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Work anxiety(5 Posts)
I think the first is really asking whether you know that different children have different learning styles and respond to different teaching styles/environments/subject structures (eg building blocks (maths, science) or a sort of ideas soup that all learning can fit into and be re-examined (sociology, english literature, etc). You probably need to show that you can identify a different learning style for each child OR an example for each learning style - but ask your HT specifically rather than getting anxious. Justsay what would help me demonstrate that I understand this. (you can do this in an email if you word it soft enough).
The second is about whether you say 'johnny seems to be progressing only slowly in numeracy, when his verbal understanding of the subject is high - I will adjust some of the exercises to come from a verbal problem-solving model then encourage him to see verbal 'stories' behind dry numerical work.
I think they are saying do you say 'johnny is well thick at maths' or 'could I adjust my teaching style to help' - perhaps you might do some work with your support worker to help you identify when you do this naturally - eg asking you about situations etc - this is a skill in itself - many people who plan for example don't know they do until they are tought how to describe situations where they plan - you could ask the school to assign you a mentor (or seek one yourself) to help you with understanding when you demonstrate these skills.
The last is a bit random in my view as it sort of suggests that although learning styles and different teaching styles are what impacts learning, it is also 'imparting knowledge' (which is delivery not learning.. but there you are!).
Develop understanding' probably means that you need to show that x lesson plan demonstrates y learning, which when built on my lesson 2 extends learning... eg 'I allowed the children to develop an understanding of british society which taught them the terms, structures and indicators of the role of the family that can be used in discussing other societies. When we then discussed the role of the family in ancient egypt, they were able to draw parallels and compare which then helps them in comparative study from one cluture to another' or something.. again ask your school HT about what they are looking for as evidence for this.
TBH this should be in the documentation about assessment, but I don't know how all schools work. I do know that it would not be unreasonable for you to ask for addtional guidance due to timescales, your 'disability' and your unease.
You could ask for Union support here - this would be a nice positive support role for them!
Do you think the education section on here may be able to help?
1. To know how and when to differentiate appropriately, using approaches which enable pupils to be taught effectively.
2. To be accountable for pupils attainment, progress and outcomes
3. To impart knowledge and develop understanding through effective use of lesson time
bigger question is what happens if you don't reach those targets? first find out the answer to that question - that will help put things into perspective.
I don't even know how much can be achieved in the next 6 weeks especially with only 4 weeks of school left and kids start focusing on Christmas plays....
(not sure what school we are talking about)
I'd say it is not fair to try and test you right after the holidays either, so see if you can get a different date and explain your reasons why.
if the head thinks you can do it, then ask him/her to check over your plans and give you extra help with preparation
I've been back at work since July I'm a teacher. I've been mentally unwell diagnosed with bi polar.
I've only just got back into the swing of things when we have a local authority review.
I did okay but some areas of my teaching needs improving.
I've been given 3 quite hefty targets that I'm getting observed on in the next 6 weeks.
I really feel under pressure about it. I know everyone needs targets but I feel I need more time to get back into work and get my head around how to be the best teacher I can be.
AIBU in thinking I shouldn't have these targets? The headteacher by the way thinks I an easily meet the targets.
I just feel the pressure and feel anxiety over it
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