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Susan last won the day on November 24 2012

Susan had the most liked content!

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About Susan

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    Landscape design and gardening consultancy!
  • Birthday April 6

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  • Your interest in Foundation Stage education

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  1. No experience of this but do think about the weight that might be involved. I have worked in a classroom with concertina like doors between rooms and they were a nightmare, heavy to open, difficult to keep held back and difficult to close again properly!
  2. Its great! There are appropriate Reception resources available.
  3. Stickers and other rewards

    Interesting topic, Green hippo. I have always found stickers/ reward charts very difficult to use successfully both in the classroom and at home. ( I probably never did so at home anyway). Some children are very easy to reward and I did not like feeling I was rewarding them for behaviour that came naturally to them even if it was the desired behaviour of the group. I felt it set them up as superior to the rest and I was worried that their peers might resent them with the perpetual reward and awareness. It was also difficult not to reward them when they were obviously displaying the required behaviour. For other children, the reward of a sticker was almost impossible as try as hard as they might they could not achieve what was really required...thinking children with EBD behavioural traits here and to reward them and not others would have been difficult. The reward of a sticker did not really reinforce any behavioural expectations for these children either. Little children focus on the moment, Im being good now so I need a sticker rather than I need to do that sooner/ quicker to get my sticker. Stickers can have a place, I liked to give them to children who had tried hard and that was easier to maintain for me and them as I was not setting them up against their peers, nor did I need to have a race to get the stickers on. When I was following school policy and using stickers willy nilly it was obvious that the behaviours changed when I reached for the stickers rather than children wanting to behave well. Much more successful was the verbal reward " superstar" ! I tried whole class rewards, one very challenging class actually told me that as they had behaved well enough to earn their reward they didn't need to continue! (Reception!!!) Another whole school behaviour policy to use a traffic light system with the idea that children moved from green to amber to red with sanctions on red was also difficult to maintain, some children just liked the attention of seeing their names move and really weren't bothered if they went from green to red! I hope all that makes sense, but I suppose the real answer is you have to do what feels right for you and be consistent. I didn't like stickers and didn't feel I was consistent nor did I like whole class rewards but some people do and can make these things work. I also think the children/ cohort go a long way to making these things easy/ easier to apply and maintain.
  4. Horseshoe Table

    I had one in my reception classroom some years ago and I loved it! It was much easier to work with a group a children on more formal tasks But as Catma says, it is huge and it was quite difficult to "house" in that I liked to reorganise my space at frequent intervals and found that I couldnt. It was also difficult to work at with games etc.
  5. I feel your pain. However, as an ex Reception teacher, we are expected t make so much progress with our cohorts that unless the children come in doing some of those things we can not meet our targets either. Teacher pay progression is now dependent on progression/ attainment of the cohort. Dont blame the schools/ teachers, they want the best for the children too but its easy to be blinkered when the hoops you have to jump are so high.
  6. Help with planning

    What a fantastic topic! Information books??? Illustrations? Paul Johnson book making could have some ideas for different book formats which could lead to all sorts of spin offs.
  7. Feeling Depressed!

    What does your HT say? Unless you are going to be beaten with a stick about this, then I would be inclined to let it go.Did the Inspector want to see something more formal? Make sure you have opportunities for teaching letter formation etc and signage to illustrate what the children are doing. Did the Inspector actually appreciate the writing opportunities as you do?
  8. term dates

    No the 5 training days are extra.
  9. term dates

    Academic year is 39 weeks. Nominally 3 x 13 week terms although in practice Autumn term is often 14 or 15 weeks and Spring term shorter.
  10. No, you have an admission policy for a reason.
  11. Jolly Phonics wont necessarily be covered.
  12. I think this is a conversation that is best had with the schools that you feed..they will be able to give you the best guidance as what they would find useful/ helpful.
  13. Should we not be giving children the skills to use the real thing...the children's kindle tablet has a bumper bar but they ought to be sat down using it, thus avoiding dropping. No idea what the Apps are like but Apple seems to have a heads up although Ive not used that either. I think you need to investigate what you want the children to learn and be able to do with it and then decide on your delivery method! Maybe, its something you can do without? Toys seem to be fast disappearing from the agenda in homes if the disappearance of ELC from the highstreet is an indicative trend, toy shops had already become a dying breed.
  14. Please can a reception teacher help

    Yes. That is the assessment tool for the Reception year.