PGCE- Primary Teaching Personal Statement Example | Topics and Well Written Essays - 500 words

PGCE- Primary Teaching - Personal Statement Example gain to my vocational qualifications in advertising, PR and Media, I would make to the position a proven ability to finagle successfully and tactfully with children and colleagues.Although my course does non involve a subject in the national curriculum, I still possess a basis for primary teaching. Throughout my course, I have had to write advertisements and go into in field practical that have enhanced my communication skills. I can replicate this planning in a classroom setting to capture childrens attention and have them respond appropriately.The spirit of my advertising, PR and Media degree course has prepared me adequately for this position as there are areas that tutelage my understanding peoples thought processes when presented with information. Media training and advertisement has helped me understand the mechanics of communicating with colossal and varied age groups. The learned PR skills will come handy in understan ding children and puzzle strategies to aid learning.In addition to my strong theoretical basis for the course, I obtained practical experience for teaching. speckle on a three-week placement abroad, I observed that a teachers approach to the class has a outlying(prenominal) reaching effect on the learners ability. For example, a teacher often changed the ways he taught a class to maintain the interest of the children in those activities. She encouraged and celebrated children who were experiencing difficulties in certain activities. The motive spurred them to try harder, and they succeeded in many cases. Her positive attitude reflected in children, giving them confidence in themselves indeed an active learning environment.I had the opportunity to guide the class in story telling which preceded an ICT lesson that would accept class discussions. It was evident that some children are happy to participate in this environment while others were not quite as keen. It is, therefore, i mperative that teaching practitioners design strategies that would