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I am currently completing my ECT years, having taught Year 3 during my first year and now working as the class teacher in Year 2. My experience in Year 3 developed my understanding of the transition into Key Stage 2 and the knowledge and skills pupils need to build upon from Key Stage 1. It strengthened my ability to plan engaging, progressive lessons that build on prior learning and support pupils to make sustained progress across the curriculum.
My academic and practical experience, alongside my previous roles working with children, has inspired my passion for primary education and my commitment to supporting children’s learning and personal development.
One of the greatest factors of becoming a primary school teacher for me has been the wonder of investigation. It is easy to forget the feeling of discovering something new and experiencing the ‘light bulb’ moment for the first time. Therefore, my role as a teacher is to ignite this in children, developing a thirst for knowledge and greater understanding, providing pupils with the necessary tools to become independent learners with a love for discovery.
My experience in my first year of teaching has taught me to reflect on this, that careful planning creates engaging lessons which are purposeful and fun!
Effective teaching relies heavily on thoughtful preparation and planning. Incorporating resources that promote inclusivity is an essential part of this role. I believe that when resources are chosen to support diverse learning needs, they can significantly improve a child's attitude toward school, fostering a positive change and love for learning.
Furthermore, addressing need through clear planning and resourcing is vital for progression, where I have taught children with SEN and EAL I have learnt the importance of tailoring lessons to suit individuals in order to promote well rounded success. Additionally, I have worked alongside my ECT mentor and Induction tutor to set realistic academic targets and behaviour plans, using these to inform my own planning and to scaffold learning, enhancing development for individuals and on a whole class basis.
One of my key strengths identified during my first and second year of ECT is my ability to form strong, positive relationships with each member of the class. This includes every child under my care, my year group partner and teaching assistants. This is a crucial aspect of being an effective teacher, as teamwork fosters a safe and supportive learning environment.
Additionally, my positive relationships with pupils has supported me in serving as an effective behaviour management tool, allowing me to adapt to their needs and bring out the best in each pupil. I believe that children who feel safe and comfortable in their environment can focus on their learning, encouraging them to be ready to reach their full potential. I can use a range of behaviour management techniques within my teaching, adapting them to suit the situation, however, I will always refer to the school’s values as a focal point of reinforcement.
Furthermore, I am passionate about using adaptive teaching to unlock every pupil’s full potential. Throughout my current and first year of teaching I have been successful in using reward systems with children who had speech, language and communication needs as well as ASD and attachment disorders to promote positive behaviours. Using ‘now and next’ boards to demonstrate the upcoming tasks.
I ensure to always incorporate these needs and adaptations into my planning using a reward of an activity of the individual children’s interest once they had made productive choices and completed their work. Additionally, I have used supportive aids such as talk tins and ICT to support children with physical or visual needs. This has proven to have a positive impact on their academia demonstrating a range of ways for children to access learning yet still achieving a high-quality standard of work and fantastic outcomes.
Personally, I feel passionate about embracing education as more than academic success. I am a strong believer that education is about empowering children to become curious, confident, and compassionate individuals who can positively contribute to their communities. Through my studies and my experience gained while teaching, I have developed a strong foundation and passion for promoting children's learning and appreciation for education and the environment as well as building upon their social, emotional, and academic development.
Alongside this, working with students from a range of areas and diverse backgrounds, always prioritising their well-being and ensuring their needs are met.
I am currently an ECT2 teaching at Ladygrove Primary School in Telford. I am currently the class teacher in a Year 2 class however I completed my first year ECT in Year 3.
BEd Primary Education with QTS - University of Winchester
