Analysis and Explation of Development Undertaken During Teaching Placement
As my final teaching placement draws to a close, two things in particular resonate about the experience: One, that I can teach, I don’t think I would be at this point in my degree otherwise, and the other, that the process of becoming a teacher is a gradual build up from basics to delivery, and this process will continue for as long as I continue teaching. When I began this final placement I felt confident that I could fairly competently begin teaching again, this is not to say I was not aware of the breadth of knowledge and learning I was and am still to undergo, yet I found the beginning of placement very testing and surprising in terms of the lack of grasp I had on enforcing basics to all my lessons. I put this down to having such a large gap in between placements (seven months) also because I wanted to teach great lessons immediately (also something which did not happen)so much so that I overlooked basics such as organization and preparation. The result of this was that I spent the first month getting crucial organizational skills into place before my lessons began to shape the learning pupils undertook. This essay serves the purpose of analysing and explaining the development which I have undergone during this final ten week teaching placement. Two notable factors which contributed to this have already been mentioned. I have drawn on evidence from colleague and pupil feedback, used graphs to collate information gathered from questionnaires, drawn on my own personal reflections and experiences and incorporated the recommended reading ( Cope. P. (2005) Perspectives on the nature of education) to support all I have included to make this essay as clear and concise as possible. I have chosen to write this essay using topical headings to break down and clearly describe elements of my development in a logically progressive order. The essay will begin with an analysis of both my observed lessons (one which took place at the start of the placement, the