5th June 2015

Joannah Boyce

EDFX316

Goal Setting Planner 2015

Specific

Measurable

Attainable

Relevant

Timely

What do you want to accomplish

in terms of developing
professional knowledge,
practices, or engagement?

How will you know you have

accomplished your goal?
What evidence will you collect and
analyse?

What steps/actions will you take to attain your goal?

Why is this goal important for your

career as a teacher?

When will you achieve this

goal during this placement?

Time management

- Lessons will finish by the

designated time.
- No sections of the lesson
are rushed or neglected.
- Comments and reports from
supervising teacher.

- Invest in a watch and timer for the

classroom.
- Specify times on lesson plans for each
section, and allow extra time for behaviour
management, repetition of task and other
incidental events.

- Rushing lessons or running out

of time to teach all points can be
detrimental to student
understanding.

- Marked improvement
shown by the end of
Week 2 of placement.

Monitoring my voice
(appropriate loudness,
speed and modulation)

- Supervising teacher
feedback.
- Observation of children; do
they seem to know the tasks
they have been set? Do I
need to repeat myself or am I
asked to slow down?

- Awareness of loudness/tone required in

different teaching situations
- Conscious adjustment of my speaking level
in practice
- Obtain feedback from supervising teacher

- Being audible and clear when

teaching is integral to childrens
understanding.

- Marked improvement
shown by the end of
Week 2 of placement.

Engaging all children in

every activity and learning
opportunity

- Supervising teacher
feedback
- Observations of children:
are children participating in
the class discussions and set
tasks? What barriers (EAL/D,
range of abilities,
behavioural) might be
present and how can I work
to help overcome them?

- Observe children and make note of

potential barriers. Discuss with supervising
teacher what strategies are used for the
whole class and noted individuals, and
make effort to utilise these.
- Develop relationships with children to
determine how they best learn, and what
techniques may facilitate, assist or motivate
them to participate effectively.

- Successfully including all

children in learning is essential
to assist students in meeting
learning goals, knowing and
understanding content and
being an equally valued member
of a classroom. It is also ethically
necessary for all teachers to
achieve.

- Notes on each child

and their perceived
learning style and
potential barriers to
learning completed by
start of Week 2.
- During Weeks 2 & 3, it
should be clear that
this goal is being
effectively worked
towards.

Post-Placement Goal Setting Reflection

2nd July 2015
Goal

Measurements of success

Overall achievement

Time management

Most lessons finished within 5 minutes of the set time

Some sections were occasionally missed

On the whole, I believe that my time management has improved.

My ST made several comments regarding this, and I felt more
comfortable with having a sense of the time without checking the
clock constantly. Access to a large timer already in the classroom
provided additional support for me to improve in my time
management.

Voice monitoring

My ST and I communicated that this was an issue and I

received many feedback notes commenting on changes
and improvements made
Students mostly seemed to understand instructions;
possible that certain children did not listen effectively to
teacher also

More experience in the classroom has enabled me to feel more

confident in using my voice for different purposes. I was able to use
a range of volumes and tones to gain attention and communicate
messages. This was assisted by the use of visual cues that my
teacher used and I adopted, including clapping and hand
movements that were copied, and verbal methods including call
and response ditties.

Children were mostly engaged in most activities. Students

with disabilities, behavioural issues and attention
difficulties appear to be included and involved in most
lessons taught by me. Individual sessions helped to build
relationships and for me to assist children in being included

This class provided opportunities to interact with children with

varying levels of ability and with numerous behavioural challenges.
I think that I worked hard to build relationships with all students,
paying particular attention to their needs, interests and abilities so
I could work together with them to help them engage with and
achieve in lessons to the best of their own abilities.

Engaging all children in learning

activities