Page 22: Sharing my EYFS Observations

Page 22: Sharing my EYFS Observations ...

On this EYFS focus, I have so many exciting posts planned so I could not initially decide where best to start. For today, I have decided to delve into my observations and share some of my vital learning experiences to give a brief summary of my progress and personal learning so far.

If you know me, or feel like you have started to by now from reading my blogs over the past few months, I stress! Before placement this year, observations were something I really feared. I care a lot about what people think, their perceptions of me and what they would say about my teaching when I'm not there. Resultantly, the thought of being observed was initially quite overwhelming, especially when it was by members of SLT. However, all the staff are so supportive and encouraging providing excellent feedback that always helps me shape future lessons and my development as a teacher!

The observations and the feedback I received so far during placement is really something I am proud of. From my first, to my SLT and final observation in this block, I am proud of my personal progress and the development I have made.

Throughout this block (apart from the first week), I had one formal observation lesson per week (I taught many more lessons than just these 5 such as phonics and physical development session too). My mentors are amazing and always share feedback after any lesson I teach, however I have one formal observation write up a week. As I always share how vital reflection is, today I have decided to share some of the feedback given over the last six weeks. I have summed some of my strengths and weaknesses up into the classic primary school style of two stars and a wish!! 

Note: something that I have really learnt to reflect and focus on is the strengths as well as the developmental targets. It is so easy to forget about the strengths; read them and move on - however, it is just as important to continue to evolve these and plan for them in future lessons alongside incorporating the new targets.

Week 2: Communication and Language 

This was my first lesson observation in over a year. To say I was nervous was a huge understatement. This was the first time my mentor had seen me teach and the self pressure I put on myself to 'live up to standards' and 'to be good enough' to provide a quality education - in reflection was too much and wasn't necessary! I took my own advice from my lesson observation advice post, took a step back and enjoyed my teaching, focusing on the honour I had to be able to teach the pupils.

This was a communication and language lesson focussing on remembering two things at once. We started with a song, listening and attention activity, the main input and ended with a story. I used a range of common objects pupils were familiar with from the home corner and we focused on hiding them, covering in scarves and closing eyes to identity the missing object in hand with remembering the two. After this, pupils had their own sets of objects and could then physically show the learning themselves and allowed me to assess via observation. i.e can you show me the pencil and starfish (out of three objects)? ... The story this session ended with was Good Little Wolf by Nadia Shireen.

* Activity was practical to keep the children engaged throughout

* Good use of praise throughout the lesson

- Allow quieter children to have an opportunity to talk/discuss more

Week 3: Mathematics

This was a scary lesson. Due to covid-19 schools were shut and most people were accessing online learning. This maths observation was the second day all pupils returned to school after months and for all of this group, they had only met and been taught once by me the day previous (I did all the maths planning and delivery for this group for this week). I gave myself and my group name stickers and we all got stuck in and started learning together. All maths lessons follow the same structure of active counting, reciting numbers, 1-1 counting, the main input and finished with a maths song. The structure and routine really helped these pupils transition back to school as well as getting to know me and my teaching. Working with the top ability maths group, for the main input of this session I introduced 5 frames and the concept of subitising.

* High expectations and good relationships with the children 

* Subject knowledge was strong and well matched to the needs of the children

- How would you stretch (pupil's name) further without just using bigger numbers?

Week 4: Communication and language

This was a big week for me. As well as planning for my group for the weeks series of lesson, I also planned and prepared the resources for the other 2 groups. The basic principles of the lessons were the same, but they were differentiated in terms of target vocabulary (in, on and under) and the skills used during the session. In addition to planning independently for additional groups/teachers, this was my SLT observation lesson from the deputy head. I was very nervous but I was also very excited. I wanted to prove myself to being a valuable member of the school team and show my passion and delivery of teaching. I also wanted to demonstrate the good relationships I had build with my group which had many challenging SEN pupils in with a variety of differing complex needs. The lesson was recapping the language of 'on' and 'under' learnt in the previous two lessons as well as introducing the term 'in'. I wanted to make my lesson as physical and as active as possible as this is what works best for these specific pupils. I used resources such as hoops and beanbags and some examples of tasks included pupils standing 'in' the hoop, or throwing the beanbag on/under the chair. As always this communication lesson ended with a story. I chose Copycat by Mark Birchall as this linked directly to the copycat listening and attention activity I started the session with as well as having great opportunities for blank level questioning (this groups focus), and lots of areas for discussion/emphasis of the positional language used in the main input. Cat was 'on' the type rope ...

* You made the learning clear with good modelling

* You assessed on the spot and this allowed you to adapt the lessons planning and extend learning further

- Think about how you can reward children instantly to improve engagement further

(after this, I ensured instant rewarding was present in all lessons and always had a sheet of stickers in my pocket! This worked wonders with all pupils and really boosted engagement as well as pupils being good role models to their fellow classmates and encouraging them further)

Week 5: Mathematics

As always for maths sessions, the same structure was followed, but for this weeks main input the focus was numicon! As the pupils accessed and responded to Monday's introduction matching physical numicon to flashcard images well, I immediately progressed and added more challenge by integrating previous 5 frame subitising matching numicon pieces to their 5 frame amount, really drawing and emphasising the concept of that although they look very different, they are indeed the same number and both can be used to represent the amount.

* Excellent teacher pupil relationships developing with good understanding of need within the group

* Subject knowledge of the maths curriculum for 3 and 4 year olds

- Develop the 'how do you know' questioning strand

Week 6: Understadning the World

This observation was the last lesson I taught and will be teaching until June! I took nothing for granted and throughly enjoyed having the pleasure to teach these pupils for the last time for a while. With Easter approaching at the time and introducing next terms growing theme focus we learnt about the life cycle of a chick. I wanted to make this session as simple and clear as possible, so after cracking many eggs and making multiple reserves I created a life cycle of a chick. The children were truly mesmerised by the process of 'magic' of our chick actually being inside an egg. (I stuck the egg back together and cracked it with the children to demonstrate the evolving chick) As the teacher, this was so rewarding to see how much the children enjoyed the session and makes all effort and eggs definitely worth it! As always we finished with a story and for this session, it was one I brought from home and my childhood. I read Owl Babies by Matin Wadell which again allowed and encouraged great blank level questioning opportunities (the groups story focus).

* Use of effective visual resources

* Use of assessment to give immediate support or challenge to children

* Think about how you can avoid children trying to touch resources

This is a post I am proud of. For sure this will definitely be one of those posts in years to come I come back and read over. Having these postive words are so encouraging and a reminder to yourself that on those tougher days - take it easy, your doing good! I am lucky, all my observation lessons so far have gone generally well. It is vital to note they are not all like this. One lesson I taught, after the starter I immediately realised I started way too challenging and had to strip back and adapt the lesson away from my plan on the spot! Those lessons that 'don't go to plan' where you begin developing your adaptive teaching skills are just as or can be said to be even more important and learning opportunities for yourself!

I hope you have enjoyed reading today's page and reflecting on my feedback with me. I know this was a VERY long one, but I personally believe this is my most important page so far!

Over the next few weeks sharing my EYFS experiences, I will end each post with a little advice on some of the invaluable things/tips I have learnt:

1. Get to know your class. The sooner you know your pupils inside out, specific level of need and what works best for them (in terms of a variety of factors such as behaviour and engagement), you are able to plan your sessions more personally and effectively to make activities the most successful and enjoyable. The way that worked best for me was to really start making these connections and building trust (it is key these pupils trust and want to be around you), was observing and making effective interactions during continuous provision. Make there interests, your interests and adapt your lessons for this.

- Miss Yeoman