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From Feedback to Professional Growth

Using video reflection and mentor feedback to improve phonemic awareness teaching.

Using video reflection to improve phonemic awareness teaching.

Date: 1 May–5 June 2026

Setting: Reception classroom, Immanuel Primary School

C — Context

As part of my professional improvement plan, I identified literacy teaching as a priority area for growth, particularly phonemic awareness instruction (refer to Figure 1). For my first formal Heggerty lesson during Week 1 of my Reception placement, I asked my mentor to record the session so I could review my practice from the children’s perspective. After watching the video, I identified concerns with mirrored gestures, pacing, transitions and classroom routines. I documented these areas for improvement (refer to Figure 2) and then discussed my proposed strategies with my mentor to confirm that they were appropriate and practical for the class.

PDF evidence

Figure 1. Professional Learning Planner (PLP): Identifying areas for improvement in literacy teaching.

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Figure 2. Video-Based Self-Reflection: Identifying weaknesses and planning next steps.

A — Action

Using my self-reflection and mentor feedback as a guide, I developed and implemented a targeted improvement plan for subsequent Heggerty lessons. I practised correct pronunciation and gestures, shortened teacher prompts, clarified whiteboard routines and checked that all children were ready before transitions. To strengthen participation, I introduced a hedgehog mascot, a daily “Heggerty Hero” leadership role (refer to Figure 3) and a visual class participation system (refer to Figure 4), alongside specific feedback and calm redirection.

Figure 3. Engaging Phonemic Awareness Learning: Introducing Heggerty the Hedgehog and Heggerty Heroes.
Figure 3. Engaging Phonemic Awareness Learning: Introducing Heggerty the Hedgehog and Heggerty Heroes.
Figure 4. Classroom Behaviour Management: Introducing a class pet reward system.
Figure 4. Classroom Behaviour Management: Introducing a class pet reward system.

R — Results

In Week 2, university liaison feedback recognised clear preparation, varied teaching strategies, positive relationships, non-verbal communication, proactive monitoring and improved participation (refer to Figure 5). The routine remained successful across the following five weeks, while a firmer teacher voice remained an ongoing goal.

PDF evidence

Figure 5. Feedback on Improved Teaching Practice: University liaison feedback following classroom observation.

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E — Evaluation

This experience showed me that engagement tools are effective only when supported by accurate content knowledge, clear communication and consistent routines. I also recognised that external rewards should support, rather than replace, children’s agency, belonging and intrinsic participation.

S — Standards

Primary APST

APST 6.1 – Identify and plan professional learning needs

Identified areas for improvement through my PLP, video-based self-reflection and teaching feedback.

APST 6.2 – Engage in professional learning and improve practice

Applied new teaching strategies, including Heggerty resources and a class pet reward system, to improve student engagement and classroom management.

APST 6.4 – Apply professional learning and improve student learning

Refined my teaching practices based on reflection and feedback to create more engaging and effective learning experiences.

Supporting APST

APST 3.5, 3.6, 4.2