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To improve my lesson, I plan to implement a more structured approach in future lessons by using a seating chart to track which pupils I have supported, ensuring fair attention across all proficiency levels. I will also introduce a visible timer to help manage transitions and keep activities within the allocated time. For better classroom management, I will reinforce expectations at the start of the lesson and apply a consistent reward system to encourage positive behaviour. Additionally, I will include quick exit tickets at the end of lessons to identify pupils’ understanding and needs, helping me adjust future plans more effectively.

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The lesson had several strengths. The set induction and quiz were clearly effective in drawing interest and encouraging participation. Pupils were motivated and responsive, which is a sign that the lesson content and delivery were appropriate and engaging. On the downside, my attention was disproportionately directed at the weaker pupils, leading to unintended neglect of others. This could affect pupils’ perception of fairness and may discourage some from seeking help in the future. Besides, a classroom disruption caused by a pupil, although successfully managed, highlighted the need for implementing more proactive behaviour management strategies. Additionally, poor time management meant the planned value-based learning objectives were not fully addressed, reducing the lesson’s overall impact.

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The lesson took place with my Year 6 class and focused on developing pupils’ reading and writing skills through a story-based activity. I began the lesson with a short cartoon snippet as the set induction to activate pupils’ prior knowledge and introduce the story context. This was followed by an interactive Wordwall quiz during the presentation stage, aimed at checking comprehension and reinforcing vocabulary. The pupils responded enthusiastically, actively participating and showing genuine interest. However, while providing extended support to several low-proficiency pupils during an individual task, I unintentionally overlooked an intermediate-level pupil who had raised his hand for help earlier. He became visibly frustrated. Midway through the task, another pupil began disrupting others, which required me to pause and reinforce classroom expectations using the rules I had previously introduced. Due to time constraints, I was unable to include the moral values discussion as planned and instead had to give a brief recap of the story plot before ending the lesson.

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I felt genuinely pleased and encouraged to see how engaged and responsive the pupils were. It reassured me that my instructional strategies can capture their interest and motivate participation. However, upon reviewing the lesson video (recorded for PR1 observation), I noticed the moment when I unintentionally ignored the intermediate pupil’s request for help. This made me feel regretful and disappointed, as I value fairness and inclusivity. I also felt a bit frustrated and pressured by the disruption and the time management issue, which affected my ability to complete the lesson as planned. These emotions reflected my deep concern for each pupil’s learning experience and my desire to create a balanced and well-managed classroom.