Christine O'Hagan

I believe that primary education is the start of a lifelong journey of learning. Pursing my goal of becoming a teacher is a natural progression from my undergraduate degree in early childhood and education. 

This year has been a school year like no other and I have had the added benefit of working in class during the pandemic. During the pandemic I taught in KS1 and KS2. For 5 weeks of my placement, I was in a year 3 bubble delivering lessons to a small class of 8 children. It has been a unique experience being able to continue my placement during lockdown and I feel as though my ability to adopt and adapt to the needs of my school and class have been evident in my practice.

I feel lucky to have been in two different key stages during the pandemic. It was definitely a learning experience for me and a lesson in how important it is to be flexible and respond to the needs of the children and the school. I also learned how to adapt my lesson plans for the children who were remote learning. Even though the class was small I made sure to always set high standards for the children. I also made sure that I still taught and planned well structured lessons.

During the pandemic, the class teacher observed some of my lessons and the feedback was good. The teacher said my lessons were ‘structured to cater for a range of needs’ and also noted that I ‘showed high expectations of children to tell you more and use star words, linked to our whole school approach and math curriculum.’ This demonstrates my ability to ensure high standards even during trying times.

During this School Direct year and through my school placements I have developed a solid understanding of planning and assessment procedures; writing medium term, weekly and daily lesson plans, and reflecting on children’s learning to inform future planning. A recent observation form stated that my lesson was ‘well planned and well organised with all resources were ready in advance.’ It was also noted that I  ‘showed a good understanding of the subject and the correct vocabulary alongside definitions.’ And that ‘activities were well planned to ensure all children were able to achieve the objective.’ 

I ensure that I set high expectations of behaviour within every lesson, and that my pupils are motivated, engaged and challenged throughout. I always familiarise myself with the behaviour policy of the school I am in. I endeavour to be consistent with my behaviour management, using a range of strategies including positive behaviour reinforcement to ensure my high expectations are met throughout each lesson. I am confident in using behaviour management strategies such as positive praise and dojos and I effectively implement the behaviour of policy of each school.