This assignment will critically evaluate a critical incident that took place during an observation carried out in year three class in their classroom environment, due to anonymity reasons the pupil discussed will be referred to as Pupil A and the school she attends will be referred to as School A. A critical incident is one way of observing classroom practice, the writer will discuss what went well and will recommend a variety of solutions to improve the incident if it were to be repeated. WAG (2008) states that when pupils are observed during lessons or activities, it enables practitioners to discover what the pupils can do and in what way their skills are developing. Observing pupils also aids the practitioner to collect information on the what the pupils actually understand, what they already know and what they may find challenging, therefore enabling the practitioner to provide further support. Tripp (2011) and Griffin (2003) believe that critical incidents can be beneficial in the education setting as they enable practitioners to focus on and improve their individual concerns due to the analysis of the incident promoting problem solving which they may not have thought of before. Griffin (2003) discovered that if teachers reflected on critical incidents it generally had a positive impact on the teacher’s growth and their further analysis. The writer will discuss and identify what could be done to further improve the teaching and learning skills in the classroom environment which will therefore have a positive impact on Pupil A and her fellow classmate’s learning. 
The writer’s observation took place in School A and the critical incident discussed took place in a Science lesson in a year three class. The class has twenty-eight pupils and has two teachers who are on a job share. One Learning Support Assistant (LSA) works in the class every morning to support a pupil with ALN. School A is an English medium primary school in a coastal village in South Wales, it has also attained a green flag for being an Eco school. Around four hundred and fifty-three pupils between the ages of three to eleven attend school A. The school has a lower than average percentage of pupils who are eligible for free school meals (FSM). Less than one fifth of pupils attending the school have additional learning needs (ALN) with very few pupils having special educational needs statements. At present, there are no pupils attending the school that need support for English as an additional language (EAL) and a small number of pupils are looked after children (LAC) by the local authority. School A is a pioneer school and is currently working with the Welsh Government and other pioneer schools to trial Wales’ new curriculum. The school is also a New Deal Pioneer School and is involved in the development of the national model of professional learning with the Welsh Government. Pupils attending the school are educated in mixed ability classes where teachers use teaching techniques which involve whole class and group work activities (Estyn, 2016).
For the purpose of this study the writer carried out a case study in which she observed a lesson taught to year three pupils in order to collect her data. According to Grinnell (1981) a case study involves the observer collecting their data and analysis using an adaptable and unrestricted method. Although a case study is mainly a qualitative analysis design Kumar (2014) states it is also established in quantitative research. A case study is proposed on the hypothesis that the case that is being studied is unlike cases of a certain type meaning that one case can deliver more understanding around a number of situations and events that have occurred previously. A benefit of a case study approach is that this type of approach allows the observer to explore situations in more detail. They are also less time consuming and are generally easy to understand. Case studies are also based on real life situations which involve real people which makes the research more organic. During the observation the writer was focusing on the lesson objectives and how these were promoted. The writer explored whether the lesson held a clear purpose and was detecting if the students in the class were engrossed in their learning. The writer also wanted to gain an understanding on whether the pupils understood what they were doing and that they recognised how to complete the activity asked of them successfully. In order for the writer to have a more in-depth account of the observation, unstructured field notes were made throughout the lesson and then made them more structured when the lesson had finished. Brookefield (1990) defines a critical incident ‘as any unplanned and unanticipated event that occurs during class, outside class or during a teacher’s career but is vividly remembered’ (p. 84). Tripp (2011) emphasises that valuable outcomes result from critical incidents being analysed in the educational environment. He believes that when data is analysed and collected, the values are explored and when a different approach is planned to further improve it; this theoretical and analytical approach can potentially result in a more enhanced and practical solution, which is a vital quality for educational theory. Nilsson (2009) believes that if teachers are encouraged to reflect on critical incidents, they are more likely to gain more knowledge and have better understanding on how to deal with these predicaments in the futures. The writer chose to use an observation approach due to the fact that there was limited time to collect the data. A distinct aspect of an observation technique is that it gives the observer the chance to collect vital data from situations that occur naturally (Cohen, Manion & Morrison, 2007). The idea was to use a non-participant observation technique, however sometimes the writer’s observation would be interrupted due to pupils asking for assistance during their lesson. In order to overcome this barrier, Robson (2002) states that it may be beneficial for the non-participant observer to sit at the back of the classroom away from pupils to avoid them getting distracted or trying to get the observer’s attention. This can be linked to the Hawthorne Effect; the pupil’s may change their behaviour due to them knowing they are being watched or studied. Payne & Payne (2002) state that when people recognise that they are being observed it is more than likely that they will alter the way they behave. This can have a negative impact on the research findings as some pupils may display challenging behaviour as they may not feel comfortable with somebody new in their classroom, whereas some pupils may improve their behaviour due to them knowing somebody new is watching them.
The critical incident took place in a Science lesson in a year three class (see appendix 2a & 2b), the lesson was focused on the class topic: The Romans and Celts. The teacher was asking the pupils what materials were suitable for what use, the teacher was asking individual pupils to answer each question she asked. This led to the teacher asking Pupil A a question, Pupil A did not understand the question, so the teacher asked her a variety of questions until Pupil A gave the correct answer (see appendix 2b). This can be linked to one of Donaldson’s four purposes that states that children of Wales should be “ambitious and capable learners who are ready to learn throughout their lives” (Donaldson, 2015, p29). This situation enabled Pupil A to benefit from the teacher’s questioning, therefore improving her problem-solving skills. Donaldson (2015) states that children should enjoy and overcome challenges in which Pupil A did so; once the teacher started asking simpler questions her confidence increased and she continued to answer them until she understood the answer to the first question. Donaldson (2015) also states that children should be “healthy and confident individuals are ready to lead fulfilling lives as valued members of society” (p.30). When pupil A was unable to answer the question, the teacher did not stop and move on to ask another pupil; she persevered and guided pupil A with the types of questions she asked. Pupil A did not seem embarrassed when she could not answer the question and the teacher continued to boost her confidence with open body language and facial expressions to encourage her to continue answering the questions. It seemed to the writer as the pupil was not afraid to get the answer wrong and the teacher seemed to promote and develop Pupil A’s resilience and confidence skills.
In this section the following areas that arose from the critical incident will be discussed; the benefits of using Vygotsky’s Zone of Proximal Development (ZPD) and Bruner’s Scaffolding and the importance of the use of questioning in the classroom. Vygotsky created the Zone of Proximal Development (ZPD) which is one of the most important foundations of Social Constructivist Theory today. Vygotsky did not gauge children’s development by what they can do independently, he saw it as what they can learn with the help from others (Crowley, 2014). Vygotsky’s ZPD distinguishes pupils into different categories on whether they are unable to complete a task, if they can do it with assistance and if they are able to complete the task independently. The ZDP theory concentrates on pupils doing something with assistance in order to eventually be able to do it independently, which means the teacher must have an understanding of the pupils’ ability to complete a task on their own compared to completing it with assistance. It is vital for the teacher to know their pupils’ ZPD in order for them to know what steps they need to take next.  Pupils tend to learn more effectively when working with others who have an array of skills and knowledge (Sarikas, 2018). This can be linked to the critical incident discussed as the pupil was unable to answer the question independently until the teacher used the scaffolding technique to guide her with different questions until she got the correct answer (see appendix 1).  Bruner was influenced by Vygotsky’s work on ZPD and created the term scaffolding, Crowley (2014) defines this approach as a process when the child receives support from another adult which is always being adapted, once the child is acquiring what is being taught, the amount of assistance and support is reduced. Once the child fully understands the content then the scaffolding is stopped. Both Bruner and Vygotsky agreed that by challenging pupils to overcome the demanding tasks inside their ZPD resulted in greater learning. Verikina (2003) & Shabani (2010) state that using ZPD and scaffolding in the classroom tends to be successful, however they both concur that the teacher has to apply this approach accurately. If this approach is not implemented properly, for example if the pupils are receiving excessive guidance; this can have a negative impact on their learning development and independence. This can result in them becoming unmotivated learners, Sarikas (2018) states it is important that scaffolding results in pupils being active learners and providing too much guidance can jeopardise this as well as reducing the amount that the pupil actually learns. Malik (2017) believes that scaffolding is a temporary method of assisted learning which aims to promote independence for the pupil. However, it seems to the writer that scaffolding is not temporary as the pupil will continue to be taught and learn new things throughout their time at school, therefore the use of scaffolding would continually be adjusted to meet the pupils needs. An example of this is if the teacher delivers a new topic, the pupils will most probably require more support until they gain more knowledge on the topic and this will continue whenever they are taught something new. 
Pupils’ thinking and reasoning skills are promoted by the use of language, an example of this is the use of questions in the classroom (Vygotsky, 1978). Questions can be used to increase pupils’ interest and motivation in the classroom, thus promoting pupil independence. Cavanaugh and Warwick (2001) state that when it comes to pedagogy, questioning is a fundamental skill, one that involves teachers having extensive knowledge on the use of questions to be successful. The use of questioning can be linked to Bloom’s Taxonomy, this theory proposes that pupils should have knowledge on a subject before they can fully understand it, once they understand it then they are then able to use it in a variety of contexts. Before pupils can be analytical and critical thinkers, they must be able to use lower order skills such as knowledge, comprehension and application (Hall, 2016). Bloom’s taxonomy consists of a six-level grading which begins with lower order questions which measure a pupil’s comprehension; the medium level measures how the pupil applies their knowledge and with the higher order questions which prompts pupils to be analytical and evaluative. (Doherty, 2017). Once the pupils understand the lower order questions, they then learn how to organise and put together their new knowledge to construct their evaluation skills, which is known as higher order skills. Questioning can also be a useful tool that can be used in AFL, the teacher can use different questioning techniques to encourage pupils to discuss their ideas, instead of writing their answers down. It seems to be beneficial that teachers should offer pupils the chance to talk about their learning with their peers and teaching staff. This can have a positive impact on the pupils understanding and learning, as they are able to exchange their answers and ideas with each other which can make them feel like strong contributors in their learning environment, thus increasing their motivation (Vygotsky, 1978). Questioning also enables the teacher to feedback formatively to their pupils immediately after they answered the question. Doherty (2017) & Fries- Gathier (2008) both agree that pupil questioning can have many positive purposes in the learning environment, due to questions enabling pupils to be fully engaged in their lesson as well as allowing the pupils themselves to ask questions to further their learning. However, Paramore (2017) indicates that sometimes the use of questioning can become one-sided due to teachers relying on only closed questions that require one-word answers. This can have a negative impact on AFL resulting in the teacher not having a full understanding of the pupil’s progress. Sullivan (2003) states that questioning can be a teacher’s main way to find out what their pupils already know. It allows teachers to pinpoint what pupils find challenging, therefore enabling them to scaffold the progress of their understanding. This then enables the teacher to assist the pupils in overcoming what they find challenging in order to reach their learning aims.  However, Taylor, Williams & Tuckett (2014) highlights how vital it is that a teacher considers which type of questions they use to ask in certain lessons. The right type of questions provides pupils with structure and understanding on how they express their thoughts and ideas, enabling pupils to think critically about the content in that lesson and what is being asked of them. When Vygotsky observed pupils in the classroom, he concluded that when pupils were given a task to complete on their own it often resulted in them not doing very well on that task. However, if pupils worked together with a classmate or teaching staff they seemed to succeed on the task. It left Vygotsky to believe that when pupils engage with others, be it staff or peers, it allows them to improve their academic performance to make it more efficient. This can be linked to the use of questioning in the classroom as if a pupil answers a question asked by a teacher, even if they get it wrong it enables them to compare and discuss their answer with the teacher or their peers to gain more understanding, rather than writing down their answer on a work sheet and not getting instant feedback. This is why Vygotsky (1978) strongly believed that voicing and articulating ideas is fundamental to a child’s learning and development. They can also improve pupils’ critical thinking skills as with the use of the correct type of questioning it can promote the use of problem-solving skills. These factors allow the pupils to become more flexible learners as well as enabling the teacher to assess pupil’s understanding and indicating whether it is time for the pupils to move on further with their learning. Doherty (2017) states pupils should be given an appropriate amount of wait time after a question is asked as this enables them to be more reflective with their answers. The correct use of timing is vital when it comes to questioning, Cohen, Manion & Morrison (2004) advise that when pupils are asked closed questions, they should be given between three to five seconds and when they are asked open questions, they should be given around fifteen seconds to answer the question.  In order to meet both higher and lower attaining pupil’s educational needs. Woolfolk (2008) advises that teachers should differentiate between the pupils using a variety of questions, they should ensure that the higher ability pupils receive fat complex questions to challenge them. He states that pupils with a lower ability should receive closed convergent and open divergent questions which encourages them to speak up in class and have their voices heard which will therefore have a positive impact on their confidence and self-esteem.
It is expected that all teachers in Wales are to be reflective practitioners, Donaldson (2015) believes that reflective practice involves first-class teachers with a thorough understanding of the ‘what, why and how’ of their teaching. He states that reflective practitioners have a positive impact on pupils’ learning and wellbeing. Critically reflective practice is a procedure of investigation which involves teaching practitioners exploring, researching and understanding in what way they work. This is an important factor when it comes to professional development, however if the reflection of the practice does not enable practitioners to critique or challenge themselves and their professional standards it may result in them being unable to make positive changes to their practice (Brookefield, 1998; Tripp, 2011). For the purpose of this assignment I used the Assisted Reflective Conclusions (ARC) Model (see appendix 2b) to reflect on my observations and to guide me to be fully reflective on the critical incident discussed. Even though this incident was very successful, one possible solution which may improve the situation would be to use questioning techniques that would involve more learners, such as ‘think, pair and share’ or ‘basketball’ questioning. “We should all aim to move towards all student response systems in lessons” (Wiliam, cited in Prior, 2012, para 6). This would enable Pupil A to discuss with her peers what the right answer may be as well as gaining more insight on the topic. Basketball questioning involves the teacher asking a pupil a question, when that pupil answers the teacher then moves on to another pupil to ask what they thought of the answer. Once that pupil has voiced their opinion the teacher then asks another pupil to explain in further detail, this can continue until the teacher thinks it is appropriate to stop. This seems to be a beneficial technique in the classroom as it does not only concentrate on one pupil’s answer, due to the answers getting passed around the class, resulting in all of the pupils in the class’ ideas and comments being listened to. Basketball questioning allows more pupils to be engaged and promotes pupils to share their ideas and connect their thinking. The think, pair, share strategy promotes pupil participation as they are enabled to share their intake on the question as well as listen to each other’s views, therefore gaining more knowledge on the subject of the question asked. When the pupils are asked a question, firstly they need to think independently about what their answer may be. The pupils are then given a partner whom they discuss their thoughts and ideas with, this gives them the chance to take into account their partners answer and compare it with theirs. Finally, the pupils share their ideas with their class, sharing the information they have discussed as well as listening to other pupils’ thoughts and ideas. Pressley (1992) cited in Amin & Raba (2017) states that the use of think, pair, share allows the pupils’ learning to be improved as this strategy enables them to discuss their ideas together, giving them the opportunity to share their ideas resulting in them gaining more knowledge on the subject and finding out what they already know as well as what they need to know. This process of reflection has influenced me to gain more understanding on the importance of reflective practice in order to be continuously improving and developing my pedagogical skills as a teaching practitioner. The critical incident discussed has made me realise the importance of an inclusive classroom where a variety of questioning techniques are used to enable all pupils to have their ideas heard.  The use of scaffolding and guided learning seems to be a beneficial approach and I understand the importance of understanding each pupils’ ZPD in order to help them progress and thrive in the classroom. I recognise the importance of embedding the four purposes in the classroom enabling them to reach their full potential as well as promoting their well-being (Welsh Gov, .
To conclude, I observed a Science lesson in a year three class, focussing on one incident which involved the teacher asking Pupil A a question which she did not understand, the teacher then used a variety of questions until Pupil A answered the question correctly. This incident allowed me to reflect on the teacher’s use of questioning and scaffolding which was used to guide Pupil A. Vygotsky’s ZPD is a popular social constructivist theory which focuses on what pupils are able to do independently, with assistance and what they cannot do. By understanding each pupil’s ZPD it allows the teacher to provide the appropriate support for the pupil’s in order for them to be able to do it independently. Bruner expanded on ZPD and created the term scaffolding, where the teacher provides the pupil with support whilst doing their work, decreasing the support when the pupil gains more understanding and until finally the pupil requires no support. Although this seems to be a beneficial approach in the classroom, it is vital that teaching practitioners do not give too much support to the pupils as this could result in the pupils becoming passive learners. This incident can be linked to Vygotsky’s ZPD and Bruner’s Scaffolding approach as it brought attention to what Pupil A could do independently and highlighted that when she was provided with some assistance by the use of appropriate questioning, this guided her to answer the first question correctly. This enabled the teacher to understand if the pupil understood what was being discussed and whether she needed further support. The use of questioning can be linked to Bloom’s Taxonomy as it encourages higher order thinking in pupils by building on pupils’ lower thinking skills in order for them to remember what they have learned and be able to put it into a variety of contexts. The use of questioning in the classroom can be beneficial to pupils’ learning as long as the appropriate questioning is used. If pupils are asked the wrong type of question, then this can result in the pupils not having their ideas fully heard which can have a negative impact on their motivation and self-esteem. The correct use of questioning and scaffolding can also be successful in assessing the pupils and working out their next steps for further progress. The incident discussed lead me to recommend the use of ‘think, pair, share’ and ‘basketball’ questions in the classroom which involves more pupils getting involved and having their ideas and opinions heard. This assignment has enabled me to build my knowledge and has greatened my awareness on the reasons why these approaches are successful in the classroom and how they enable pupils to become confident, ambitious, healthy and ethical learners in their learning environment and throughout their lives (Donaldson, 2015).