My point is, now that my student teacher is on full control, I've had time to actually sit and work 1-1 with my 'target students' who were identified right at the start of the year. These were the students who were sitting just below the national standard and needed that extra support to get them there by the end of the year.
Take a look at my table below
This is a continuation of my previous posts: Make a plan and student voice.
Some of the changes I have made in my teaching are:
- Assigning homework each day (paper)
- Teaching using Maths Whizz links
- Sharing with students visual representations of all the stages and describing what the thinking/maths talk sounds like
- Using actions as prompts when teaching
While I was working 1-1, I also addressed and asked students why some of their results went back in GLOSS. Their replies gave me hope and confidence that they can make it to 'at' by the end of year. Some of their replies were "I'd forgotten how to do it... the wording of the question confused me... I just went blank Miss, I got confused with what to use - I kept using repeated addition and not my timetables..."
One of my 'light bulb' moments was reading some of my student teachers observation notes of me during last term. She saw and recorded some of the things I did and said. It made me reflect on my teaching and think "oh wow -thats good that I'm actually really specific about that" and some points where I was also "Oh don't do that!" or "did I really say that?" and "oh that's why it worked/didn't work.
It also worked the other way too where I'm observing her (my student teacher) and thinking "Hey that was a really good way of seeing if they understood - I'll try that next time too".
Keep an eye out for my next blog for an update on the rest of my maths class!