THOUGHTS SO FAR

How do the relationships I have with the children in my class improve them as learners? How does my planning affect their learning?

At present, I am responsible for the development and learning of thirty Year 1 children. There is one statemented child who has 1:1 adult support for the majority of the school week. This adult often supports the other children on the table she works. I also have a general LSA who takes small groups of children out of the class for phonic work every morning.

With such a minimal amount of adult support and with a large number of small children I am finding it very challenging to keep them all involved and on task, learning. All but one or two children are below the National average for their age in numeracy, writing and reading. The majority are on 'P levels' and a handful have individual target plans. These children need more than I can physically and emotionally give them. I often feel I am failing them.

How can I teach, encourage and inspire them to learn when they are individuals motivated by different things? We all learn differently. They all have different learning styles. How will I ever get to know all these and be able to plan them in?

I have identified that I face a problem, a challenge. In the 6 years I have been teaching children in this country I have always been able to get to know the children I work with and learn about them. With a combination of understanding what motivates them and what they already know, I have been able to move their learning forward. The large class I am faced with at present is causing the problem. I can not get to know all these children, there is not enough time to give each of these children the attention they deserve. However, instead of feeling defeated I need to address the problem and support the children I teach to the best of my capabilities.

Until the theatre group 'Travelling Light' came to visit I was still feeling that the children in my class where not learning to the best of their abilities. On the fourth week of term Travelling Light performed for us the story of 'Papa Please get the moon for me' by Eric Carle. I abandoned all my planning for literacy and numeracy this week and decided to follow my heart and the enthusiasm of the children. We spent a whole week studying, learning enjoying and questioning the story of 'Papa please get the moon for me.' It was such an inspiring, uplifting and very enjoyable week. It lifted my spirits and it proved to me that these children can learn, even in such a large class. VIDEO CLIP

It seems the key to solving part of my problem is to allow the children to lead their own learning. By giving them the power they were able to solve questions and dilemmas, they worked by themselves and with others. I could see them grow as individuals and learn about issues I could never have predicted or planned for.

As they proved to me that they could learn when given the opportunity I now needed to give them more opportunities. I have changed the way I plan. I can no longer generalize about the three differentiated levels I would normally plan for. My medium term objectives are in place but I now plan for a maximum of three days at a time. This allows the children to show me what they already know and what they need to learn and what they want to learn.

HEALTHY LIVING WEEK

This is why I have chosen the title I have. While the children are leading their learning I am able to build on the relationships I have with the children. The children are doing more of the work which gives me more time to spend with them. Through the increased opportunities for freedom, careful planning and solid relationships I know now that it is possible to support the learning of all 30 children.

I write this during half term, away from the children. Can I continue to feel positive tomorrow, when faced with thirty needy children, that they are learning? How am I going to give the children more power to guide their own learning, in order that I can build on the relationships I feel so strongly about?