We had we had one on your first two days, when you had the settling days we met on the second day, but actually, it's the first mentor meeting. Really? Yeah, I haven't had a mentor meeting yet. So it's, you know, the
point of this is to try and help other people get a bit better at mentoring so we can all get better at it, can't we? Yeah. And so this is just get a real flavour of what it feels like at this stage of the visit the time but the learning, and we'll come back and
organisation I'd be worried that you're coming back.
It will be in a good way.
I'm telling you. Alright, so at this point, I'm gonna step back. Ott. Okay, so thank you. It's a bit early. I know. Thank you for meeting me. First thing. It's, it's been here a week. You've had sort of a weekend, two days. How's it gone?
Yeah, I've really enjoyed settling in. Everyone's been lovely. I've had some great opportunities to go and see some practice through watching my class teacher watching yourself, which has been really good to see the way that
the school do it. Yeah, that's something you were worried about. You
talked about being worried about this placement, particularly in you. Yeah, I was worried about being a reception because this wasn't something that I had the most experience about. So I was a bit worried about that. But I've been made to feel really welcome. And it's been great.
Good. Good. Okay, so you said you've, you've been an observed a few people, you've got lots more people across school as well, not just in areas to observe? What is something that you feel that you know, I've picked up? That's really good, I'm going to use that, or you might have used already in one in the lesson that you've told.
So I've from watching other people, I've noticed that it's a lot about the pace of the lesson, and the direction in which it's going, it's going in. So yeah,
I think I've noticed that a lot. What do you what do you mean by the direction pace?
So I think it's the way in which, how you keep the children engaged? Yes. The that you do very well, here. You know, there's lots of I watched a story, and there was lots of actions within the story which the children all knew, so that they were able to stay engaged with the learning. Okay, so
is that something that you've had had a chance to try? You did a little bit of fat in your lesson observations? Yes.
I had a little girl. And but that's something I want to make sure that I keep going with which part of the pay is half the pace part. And, you know, making sure that I just think it's a good thing for children to have things that they can never call on? Oh, that action relates to this. So yeah, I think that's something I want to keep trying to work on. And
you feel that that's because that's, that's something we talked about when we did your lesson observation. Do you think that at some point you feel a little bit more confident with now having watched some practitioners? Yes, definitely. Yeah, I
think it's helped to see that in earlier setting, but I think I'd like to see where it goes further on in the school.
Okay, so do you think it's different in earliest than it would be in the rest of the school, how you would keep that pace some of those skills, we talked about tools in your tool belt? And where when we when we did the lesson feedback? So you're collecting some of those tools? And what you're doing now is, you're you're using those you're practising using those tools. So do you feel that it's different, how you might, either what tools you use, or how you'd use them from reception to somewhere else in school?
And I think in some aspects, not really, because you would use you could use the same things throughout the school. But I think the way in which you deliver your resources would be different,
what might might what's different? What do you think? Because you've seen a little bit of teaching in other areas, what have you noticed is different Maybe?
Probably more the structuring of the lesson. Yeah, I think the higher up the school you go, the more structured the lessons are with, once we've done our carpet time, they get some, they go out and have their play time. And then we call them back. So I think within high school, you know, they then go and do their work longer, shorter.
Yeah, yeah. But short and snappy. And I think that is something you talked about when we had our first mentor meeting and the second days, yeah. every school is different. And actually, every year early is different. How do they do it here? What does it look like? And that's great, because you're seeing lots of different ways that you can think about the tools that you've collected, yeah, and other placements as well. And what you're seeing here, it's nice to see that because you did do a little bit of that in your lesson. Yes, I
So pace was something that you focused on. Yeah. And do you feel that that that target that you had to prepare Is this something that you feel a little bit more confident with now?
Yeah, I feel like from being able to watch lessons from experienced colleagues, I was able to then look at how you do pace here at this school and then put that into my lesson. So yeah, I think I've started to juggle that pace
aspects, what took what tools and what, what aspects of that? Keeping the pace? What skills do you think that you've seen, that you can use now or you have used because you did use some of those? Yeah. So
I think, from my lesson we had I started them off as plants didn't know. So that then got them up and moving again, because they just been sitting and watching and listening to the story. Yeah. So I then after that got them up and moving, which then brought their focus back. And from the start of my lesson, because they just have playtime from other bought them straight in quite quickly. With a torque question. Yeah. So I was able to, I think, little bursts of it throughout. I think it needs polishing a bit.
Yeah. And it will do. Yeah, but it's great. So you've you've just said, movement? Yeah. You did a lot of movement. Yes. That's something. And you've said about talking and a top part now? Yeah, I'm questioning. Yeah. So there's a lot of things there that you've already picked up? Yeah, she's really good. And you're using? So how do you want to move your practice forward now?
So I, I think I want to move it forward. Within looking at how I structure my lessons. So like the, the scaffolding of of them. I think that's something that that's something we picked up on it in the lesson. Yeah, that I was, I think myself, I wasn't, I wasn't clear on what I was delivering. So then that became unclear to the children. Yeah. So I think that's something I need to work on through.
And you've got to remember, because that was your first lesson really, essentially, your your first proper, full talk lesson. And that's something that because it was your first week, it's something that you hadn't planned with the staff initiatives, you've been given the plan and adapted and taught through the past teacher, so that will get easier. Yes. Because you'll be involved in the planning part of it. Yeah. Okay, so the staff. So you were talking about? We're talking about probably teaching standard four, because we're talking about if you're talking about scaffolding, yeah. You're it's that introduction to your lesson that you talked to us about, isn't it, ensuring that the children have got clarity, and they're making progress? Okay, so we're gonna keep spinning that plate around the pace? Yeah. But you want to bring in what I'm going to be doing with the children? Okay. So we could put that in. So if, if we're going to focus on that sort of skill, what kind of what do you think kind of support, you might need to get you to that to think actually, this is how I'm going to scaffold this lesson? Because you you will be planning so your plan with the class teacher, and then the group team, what that will support, that'd be one thing that's going to be different to what you've had yet for this lesson. Okay, what other things do you think might mean that need to put in place? What would you
I think it would be nice to perhaps do a bit of team teaching with my class teacher. I found that really useful in my last placement. Yeah, to say that there was that support there. For me.
Yes, we did when we did the observation, because she'd observed may with your class teacher. Yeah. You that talk and join in together that was really, really powerful, useful. Yeah.
Because she, my class teacher was able to point out thinks that I was just a bit oblivious to.
Well, you know, it's a little bit like, I don't know, I want you to say about that about, I can tell you all the different parts of the boat. Yeah. Until you actually do it. Yeah. So you need someone to explain that to you. And then you need to practice that. Yeah. So there's a whole low level of sort of layers of skills that you need to build, but you've got those tools, but you're going to practice using them. Yes. Okay. So we've got your timetable here. So for next week, so maybe because you're doing topics, the lesson that we observed, yeah. So maybe if we have a team teach, yeah, the topic session here, where you are teaching so if cake team teachers with you, and then maybe here, yeah, she you can teach that and apply that in the next session on the Tuesday. Yes, she could then support Okay, so it could be she takes a little step back. Maybe she's still there, but it's kind of like, oh, actually, here's something else you do. Okay. And then Hear or hear maybe when you've got these lessons, we could do an observation. Yeah, yeah. Okay. So I think other things that I think would be supportive is, is to go back and to observe those two members of staff in year one. Yeah. Because you talked with back just a minute ago about looking at other year groups as well. Yeah, that'd be really helpful. Yeah. And also looking at other practitioners and some of the tools and the skills that they might use. So you picked up quite a lot of things with Kate, when you observe me that I was doing your pace, you could perhaps come back and have another look and do some more observations and reception. But now look at actually, how is the teacher structuring the lesson? You'll have been part of the planning? Okay. Yeah. You can observe with her. Yes, you could attend teach, but you could also perhaps go and observe some of the other staff. Yeah. In a year groups and have a look at how they're scaffolded. Yeah, lesson introduction. Yeah. You could, if you want to, like hate to video, you. Okay. And then you could chat about that together afterwards, talk about everything, you need to look at it on the school website, then you could talk about what you did in relation to what you you planned to do, because sometimes as well, what you plan to do changes depending on okay, and you did a little bit of that in your observation, adapting, you'd be adapted the length of when you did things. Okay. Does that sounds like Yes. Okay. So it's been found those said, and we can easily do that at the beginning of this week. So if you because you can have the opposite. You've got observations here? Yep. On the Monday, and do the team teach, okay, that if we do your lesson observation towards the end, we've got that 10 year, practice. Yeah. Okay. Yep. Okay. So from how you were feeling last week on a scale of one to 10? Yes. How are you feeling now?
Is one still one's like,
Oh, my goodness, with 10? Like, I'm feeling great.
Okay, I think I'm probably about a six. So I'm still in the middle. I kind of
how are we going to move that up? What's going to move that up for you?
I think this week will be different, because I'll be able to be involved in the planning. Yeah, I think that'll make a big change for me. Yeah, I'll know what, where I'm going. Yeah. And what I'll hear your visions for the week, so I'll be able to then adapt my plans to the visions of the weeks, I think that will really help me. Yeah,
it's important, and it is hard, your first weeks really hard because you're being given the plan. But you will obviously be involved in all the planning that is important. That's key, because it's when you're involved in the planning, it's bringing don't forget, it's bringing your experience as well. Yes. From other settings. So it's not just what what we're saying, you know, it's it's teamwork. But I think that will be a big thing. So I'll ask you again, next week, because I went to a meeting, how you feeling? Hopefully? Hopefully, we'll be. Okay, so what values do you think you've demonstrated this week? Values?
I think this week I've been working on. Like, my, my, my confidence. Yeah. And my subject knowledge around. Now. I think that's where I want to go. My confidence. I think I've been working on Yeah, this
week. Is that to do with what he'd said last week, to meet him about that being a new setup? Yeah. Yeah.
There's a lot of pressure. Yeah, there was a lot of pressure this placement because you're, you might be able to teach and standards and yeah, it's all very daunting. This one, but yeah, so don't worry.
It'll be fine. Out. Okay. You've talked last week, in our Mentimeter briefly about being curious teacher. Okay. I think that's something you know, that that's that's a big one, when you first started in a placement. Yeah. Do you feel that that curiosity and that, you know, getting into people's classrooms having a look, what's happened is something that has been really supportive and helped you to sort of develop that confidence? Yes,
I think so. Yeah, I think that that's, that's helped. Because I've been able to be curious by asking all the questions that are relevant and taking in how different classes doing it and things like that. So yeah, that has been really helpful. You see the practice.
So I think we, if you want to, we can continue to think about those values and build on that curiosity.
I think I'm confident I think, yeah, probably. Yeah, I need to keep going with
okay. So how I'm going to ask you how we might do that. I think we've already established that you can you can go and observe or the staff will do some. We could do some group paired observations, do some team teaching. Is there anything else that you might think? Do you know what that will help me with my confidence?
I think it would be having a little bit of time, maybe with yourself. Okay. And looking through the expectations within early years, you know, so looking at the frame rate and knowing where my children need to be in the summer term, where I'm taking them and things like that. I think that would help. Yes, yeah. My confidence is okay. No, in that progression.
Okay. So we'll plan that in. That'd be great. I'm sort of I think that'll come a little bit in your planning as well. Yes. You'll be using the framework to plan those objectives from okay. Yeah. I mean, you can meet maybe in one of the slots that we've identified here. Yeah. And we could have a look at that, at the early years expectations and the framework, and we can link that to your planning further. When you do your lesson plan. Okay with that, how, yeah, yeah,
that'd be really helpful. Thanks. Brilliant.
That's okay. Okay, so, work life balance. Okay. How's that going?
Yeah, that's really well, I. I have my cut offs at the end of the day. So seven o'clock. is my finished point. Yeah. Finished at seven. And then Saturday or Sunday, I tend to have made sure I have one day off. Yeah. So I think it's important to and is that worked for you so far. That's something that's something I've continued throughout this whole course. And it has worked, because you do need that downtime, especially with the pressures of work when you've been in other placements as well. You know, we've been juggling essays as well. Yeah. So it has really worked
good. And it will get harder, because your teaching time is going to obviously, be a bigger percentage this time. Yes. It is important to give yourself that time, but to remember that be flexible as that flexibility. And don't put on yourself that pressure to I need to do it by this time. Yeah. You know, and and you are part of a team of people. So you know, there's always somebody there to ask us. I'm really struggling with it. Yeah. Okay. So that's good. I keep asking you that that is important is school based tasks? You've got time on your timetable to look at those and be supportive with those? Yes. How are you getting on with those?
Yes, I've started to think about them. I've I've identified two children, that I've got to track the progress on. Perfect. Yeah, I've started that. And I've also been to speak with your Senko. So I've got a tight edge, she's going to come back to me with a time where I can watch an annual review. Yeah, that's great. So I couldn't get that in place. Fantastic. So yeah, I've started to think about
brilliant. Is that anything else to support you with those that you need? That you haven't already got or been given?
Yeah, I think I'd spoken to my class teacher and we were going to spend some time, the end of this week or the beginning the next week, and just really picking those children. Yeah. So I know where they're at. Yeah, any interventions I need to put into place to make sure that that progress happens over the course of the eight weeks and things like that. So yeah, I'm gonna spend some time with brilliant as teacher.
So if we come inside that with us talking about the Early Years framework, yeah, that would probably support you when you're looking at children. Okay. So we've sort of set we've set quite a lot. I think we've done really well. A lot for next week. We've got so you happy with if we've got the team teach here. Yeah, yeah. We will put in observations of sort of the year group you're in get the start again. Yeah. So that you've got a little bit of it's a buildup of support. If we then you will teach this with Kate, sort of stepping back a little bit. Yeah. Been there? Yeah. Okay. Not an observation informally, she'll sort of like, chip in and support where needed. Maybe if I mean, you meet around the middle here. Yeah. Yeah. And then we could talk about the framework. Okay, pop that in. And then we could plan in an observation in one of these two. Yeah. Okay. And you've obviously got the your observations here of other class teachers in different year groups. Yeah. Okay. Brilliant. And, and you're going on a school trip. So
That's a really good opportunity as well. Yeah. You could talk to the class teachers organise that visit as well about, you know, what was the risk assessment how that's, that's something else that you could look at that would be really supportive. Okay. Yeah. Link to standards. Okay. So, what next? Anything else? Anything that you Need to organise that we need anybody we need to talk to? Obviously, we'll talk to those members of staff to let them know. You're coming in and out and let them know. Yes. Anything else?
No, I think I'm gonna work on what you've given me look at things and yeah, no, I think I've got great support. So thank you
know, you're welcome. And you know, you is that it's really hard. But remember that first week is really hard. You know. And that was the first lesson observation and it's a lesson observation of something you weren't part of the planning. Yes, you're part of looking with the class teacher at doing your plan, but you weren't part of the original plan. So it will, it will get easier. Okay. Because it'll be you'll have the ownership of it. Okay. Okay. Yeah. All right. So we'll meet again, we've got an hour because you've got your timetable. You've got your timetable for the next week. So we'll have our mentor meeting again, PM. And then it we, I may be coming to observe you. But it could be that one of our other mentors could come and observe as well. You know, won't just be myself. They'll be our other mentors will also observe so you've got a range of people for professionals come in to give you a bit of support. Yeah. All right. So then they'll do your feedback. Okay, after that observation. And Kate will obviously be continuing to give him that informal feedback, guys, right lessons. Yeah. All right. Thank you very much. Thank you.