My initial thoughts following my class being video taped by and a subsequent discussion with Marie on Thursday 3^rd May 2007. These reflections are written prior to me watching the video.

I was not looking forward to Marie's visit because I have a horror of lesson observations, always believing that I will forget what I planned, find that my mouth doesn't work or even my brain for that matter! My sensible side reassured me however that this was not an Ofsted or headteacher type observation but would instead be a useful opportunity for me to reflect on the children's reaction to my rather tense last minute attempts to prepare them for SATs testing. I tried to be positive.

In the maths lesson, as anticipated, neither my mouth or brain worked that well and the children were noisy, the atmosphere a bit chaotic, but interestingly I am quite looking forward to seeing the video tape to watch the children interacting with me and with each other. I also want to see what was happening that I didn't notice at the time. As Marie continued to record during "choosing" time after the children had finished their work, it will be interesting to watch their social interactions too.

Marie and I continued to talk after the lesson with the video camera on – I do hate that camera and I knew I was waffling but several things have stayed with me as a result of our conversation:

- Why do I worry so much about what other people think, especially colleagues? How can I develop more confidence?

- How can I develop my teaching to teach what I know is important for the children to learn in addition to the important skills of reading, writing and basic numeracy – that is how to understand themselves and others in social, spiritual and learning relationships, without compromising my statutory accountability in terms of SATs?

"Play" now four letter word, say head teachers

www.telegraph.co.uk/core/Content/displayPrintable.jhtml?xml=/news/2007/05/...06/05/2007

This headline in yesterday's newspaper about the annual conference of the NAHT reinforced some of the tensions I have with regard to the testing of young children at the age of 6 or 7. It seems to voice concerns that I share, namely that:

There's a contrast between what education is about and what's being tested (Palmer S. address to NAHT Conference, 06/05/07, retrieved from above URL)

Palmer goes on to say that she believes that in addition to the three R's, children's education should be about socializing and getting them to love learning. She continues, "Play" has become a four-letter word. Learning through doing isn't valued. They're being taught to tick boxes.(2007).

How I agree!! I often feel uncomfortable when admitting to colleagues that I "allow" time for play in my Year 2 class every day because I think young children need to develop their social relationships in the classroom and have some time to relax, enjoy being together with no pressure to achieve anything.

The NAHT has already launched an inquiry into assessment and league tables because of its concern about the effect that the culture of testing has on driving young people out of the learning environment at a very young age and because of the pressures felt by teachers and school communities. (Brookes M. 14/02/07 NAHT Comments on UNICEF Report) www.naht.org.uk/themes/campaign-item-view.asp?ID=3350&sid=12