child who is reading to understand
what they have read.

Round Robyn: Reading circle 17/10 literacy rotations.

**this is done with a reading pack where a small group of children have the same book with a
teacher book included that has questions about the book on each page to ask the children to see
their understanding of the book. Read the front, read the back and look at the pictures throughout
the book think about what the book can be about.

Think about who the characters might be, then we will talk about the characters.

Read the title together

Lets look at the characters – point to Clancy, Jim, Harrison. What is tricky about the word Clancy?
(the ‘c’)

Children read the book at their own pace, teacher goes around the circle listening to the children

If they have finished while others have finished, they are just to re-read the book until the others
have finished reading.

Once finished, read the story altogether:

 Looking at the cover page -what is the book called again?

 Now it had 4 characters in the book, who were they? What where their names?
 Use finger to follow the words being read.

Lower group – find a word in the book that you thought was tricky.

 Teacher gets each student to read a page. Then after each page asks questions about what
was just read (understanding/comprehension of what was being read – i.e: What was the
problem in the book?)

Maths with another mentor: Warm up – set the scene with making it real life. Chunky monkey with
numbers, being able to split the numbers into tens and ones. 20 + 14 = 20+10= 30 & 0+4= 4 =34.

** BEGINNING OF LESSON: Recap – what was the question asking me? Find important information,
choose the math operation (x + - divide), choose our strategy.

- Start of lesson showed that kids were not listening and were not engaged.
Teaching Strategy: stop, pull the kids back in, set expectation.

Students had to answer the problem. How many brownies am I going to need to make to feed my
class of 30?

Lower Group: During problem solving, Jordan gave lower students blocks to be able to visualise the
problem and half the blocks to get the answer.

Reflection time: what did we do? What strategies did we do?

- Why?
- How?
- So you did?
- What did I need to do again?

Relief Teacher: Setting standards at the beginning of the lesson. Informing the children what is
expected with listening and your way of getting their attention (1,2,3 waterfall – shhhhh – pineapple
pineapple, spikes on top etc)

Writing with speech difficulty: Getting student to draw a picture and write key words around the
Year 5 teaching strategies
Start of lesson
3-minute table challenge & 5 minute times table challenge.
Inversing - breaking down the word. Talk to the person next to you to break down what inverse
Who can tell what inverse means – opposite (magic word)
i.e 6 divide 2 = 3 inverse change the symbol 2x3 =6. Is there any other way we can write this? Talk to
the person next to you.
What other ways: 3x2 6 divide 3= 2

Using pink highlighter for something done wrong and green for correct.
Using step 1, step 2, step 3 for differentiating the levels. All students have access of all steps. Clarify
who is on each step prior to starting the task.
Challenge – show 2 ways in which you can divide 10 evenly, show 2 ways in which you can divide 16
or 39/6= 56/4= 24/4 =6r 3 – what is wrong? Justify.
Lesson organisation – start on a new page, have a learning question (how can I add mentally) the
after their questions they have a challenge question which is worded to expose them to different
ways questions can be written for the same problem. This is to prepare for tests given questions in
tests are worded. Teacher comments show what strategy they used to solve the problem.
Using 3,2,1 to get attention after partner discussion.

Pick a challenge – at the back of the room shows Maths and English describing what they are
learning, strategies they use in their learning with challenges they can do within the topic for
extended learning.
**Behaviour Management**
Behaviour review – this was an app on the teachers iPad and was used for when a student made the
wrong choice, the teacher would tell them to do a behaviour review. When this was done the
student was able to take 2 minutes away from the class and was able to revaluate what they had
did, who it involved, how they felt, and the level of the action. Seeing this being done it was evident
that the child had reflected on his/her behaviour and reset to join the class again without that
behaviour. This was the strategy used by this teacher and was an effective method.

Other strategies included; setting an achievable target and then allowing them to finish their work
outside or in an area where they do their best learning chosen by the student. When reflecting on
this with the teacher he noted that this helps the student and when removing them from the class it
promotes the child to finish his work as he doesn’t have a distraction from people around.