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ECL310 2018 - Prompt 4

On my first ever placement, I was extremely shy and lacked any confidence to be in-front of the class of students. My mentor teacher was away for a day during my time there and the substitute thought it was a great idea to get me to read in-front of the class to build confidence. I doubt that a single word read from that book contained a hint of expression as I sweatily fumbled my way through each sentence while struggling to keep a steady hand showing the illustrations. In hindsight it’s a great benchmark to see how far I’ve come with my confidence and comfort being in-front of kids, but I was definitely happy to see the back cover of what felt like a ten-chapter Charles Dickens masterpiece.

During my last placement, I was lucky enough to make some really amazing connections with the kids in the short time I was there. On my final day, I decided for their literacy lesson I would put them to the task of creating a book for me to remember them by. Each student would have their own page to write about our time together and create an illustration. The book turned out great and the children enjoyed expressing their thoughts on my time in the class. I have included a picture of it above.

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[ecl310at1]

ECL310 - Prompt 1 2018 ‘The Little Mouse, The Red-Ripe Strawberry and the Big Hungry Bear’ is my first memory of having a book read to me as a child. My mum still tells stories about how much she grew to hate the book because of the number of times I requested it before bed. I can remember the great illustrations and how the book forced me to imagine the bear instead of showing one. This let my imagination do the work and I believe that’s better than anything that could have been written!

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ECL310 - Week 2 Prompt 2018

I made the posters in the image with the help of the class during our lesson sequence on narrative writing. We originally looked at how a story has a beginning, a middle, and an end, then looked at popular fairy tales to explore plot, setting, and characters. These posters helped form the base knowledge required for the creation of their own fairy tales with reference to these examples from known texts. These simple posters were used to create a second, permanent fixture, for the classroom. This secondary poster included all parts of narrative writing and was more visually stimulating for the students with the inclusion of suitable fairy tale images for each sub-heading. Unfortunately I didn’t take any photos of this and it was left pinned to the classroom wall!