Back to Forum: Talk about the latest literacy issues...
Forum Topic: C.L.L.D.
Topic started by: Hepburn at 01 April 2008 - 19:13
We have been trialling the new government incentive on Phonics for the last year and a half. It IS hard work, but we have seen so much improvement, especially amongst the boys who favour the multi-sensory approach and love the magnetic letters and the competitive angle. ( They like to be the first to make a word.) We have found that some children are able to learn really quickly, and keep up with the fast progress. Some of our Year 1s can now work out words like ‘frightened’ with no trouble. Other children need a slower approach, but as we continually revisit and review, we can then shuffle children around into more appropriate groups. There is a lot of differentiation, and it is a lot of hard work. It is wonderful, however, to see the difference it has made to most of our children. We do feel as if we are on a marathon run, trying to cover the rest of the curriculum at the same time. It is sad that our children are under so much pressure, (together with the teachers!) and sometimes do not have enough time for the essential structured play, or the few minutes to tell their teacher any ‘news!’
Discussion
- Posted by: Jilly J at at 02 April 2008 - 11:14
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Posted by: Hepburn
at at 30 April 2008 - 13:42
Jilly J – I absolutely agree with you. It is so sad that a supply teacher did not encourage your daughter to show her souvenirs. As you say it is extremely important for children to come forward and talk about their experiences. There has been a concerted effort this year in our school to encourage ‘speaking and listening skills’. The problem in the classroom is that if one child is able to come forward and tell their news, the rest of the class also want to come forward. This then takes up valuable time. Teachers have so much ground to cover each day that we become very pressurised. Parents are also very quick to come and complain that we have not heard their child read three times in a week, for example, which sometimes happens. There are just not enough hours in the day! In our particular class we always have ‘News time’ on a Friday. Children are then allowed to bring souvenirs in, toys, or anything else they would like to tell us about. This is built into the timetable. If we have time during the week, we will also hear some ‘news’. Speaking and listening has also become a major part of our lesson time. We ask children to stand up and explain what they have been doing, ask them to offer ideas, plan ahead, etc. In this way they do learn to share experiences and to improve their speaking and listening skills, which should ultimately improve their confidence. Some schools are in a priveleged position to only use supply teachers who know the school and the children well. Other schools have to employ any supply teachers who are willing and available. In most cases teachers are dedicated individuals who care a great deal for every child in their class, and always try to do the right thing.
I just want to pick up on your final comment, Hepburn – about there not being enough time for children to share their news with their teachers any more. After a recent holiday, my 7-year-old daughter took some souvenirs into school to show to the class. Her usual class teacher was away and she had a supply teacher, who told her “Oh, you don’t need to show those to the whole class!” How awful is that! Children can learn so much from sharing experiences and when a child shows sufficient confidence to step up and want to share their news, this should be encouraged not quashed.