GraceWilliams Electronic Portfolio
About Me
Qualifications and subject knowledge
My degree background has given me an extensive knowledge of English (half of my degree was on literature including for example, courses on post-colonial, American and modern European literature), while the Institute's PGCE course has given me the skills and pedagogy needed to translate that knowledge into effective classroom practice. My teaching practice so far has covered poetry, class novels, media, Shakespeare and non-fiction, through reading, writing, and speaking and listening. I am confident that I can uphold a the high standard of teaching, and maintain the highest expectations of students.
I am extremely well placed to engage with current issues and aspects of Secondary English, such as the National literacy strategy, the 14-19 strategy and assessment for learning because I have had specific and recent training on these issues and seen the successes and difficulties of implementation in two different schools.
Differentiation and inclusion
I am comfortable working in mixed-ability classrooms and committed to ensuring that the learning objectives and activities are accessible to all students. At Hackney free I taught across the spectrum of learning needs. I proved my ability to judge which types of differentiation were appropriate at which times when group discussion, differentiated questioning and effective monitoring were sufficient, and when differentiated tasks and resources were also needed. I also had responsibility in classes for directing teaching assistants and liaising with learning mentors to support students with SEN. This first teaching experience has taught me how important it is to have high expectations of all students, regardless of background or ability, and how important it is to see improvement in terms of individual learning goals. How to effectively differentiate is of particular interest to me and I am planning to focus on this issue in my major subject studies assignment.
Classroom management
I have proven my ability to manage a range of behaviours both positively and successfully, using not just the school's behaviour policy but also my own strategies to ensure that the classroom is a safe, secure and constructive environment. My ability to manage disruptive behaviour was put to the test by a 'difficult' year nine group who I taught individually over the course of the placement .I found that what worked was being consistent, fair and being able to motivate students to take responsibility for their behaviour. The biggest challenge on this placement has been to engage students in their learning, so that they enjoy lessons and feel motivated to make progress.
Planning and use of resources
Producing interesting and stimulating resources is a particular strength and an aspect of teaching that I enjoy. I am skilled at using ICT in my lessons, partly due to extensive experience in my previous career. As part of a group of BTs, I created a scheme of work on Greek Myth, drawing on multi-media, drama, and visual resources to teach objectives on grammar, reading and writing. I participated in a project to teach Shakespeare in the classroom, learning how to make Shakespeare an active and direct experience for students and have successfully applied these methods to teaching the Tempest to a low ability year nine class. I am used to working within the National Literacy Strategy and have produced particularly good results using modelling and scaffolding. For example, teaching a year seven class, I modelled the features of persuasive speech through group work and extracts from a text, and then used a gradual scaffolding approach to allow students to create their own speeches.
I am an experienced writer and I have completed several creative writing courses. My interest in writing has given me valuable insight and a particular interest into how to get writing going, and how to improve writing through drafting. A key achievement has been working with other colleagues in the department to produce and teach a scheme of work called 'Articulate', a project to improve creative writing using paintings, undertaken in partnership with the National Gallery. I found that what works best is using relatively open structures, and inspirational jumping off points for writing to allow students to express their own ideas. I enjoy working collaboratively and sharing resources.
Assessment and Monitoring
As part of my PGCE I have completed an in-depth case study assessing an individual student's work across all National Curriculum areas, focusing on giving detailed strategies on how further progress could be made. This study and my practical teaching experience have shown me that formative assessment, particularly classroom monitoring and effective, specific feedback and target-setting, including by students themselves is vital in effective teacher assessment and in ensuring students are active participants in the learning process. At Hackney Free I worked successfully on a one-to-one basis with some KS3 students to set learning targets and identify how they could achieve level 5. One of the most important skills I have learned from my PGCE is how to be a reflective teacher and to start teaching from the point of view of where students are coming from and what they know.
Other relevant skills
I have a set of wider skills which would be an asset to any department and school, and help me fulfil my broader role in the school. In my previous career as a government researcher, I had significant management experience, including organising and managing staff and significant financial resources as a team leader. I am also a confident and articulate public speaker and reader and I am used to communicating in a range of situations, and working in a team. I am trained in the application and interpretation of statistical data, which would be relevant within the school.
Interests and extra-curricular involvement
Last year I worked with the voluntary organisation, 'Envision', helping to support sixth form students in a South London to manage their own project on gun crime in the community. This developed my coaching and facilitating skills with students and also confirmed my belief in the potential benefits of schools working in partnership with the rest of the community. During my teaching practice have involved myself in wider school activities, undertaking form duties for a year eight class - including taking registration, and teaching PHSE lessons, and talking to parents about students' progress at parents' evening. I have also participated in extra-curricular activities - attending Afro reggae dance and drumming sessions and running sessions to help year 11 students with their coursework, building up very effective methods for working with students into a one-to-one situation.
Lastly I have an NVQ level three in Counselling Skills which has given me sound skills in effectively listening to and responding to individuals' concerns and problems - this is a distinct advantage in carrying my pastoral role within a school. As well as being a keen writer and reader, I enjoy gardening, cycling and yoga in my spare time. I would be happy to get involved in extra-curricular school activities to contribute to the life of the school.
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