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From Interventionist to Nursery Teacher

Sheridan has recently changed roles within the school she has been working in. She shares with us how she is getting on in her new role. 

After spending five weeks working as a year two interventionist teacher (and just finding my feet in the role I might add) I was approached by one of the deputy head teachers who offered me the opportunity to step into the Nursery Teacher role beginning after the Easter half term break. I had been at the school for less than five weeks when I was considered for the role. It really goes to show that any role within a school gives you a foot in the door that could be a door to bigger opportunities. While I was actually quite sad to be moving away from my year two classes I was absolutely over the moon about being given this opportunity as it was what I came to England to experience.

Being in an age group I was more familiar and comfortable with made settling into the role much easier than I expected! Having two amazing people working in the room with me also helped tremendously. Also being a familiar age group meant having a curriculum that is similar to what I am used to, helping with the planning side of things. I have found the British Curriculum quite confusing at times but in actual fact it is a lot easier to get your head around than I originally expected. The key is to use it in practice. As an interventionist, I was reading the curriculum and researching it rather than actually using it practice so it was taking a long time to get my head around it. Having to read the Nursery curriculum then put it into a plan made it much easier to understand. I have only completed two plans on my own since starting in the Nursery but the first plan took me about an hour to add the guidelines from the curriculum and the second only took about 30 minutes. It is definitely getting easier and will only get easier from here.

The Nursery Room has also had a makeover since I started my role along with the daily timetable. The timetable has been altered so there is a large span of uninterrupted time where children can explore their surroundings on their and have many opportunities to be involved in the daily themed activities. Interrupting this exploration time stops children's imagination in the activity and also the potential. They have an idea in mind and if interrupted, don't always go back to finish the idea as something else takes their interest. I believe uninterrupted time is an important part of learning and exploration, especially in this age group.

The room also had a make over to open opportunities for children to control their learning by having access to all resources and materials. Nothing is off limits to the children in the Nursery and anything they see they can have with one rule; if they take something out to use it, they have to pack it away before moving on. Tables are left empty to create spaces and opportunities for child initiated activities which I also believe is very important. Children are the leaders of their own learning and exploration.

It has only been two weeks in my new role but the changes made have made a massive improvement in the room and the way the children interact with their surroundings. I am definitely looking forward to finishing up this year with my Nursery children and welcoming the new group with the opportunity to work with them for a full year!

If you missed Sheridan's previous blog click here to read

Tags: Sheridan, Australia, Watford

Category: Australian Teachers

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