School Reflection Logbook
Nicola O'Brien
2014/15
School Experience Log book
In order to support your application for Initial Teacher training, it is vital you gain experience within a school setting working with children and
teachers, this will help you discover the type of things you would be expected to do as a teacher, and help you decide if this is the right
profession for you.
When carrying out your placement, complete the tasks below to help give you an insight into the life of a teacher. You will also need to remember
that you are a guest in that school and you must follow their code of conduct at all times.
Induction
Name :Contact details:
Dates in school:-
School:Contact details:
Member of staff in school supporting placement and their role:-
Classes you will be observing / working with:Initial tour of the school – Describe they type of things you see, what does it feel like?
School Experience Logbook – Inspiring Leaders Teacher Training
Page 2
Task 1
Experience the Phases
During your time in school you must organise at least one day within each of the primary phases
For each phase, complete the sections below:
Early Years Foundation stage
Date:
Time:
(Does it have an impact on learning?)
Class:
Number
of boys:
Number
of girls:
Other adults in the room:
What behaviour management techniques are used? How are they linked to the Behaviour Policy?
Where does the Teacher place themselves, as well as any additional adults, in the room?
What type of language is used? (Including body language.) Does the teacher change their tone of voice at all?
School Experience Logbook – Inspiring Leaders Teacher Training
Page 3
What type of tasks are set and what methods are used to keep the pupils engaged and on task? (Think about voice / language / position – are
the tasks group / independent / child initiated?)
How does the teacher check on progress made by the pupils? How are the pupils supported?
Any other comments / observations
Year 1 / 2 (KS1)
Date:
Time:
(Does it have an impact on learning?)
Class:
Number
of boys:
Number
of girls:
Other adults in the room:
What behaviour management techniques are used? How are they linked to the Behaviour Policy?
School Experience Logbook – Inspiring Leaders Teacher Training
Page 4
Where does the Teacher place themselves, as well as any additional adults, in the room?
What type of language is used? (Including body language.) Does the teacher change their tone of voice at all?
What type of tasks are set and what methods are used to keep the pupils engaged and on task? (Think about voice / language / position – are
the tasks group / independent / child initiated?)
How does the teacher check on progress made by the pupils? How are the pupils supported?
School Experience Logbook – Inspiring Leaders Teacher Training
Page 5
Any other comments / observations
Year 3 / 4 ( Lower KS2)
Date:
Time:
(Does it have an impact on learning?)
Class:
Number
of boys:
Number
of girls:
Other adults in the room:
What behaviour management techniques are used? How are they linked to the Behaviour Policy?
Where does the Teacher place themselves, as well as any additional adults, in the room?
What type of language is used? (Including body language.) Does the teacher change their tone of voice at all?
School Experience Logbook – Inspiring Leaders Teacher Training
Page 6
What type of tasks are set and what methods are used to keep the pupils engaged and on task? (Think about voice / language / position – are
the tasks group / independent / child initiated?)
How does the teacher check on progress made by the pupils? How are the pupils supported?
Any other comments / observations
Year 5 / 6 (Upper KS2)
Date:
Time:
Class:
Number
Number
Other adults in the room:
(Does it have an impact on learning?)
of boys:
of girls:
What behaviour management techniques are used? How are they linked to the Behaviour Policy?
School Experience Logbook – Inspiring Leaders Teacher Training
Page 7
Where does the Teacher place themselves, as well as any additional adults, in the room?
What type of language is used? (Including body language.) Does the teacher change their tone of voice at all?
What type of tasks are set and what methods are used to keep the pupils engaged and on task? (Think about voice / language / position – are
the tasks group / independent / child initiated?)
How does the teacher check on progress made by the pupils? How are the pupils supported?
School Experience Logbook – Inspiring Leaders Teacher Training
Page 8
Any other comments / observations
Task 2
Reflection Activity:
What do you notice about how the activities are differentiated between phases?
How do children transition through the phases?
School Experience Logbook – Inspiring Leaders Teacher Training
Page 9
Are there any consistencies through the phases?
Task 3
Pupil shadow
It is always a good idea to get a view from the child’s perspective. Spend time shadowing a pupil. Note down what subjects they cover, the type
of activities they do and their view of what a school day is like. Record your findings / experience below.
School Experience Logbook – Inspiring Leaders Teacher Training
Page 10
Task 4
Policies and Procedures
In your placement school, what policies / handbooks do they have? Why do you think they need them?
Make a list of the policies your placement school has and why you think they are required in an educational setting. Who do you think the
policies safeguard the most? Do you think there is any missing? What and why? Does your placement school have a handbook for staff? –
What do you think is the purpose of this?
School Experience Logbook – Inspiring Leaders Teacher Training
Page 11
Task 5
Planning and Preparation
In order to gain an insight into the work load of a teacher, you must attend at least one planning session with one of the teachers you are
supporting. You could attend a planning session for each of the phases and see how it changes, if at all. Note down the type of activities the
teacher carries out. Do they plan as an individual or as part of a group? What lessons are they planning? How do they plan? What does the
format look like? How do you feel?
School Experience Logbook – Inspiring Leaders Teacher Training
Page 12
Task 6
Subject survey
With the changes to the National Curriculum, schools have been looking closely and what and how they teach all the subjects. Use your time in
school to investigate the following;
What subjects do they teach every day?
How many hours a week do they dedicate to the ‘core’ subjects; English, Maths and, Science / Computing?
How many hours do they dedicate to the arts and foundation subjects?
Which phonics programme do they follow?
Any other observations about the curriculum?
School Experience Logbook – Inspiring Leaders Teacher Training
Page 13
Task 7
Interview a Teacher
Find a time to sit down with one of the teachers and investigate things a little further. Write down the questions you asked and their responses.
Things you may wish to ask could include;
What time do you start / finish? How much work do you take home? Do you work at weekends? What is the best / worst thing about being a
teacher?
School Experience Logbook – Inspiring Leaders Teacher Training
Page 14
Task 8
Final Reflection on School Experience
Think about your experience in school – What did you enjoy the most and why?
Where there any surprises? What were they?
What do you know now that you didn’t before?
How do you feel about teaching? Do you think it is the right career for you?
School Experience Logbook – Inspiring Leaders Teacher Training
Page 15
Task 9
Personal Qualities and Competencies
When training to become a teacher and whilst in the profession you will need to demonstrate a number of personal qualities and competencies,
note down below what potential you feel you have for meeting these competencies, give examples where possible.
Interpersonal Skills: How well do you think you could put people at ease, establish relationships with parents, pupils and other staff in school?
Communication: How well do you think you are able to explain things clearly and engage a class of children?
Resilience: How confident do you think you would be of taking control of a demanding classroom situation?
Adaptability: How good are you are embracing change and having a positive attitude to new challenges?
Support & Respect: How do you think you would create a socially and morally sound learning environment as well as show empathy and
facilitate learning?
School Experience Logbook – Inspiring Leaders Teacher Training
Page 16
Self Organisation & Proficiency: How good are you at prioritising, organising and meeting deadlines as well as following appropriate
procedures and ensuring high levels of quality?
Leadership and Drive: How well do you think you could take control of situations, motivate and inspire pupils and staff to reach their full
potential as well as demonstrate your ability to be proactive, dynamic and persevere to achieve your goals?
Task 10
Report from school
Ask the person responsible for hosting your placement to write a short report about how they felt your placement went how well they felt you
demonstrated the five and any other advice / guidance to support your application to become a teacher.
School Experience Logbook – Inspiring Leaders Teacher Training
Page 17
Signed: _______________________ (teacher)
Print Name: ___________________________________Date: _______
Signed :_______________________( person on placement) Print Name:____________________________________Date:________
School Experience Logbook – Inspiring Leaders Teacher Training
Page 18