My Lesson Experience: The Aspects Of School Placement

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Before starting School Placement, I definitely had particular assumptions about school and what I was about to experience. One assumption which I think was also my biggest issue were the lesson plans. Personally, I thought these were to be followed religiously within the classroom with little room for error. Now, I can see that this is a prescriptive assumption, something that we think should be happening. In the long run this assumption didn’t help me in the slightest and so, can be also referred to as a hegemonic assumption. For me, Confidence was a main factor as to why I felt the need to stick to my lesson plans. As it was our first time out on SP, nerves were obviously a big factor at the start. As a result, I felt the need to have a plan and stick to it in order to feel at ease as I taught. Though I thought that this was helping me and my teaching I can now see that it was more of a hindrance than anything.

Looking back, I can see that my classes were often rushed with little time for the students to question me. I spent so much time putting content into my lessons that the classes themselves were often seen as being disorientated because I had so much to do. Often, the students were left with tasks that were unfinished as I felt that we had to move on. As a result, it affected student understanding and learning which left many students unable to fully grasp some of the concepts. This is obviously an ineffective way of teaching. Mohanna, Chambers and Wall (2008) tell us that a good teacher is adaptable and reacts to lessons on the spot. Unfortunately my assumption prevented me from doing this as I was always trying to cover the material that I had for the class.
This is an assumption which I definitely got thr...

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... of a teacher that you realise how difficult it is to be an effective communicator. I have grown as a person and learned a lot about myself after the last six weeks which will help to build the foundations of my next School placement. Brookfield once said;
To challenge an assumption that until now has been accepted uncritically and unconditionally is to take a risk. Yet this very challenging of assumptions is the heart of critically teaching (Brookfield 1987, p. 90).

Challenging the assumptions that are essentially our foundations is portrayed as being a risk in the teaching career. However, risks are needed in order to become a successful teacher. If things were always done without change then teaching would be very monotonous for both the students and the teachers. As teachers, it is our responsibility to be as prepared as possible when going into the class.

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