Geography Lesson: TS1 & TS7

On the 19th of September I taught my year 4 class Geography for the morning lesson.
The lesson was following on from the previous week, our topic of focus being the ancient Egyptians and the River Nile. The class began with a ‘True or False’ starter activity on facts from the previous week (recap). I always begin our learning this way in reference to the way both of my mentors teach. It sets the tone for the lesson so that the children are ready to learn. (TS7) have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy. The children worked individually to begin with and noted any answers down on their whiteboards. The children were then asked to think, pair and share their answers to the class; which demonstrated the depth to what they had learned in the previous week. Class dojos were rewarded for the children who could share their answer with the rest of the class. (TS7) range of strategies, using praise, sanctions and rewards consistently and fairly.

The second part of the lesson included analysing the route of the River Nile, identifying the countries the Nile goes through, and what the ancient Egyptians used the river for. Behaviour soon became unsettled after a few minutes; a few of the children were spoken to about fidgeting with equipment. The children were made aware of their expectations and were told that the lesson would continue into their break time if all of the content of the lesson was not complete. The class soon re-engaged, and the classes focus on a whole had become better, with children being rewarded dojos and some having their name moved up for fantastic answers. (Ts1) demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils (TS7) maintain good relationships with pupils, exercising appropriate authority, and act decisively when necessary.

The final activity involved each table creating a 3D model of the River Nile. A lot of trust was put into this task, as the challenge included using creative materials, felt pens, Lego and worksheets. (TS1) establish a safe and stimulating environment for pupils, rooted in mutual respect. The activity I felt was successful, with the children demonstrating great team work skills, and some groups could even hand out roles in order to produce the best possible model. The only gaps in behaviour was the slight distractions when building with the Lego. However, the pros outweighed the cons as each group could show me elements of the success criteria, in that countries were labeled, uses of the river were identified and the models looked great. (TS7) manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them.

On the whole I feel my relationship with the class has grown, those children who could push the boundaries demonstrated good behaviour during the lesson and showed compete engagement in the activities. Even though this is one small step, I certainly feel the class are beginning to accept me as a classroom teacher.

I shall continue to build positive relationships with the whole class. I shall do this from reinforcement of the schools’ values and the behavioural/reward system. (TS7) maintain good relationships with pupils, exercising appropriate authority, and act decisively when necessary. I have just attended a behavioural management strategies course with EoE, and I hope to add additional strategies into my teaching when required of me. Some of these include: Hotspotting, Anchor and SOS. I hope these strategies will allow me to build a framework the children can relate to.

Focused next steps to impact on your progress or the progress of the children in your care:

  • To continue creating and building positive relationships with the children.
  • To adopt different strategies to deal with behaviour.