I eagerly await helping students to develop a drive for personal academic excellence and a rich perspective on the world around them as they explore links between the individual, society, and the natural world. The potential of secondary geography is both to stimulate an interest in the wider world in pupils through learning knowledge, in and beyond the classroom, and acquiring geographical and transferable skills for a lifetime while richly rewarding teachers.
My subject knowledge provides a strong and wide-ranging basis for teaching, aligned to current GCSE and A-Level specifications and wider school Geography while I have also developed transferable skills that would support me in teaching. I am currently studying a degree ranging from …show more content…
In particular, participation in lessons demonstrated that good teaching takes place in the classroom but does not begin or end there. Providing clear and credible deadlines for completing activities within a lesson is key to maximising use of available teaching time. As I supported students in their learning, I found how asking students questions during activities both gave them a chance to demonstrate their knowledge while encouraging continued engagement, helping lessons maintain their planned pace. Similarly, activities may pair students with differing levels of subject knowledge to provide peer support and encourage high expectations. Teaching, particularly in Geography, must teach both factual knowledge and skills engagingly. In one example, skills such as reading choropleth maps can be taught through allowing students to use skills themselves to uncover information on their current topics. Teaching at the large scales of the classroom must also attend to differences in pre-existing subject knowledge and attainment. In leading a mock exam review session I realised the importance of feedback, delivered both verbally and in writing, in shaping lessons that help overcome both idiosyncratic misunderstandings and more common misconceptions and confusion. Classroom experience
My subject knowledge provides a strong and wide-ranging basis for teaching, aligned to current GCSE and A-Level specifications and wider school Geography while I have also developed transferable skills that would support me in teaching. I am currently studying a degree ranging from …show more content…
In particular, participation in lessons demonstrated that good teaching takes place in the classroom but does not begin or end there. Providing clear and credible deadlines for completing activities within a lesson is key to maximising use of available teaching time. As I supported students in their learning, I found how asking students questions during activities both gave them a chance to demonstrate their knowledge while encouraging continued engagement, helping lessons maintain their planned pace. Similarly, activities may pair students with differing levels of subject knowledge to provide peer support and encourage high expectations. Teaching, particularly in Geography, must teach both factual knowledge and skills engagingly. In one example, skills such as reading choropleth maps can be taught through allowing students to use skills themselves to uncover information on their current topics. Teaching at the large scales of the classroom must also attend to differences in pre-existing subject knowledge and attainment. In leading a mock exam review session I realised the importance of feedback, delivered both verbally and in writing, in shaping lessons that help overcome both idiosyncratic misunderstandings and more common misconceptions and confusion. Classroom experience