The document contains weekly lesson evaluations and reflections from a teacher over the course of one week. The teacher taught multiple year groups and subjects. Some key reflections included needing more preparation when using new technology like Nearpod and ensuring clear expectations are set when using iPads. Setting ground rules and modeling appropriate discussion techniques could have improved a forum theatre lesson with one class. Overall, the teacher aimed to implement more independent learning and develop a more literary approach in future lessons.

1. Weekly Lesson Evaluations prompt sheet
Week beginning: 9th
–
13th
May 2016
Targets from last evaluations:
 Implement more independent learning
into my lessons
 Apply deep learning techniques
Reflective Practice: how successful were the lessons?
Year 7
10th
May 2016 – Assessment Draft
In this lesson, we carried on with assessment drafts that the class teacher
started last week. This meant that I did not know up to which point of the PPT
I should deliver. This meant having to ask the class, which took some time. I
went through the conventions of descriptive writing again, and reminded
students of the list that we made when we looked at a diary entry. Thereafter,
they wrote a draft in their books for the rest of the lesson. I feel that I could
have conversed with the class teacher in more depth so that I can be clear
with the assessment that she set them.
11th
May 2016 – Nearpod lesson
I devised a lesson on the website ‘Nearpod’. This used the iPads which I
booked out from the ICT department. Inevitability, there were issues with low-
level disruption, iPads not having enough battery and immature names. I did
not go through ground rules for iPads, which I felt would’ve been beneficial. I
felt that I could have explained how it was a privilege to use iPads, and to ask
for rules for use and field answers from the class. This would have warned
students about low-level disruption and the immature names posted. I feel
that preparation could have been much better. Furthermore, I had never used
Nearpod before, being unfamiliar in how it worked. I feel that I could have
completed a test run before so that I knew how to work the website.
13th
May 2016 – Library lesson
This week was the library lesson that they have every three weeks. There was
low-level disruption with one table, but all in all, it was a calming hour of
reading.
Year 8
9th
May 2016 – Assessment draft
Students were asked to write their draft for their assessment. The assessment
focuses on students writing a newspaper article on Act Three Scene One.
Before, we have been going through the conventions of a newspaper article.
The lesson focused on students writing, and towards the end of the lesson, I
gave students questions to think about, making sure they can answer these
closed questions to adhere to the criteria. This allowed for some ‘self-
assessment’ AfL techniques to be exhibited. I felt that this worked out well and
prepared them well.
12th
May 2016 – Assessment write-up
Today, students wrote up their assessment in silence. At the start of the
lesson, students were given a ‘targets’ list which has been the norm for each
assessment, so that they are reminded what they have to do.
13th
May 2016 – Act Four Scene One

2. Students looked at Act Four Scene One, where Juliet asks Friar Lawrence for
help when she has been told she has to marry Paris. The lesson focused on
independent learning and deciphering the text. I felt that the lesson went well
because they could do this successfully, and pick out quotes which showed
Juliet’s character. Unfortunately, timings were an issue because I wanted
students to write a PEE paragraph but time ran out. This could have been
because students were obsessed with a door that kept opening, meaning that
they were constantly distracted. I feel that this could be a problem in the
Summer term; students may be distracted by the heat and the nice weather.
However, I did set this for homework, so that students could practice their
PEE skills for a future assessment.
Year 9
9th
May 2016 – Forum Theatre
I tried out a technique called ‘Forum Theatre’ which Francis suggested. This
meant that students would be acting out the play, and the audience could stop
it at any time to give an impression as to how they would alter it. This meant
that they could get deeper into the character and think about the thoughts and
feelings of that character. I felt that the lesson was extremely engaging, but
the layout of the classroom was a problem; students would be talking whilst
their peers were performing. To this end, one student stood next to me for the
rest of the performance. I feel that this class are quite quiet, so the idea of a
‘Forum theatre’ wasn’t totally conducive. I modelled as to what they could do,
but they seemed to be more engaged in the performance rather than HOW it
was performed. I feel that I could have encouraged the students more to give
feedback, and to promote a ‘no blame’ atmosphere.
10th
May 2016 – Annotations
I delivered an annotations lesson because we have limited time left. This
meant getting students to annotate their copies of An Inspector Calls.
Students understand how much time we have left and behaved immaculately.
13th
May 2016 – Cancelled
The class was taken by a prospective Schools Direct student.
Year 10
11th
May 2016 – Comparison of Poetry Part One
This lesson focused on comparing poetry. Students will have a mock on the
23rd
May which will have them comparing one poem to another. I promoted
the idea of a language structure to compare poems, so that they can hit the
criteria through structure. The main task of the lesson was to compare ‘Dulce
et Decorum Est’ and ‘A Wife in London’. I felt that the lesson was successful
as they worked well in their pairs and could identity similarities and differences
effectively.
12th
May 2016 – Comparison of Poetry Part Two
Part two of the comparison lesson focused on going through the comparison
table and discussing the similarities and differences. Thereafter, we looked at
two sample paragraphs – content and structure which walked through how to
structure a generic comparison paragraph. I felt that the students could have
discovered what made the paragraph good – they could have been given the
paragraph in pairs and had to annotate what was ‘good’ about it. This would
have given them more of a challenge instead of delivering it and being

3. extremely teacher-led.
Action Points:
 Use more independent learning strategies in my teaching
 Develop a more literary approach in my lessons