Tuesday 8th September – Planning for Maths

In keeping with control, I had planned the days lesson, ensuring I knew the ‘script’. I also ensured that there were multiple explanations of Division questions ensuring I used the correct language in explaining. When the maths period came, the task was an open ended task that required students to use their knowledge of division of to solve. I noticed the majority of the class with blank faces, even the 3 star students. As I gave an example, I could see all the students were confused. I used pictures to demonstrate, and then I used arrays and family groups and this brought some understanding to the class. However, the remaining students were still incapable of starting the activity. Rather than continuing, I decided to change the activity for the remaining students with simple division questions rather than open ended questions to ensure that the basics were covered. At the end of the lesson, the teacher congratulated me with trying to explain the activity and also changing the question at the end. This lesson demonstrated to me a flaw in the planning system where one teacher plans for the whole grade, and having no say in the planning. On reflection, it would have been a good idea to consult the teacher about the activity before the lesson. The reason for not consulting with the teacher beforehand was the usual process of following the teaching ‘script’ and trusting the planner in ensuring the activities were appropriate for all students. When reviewing the lesson with the MT, he even commented on how he would’ve had easier questions for the 1 and 2 star students, and that it was fortunate that I was able to change the activity on the spot to ensure no learning time was wasted. However, as a pre-service teacher, I cannot rely on the ability to be flexible, especially when these situations can be prevented. Although Lana had planned the activity, I should have ran the lesson with the MT before I started.

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