PortfolioThis assignment is based on my seven-week placement in a Year 3 classroom in East London.Critical Incident 1During one of my first lessons in mathematics at school, I worked with higher ability children. At this point, I hadn't seen the teachers planning for this lesson or this term. The lesson was about subtraction using tricky columns. The school uses the Maths Makes Sense program, this was the first time I have seen this program used. The curriculum follows strict wording which must be used throughout children's learning. I did not fully understand or know the precise wording that should be used. So when one of the children asked me to help them, I felt very uncomfortable and had difficulty explaining to him how to do the sum. Even though I knew the method they used, it was the wording that accompanied the method that I couldn't explain to him. The Math Makes Sense method uses the word cups for ones and tys for tens and does not use the loanword which would have been the way I had learned. Critical Incident 2 During my second week of internship, the teacher told me and another intern that she would be out of class for 10 minutes after lunch and that we needed to bring the class in and get them to settle in for a math lesson. This was the first time we were left alone in the classroom during this internship. I knew the math class and the Power Point was displayed on the computer. After 10 minutes the teacher hadn't returned, so we decided to start the lesson. The teacher was out of class for 40 minutes and by the time she returned we had taught the majority of the lesson and she only had a little work left. During this period, I was very nervous because it was my first set...... middle of paper ...... developing skills from reflections and learning to progress in a positive way.Reference ListArthur , J., Cremin, T., (2010) Learning to teach in primary schools 2nd edition, Routledge, The Open UniversityDepartment of Education (DoE) (2011) Reducing bureaucracy in schools: Lesson planning Available at: http ://www.education.gov.uk/schools/toolsandinitiatives/cuttingburdens/b0075738/reducing-bureaucraty/planning (Accessed 8 December 2013)Graham, G., (2008) Teaching physical education to children: becoming a master teacher 3rd editionSuperfine, AC, (2008) “Planning for Mathematics Instruction: A mode of planning process for experienced teachers in the context of a mathematics educator from Reform Mathematics, pp 11-22Tripp, D., ( 2012) Critical incidents in teaching: developing professional judgment RoutledgeU1303750 (2013) UEL Reflective Journal, University of East London