Maslow’s Hierarchy of Needs – TS2d, TS8a

Upon completion of an assignment for university, I increased my understanding of Maslow’s hierarchy of needs and how a child missing breakfast can impact their level of learning.

Whilst on professional placement, I was able to reflect on this theory. Children had the opportunity to pay for toast at school, and all pupils were provided with fruit at break times. This was an approach implemented in order to support childrens progression up Maslow’s Heirarchy of Needs. Children are less likely to concentrate if they have not eaten before school, following this, their learning will be affected. The stratgey of providing children with snack removes the barrier of learning becoming disrupted by hunger.

Drawing upon reading of Maslow and reflection with regard to placement shows evidence against TS2. It is demonstrated that I can identify ways in which children learn, and the barriers that can prevent this. With this knowledge, I am able to identify various other barriers which may prevent children from learning, enabling me to support students in the best possible way.

The school strategy, of encouraging snack before break, can have a positive impact on children’s learning as they are eliminating the barrier of hunger from impacting children’s concentration. I do however understand that there may be more than one reason as to why a child is unable to concentrate, and as teachers we have to be flexible to try move around these issues to ensure all pupils are able to increase their learning and development. Developing from this I have set a target to increase my knowledge of other learning theories.



Deploying Support Staff – TS8c

There are a wide range of ways support staff can be deployed effectively. Following a lecture at university, I gained an insight into the ways that this should be adapted into everyday practice. The following show my notes from the session.


  • When planning lessons, it is vital to ensure support staff within the classroom are incorporated throughout the lesson.
  • It should be stated in the plans where they are required within the lesson, and the children or activities which they will be working with.
  • Teaching Assistants and other members of staff working within the classroom should be sent or give planning prior to the lesson. This allows them to query areas of the planning they may not understand or are not confident with.


  • Discussion with support staff within the class if vital in order to support pupils progression.
  • This should be carried out prior to the lesson to explain the expectations the teacher has of the pupils.
  • Once the lesson is complete, further discussion should be engaged with between support staff and the class teacher. This allows misunderstanding the children have had to be addressed and feedback to be gain based upon how the children worked with responded to the activity.


Reflecting upon this lecture, I have gained an understanding of the importance for deploying support staff effectively within the classroom. In order to effectively deploy members of staff to support learning and progression discussion and planning is vital. This is an aspect I have not engaged within whist on practice. For future placements and teaching experience I will ensure I include members of staff in the classroom into my planning. Furthermore, I will engage with conversation about the children they are working with and how well they have responded to the activities.

Target Update

Whilst undertaking my final placement, I was able to work in a class with a one-to-one member of staff for a child with SEN. When planning, I ensure the member of staff was included within the plans and they were emailed across to her prior to the lesson. Furthermore, after lesson, discussion helped inform my planning and understanding of the ability of the child she was working with. This was beneficial for my own practice, in relation to planning suitable and effective lessons for all pupils.

Below I have attached a snapshot of my End of Practice Report from my final placement. This refers to teaching standard 8 and how I met this within school.



Class Dojo – TS1c, TS7b, TS7c, TS8d

Class Dojo.jpg

Class Dojo is an online reward system used for many different reasons. When teachers set this up, they are able to create a character for each pupils within the class. They are then able to award the pupils ‘dojo points’ in to encourage pupils for many different skills or values including working hard, being kind and helping others.

Another aspect of this system involves parental engagement. Teachers can share photos and videos of work, moments within the class or individuals performance. This motivates children to push themselves to their best potential and allows them to be proud of the achievements they have made.

Teachers can log into the class dojo using various different devices, therefore they are able to log into a device such a an iPad and move around the room, still rewarding pupils whilst working with others.

This system was used across the school during practice for many of the reasons stated above. Often ‘whole class dojo’s’ were given out if they had all shown progression or worked extremely hard. The child with the highest about of dojo points at the end of the week got a prize from the prize box, consisting of small toys, sweets, pens etc.


This system was effective during placement. It could be used to draw the attention of the class at the beginning of the lesson. It was also used to promote positive behaviour and encourage children to complete activities. Having the ability to share photos and videos with parents was effective as it encourage positive behaviour and motivation to work hard. Furthermore, as the system was used across the school, pupils were eager to increase their points as they wanted to discuss their achievements with their friends. This is a system I will use within the future, however, as i did not implement this previously, I will ensure I share photos and videos with parents and guardians.


Class Rules – TS1a, TS7a, TS7b, TS8a

On my first day of profession practice within second year, I took a set of class rules into the class. Beforehand I discussed this with the class teacher to ensure she agreed with this. When I first met the children, I asked them some of the rules they have to follow in the classroom and around school. I presented my rules to the children and set the expectations I had whilst I was teaching them. Instantly, this built mutual respect between myself and the class. It also presented a good structure for behaviour, and children know what was expected of them.

The class rules I set were positive statements, that indicated the children already met the expectations I had – this can be seen below.

Class Rules.jpg


Ensuring the rules are positive allows children to be proud of the things they are being asked to do in addition to them to view the statements as negative things. Moreover, as children clearly understood the rules I had whilst they were being taught by myself, positive attitudes were promoted within the classroom. This is a vital aspect of teaching, as it helps monitor and support positive behaviour during lesson time. Moreover, this provides a positive attitude throughout the school, as these rules were demonstrated whilst children work with other teachers, moved from class to class and represented myself and the class teacher in assemblies. One target from this for future pratice would be to ensure pupils had the opportunity to input their ideas for class rules.


Mount Cook Residential Trip – TS4c, TS7d, TS8a, TS8b

During both my second and third professional practice placements I was able to participate within a school residential with a year four, year group.

The first trip took place at Wide Horizons Bryntysilio Centre, Wales; and the second was Mount Cook Adventure Centre, Derbyshire. During both trips I undertook a wide range of responsibility. I lead my own group of children alongside an instructor from the centre. We completed a range of team building activities, engaging and involving all children within the tasks. Responsibilities also involved building relationships with the pupils, however remaining professional throughout the trip. Alongside other members of staff from school, we had to ensure all children were settled and sleeping well.

The activities that the children engaged with supported their knowledge of various subjects. Children completed a diary entry each night about the activities they had taken part in throughout the day. This allowed children to continue literacy skills whilst on the school trip. This was then taken back to school and reflected upon through literacy lessons. Many children, who were low ability within many subjects at school, showed many other important skills during activities such as perseverance.


This experience enabled me to build strong relationships with children within this year group, as well as the members of staff from the school; an important aspect for TS8. I was able to get to know the children, building trust and relationships between myself and the pupils. Taking the lead of a group showed responsibility and allowed me to improve my confidence with the role of being the teacher. Learning was able to be carried out within the activities, and questioning from myself scaffolded the development of their knowledge. This opportunity brought out a different side to many pupils who were low attainers withing the core subjects at school; this provided ideas to be implemented into the classroom upon return to school.

Within my NQT year I would like to engage with further residential trips and will be willing to promote the idea within schools. Futhermore, as this experience has shown evidence of the importance for Learning Outside the Classroom (LOtC), i will ensure LOtC lesson are conducted within my practice.


Mathematics Parent Booklet – TS3b, TS3e, TS4c, TS8e

As apart of one of our math modules within university, we were to create a parent booklet to support parents and guardians teaching their children at home.

The booklet I created was for a year two class, and included various different aspects of maths including:

  • The National Curriculum
  • Place Value
  • Mathematical Strategies
  • Statistics
  • Problem Solving
  • Maths in Children’s Lives
  • Supporting Your Child at Home

Areas of the booklet which included topics of the math curriculum, including: place value, mathematical strategies, statistics and problem solving, all provided the strategies used within school supporting parents/guardians understanding. The idea of the booklet was to educate parents/guardians, and comparing this to TS8e, the booklet supports effective communication with parents and teachers with regard to a child’s well-being and achievement. The booklet also included insight for parents/guardians of the Maths curriculum, and how it supports their child in maths. Furthermore, ideas of how parents/guardians could help their child at home were presented within the booklet.

Attached is a copy of the Maths Parent Booklet.


Upon creating this booklet, my personal subject knowledge of various maths strategies was improved. Moreover, when developing the parent booklet, it allowed me to understand the importance of teachers communication with parents and guardians in order to support pupils achievement and progression. As teachers educate parents on how they can support their children with this new curriculum, increases in children’s learning may occur as parents are more confident in support them at home. This is a vital approach that I will ensure to promote and include within future practice; however as a target I would like to create a booklet at the beginning of the year for mathematics, science and literacy. I feel this would build a strong relationship with the parents and myself, alongside promoting work at home to help children progress. Maths Parent Booklet




Safeguarding Training: Channel online awareness module – TS1a, TS8e, PCC1b

Through engagement within this online module, my personal understanding of safeguarding issues have been developed. I have gained confidence upon completing this training, as it has deepened my understanding of many different aspects which relate to safeguarding:

  • It is possible for any person to be vulnerable to radicalization.
  • There are a wide range of concepts that can help identify individuals who are associated with terrorism, including: low self-esteem, peer pressure, bullying, family tensions.
  • There are aims set out by UK Counter-Terrorism Strategy (CONTEST), in order to reduce the risk of terrorism within the UK an countries over seas.
  • A key element devised by CONTEST presents various strategies that support discouraging the involvement within terrorist activities.
  • As a teacher, professionals are considered ‘frontline staff’ who can be a primary source for identifying patterns and behavior which indicates someone is intent on causing harm.
  • Mental illness can effect acts of terrorism, therefore it should be remembered that hurt inflicted on others is unintentional.
  • Teachers observations and information can increase the reliability of a referral as the Channel team can accurately assess the individual’s vulnerability.



I have gained an understanding that my acts as a teacher can help support others who are vulnerable to being radicalized. I have a responsibility to reduce the risk of this taking place with children in my care. Below you can find attached a copy of my module certificate which indicates my engagement within the module. Safeguarding2