Primary School Placement
Portfolio task- 500 words - primary school placement.
As part of my professional development I was to visit a primary school and observe and participate in daily tasks alongside two age categories. I was given the opportunity to work with primary 4 and 5s in a mixed class. The first task that was to be undertaken in the class was a reading task where I had the opportunity to work with a group of primary 5 boys. We had to read a paragraph each and then I had to judge whether they deserved a good, very good or excellent in their books and give out stickers to all the in the very good category. This task enabled me to see how children at age 9 can read at a good level where they only need minimal support; it also gave me the opportunity to get to know a couple of the children better. This task was very useful to work closely with children and really focus on their individual needs for learning. The next task that the children undertook was maths. The task they had to undertake was to think and write down a number representing thousands and then the teacher went round the class and asked individual children for their answers it is clear from my observations that all the children were very keen to learn and all had something to say whether it be relevant to the task in hand. The final task that I was participating in was a language skill task where they had to pick out adjectives describing the owl from the reading task from earlier. This task was very useful as during my learning I have been looking at children and their grammar so I gave me a much better insight into children’s grammar skills at 8 and 9 years old and how they don’t use certain grammatical expressions for example they do not understand emphasis based around certain words and how to make them stand out when reading a sentence. This task really opened my eyes at how little children of 8 and 9 understand about linguistics and
As part of my professional development I was to visit a primary school and observe and participate in daily tasks alongside two age categories. I was given the opportunity to work with primary 4 and 5s in a mixed class. The first task that was to be undertaken in the class was a reading task where I had the opportunity to work with a group of primary 5 boys. We had to read a paragraph each and then I had to judge whether they deserved a good, very good or excellent in their books and give out stickers to all the in the very good category. This task enabled me to see how children at age 9 can read at a good level where they only need minimal support; it also gave me the opportunity to get to know a couple of the children better. This task was very useful to work closely with children and really focus on their individual needs for learning. The next task that the children undertook was maths. The task they had to undertake was to think and write down a number representing thousands and then the teacher went round the class and asked individual children for their answers it is clear from my observations that all the children were very keen to learn and all had something to say whether it be relevant to the task in hand. The final task that I was participating in was a language skill task where they had to pick out adjectives describing the owl from the reading task from earlier. This task was very useful as during my learning I have been looking at children and their grammar so I gave me a much better insight into children’s grammar skills at 8 and 9 years old and how they don’t use certain grammatical expressions for example they do not understand emphasis based around certain words and how to make them stand out when reading a sentence. This task really opened my eyes at how little children of 8 and 9 understand about linguistics and