Theme 2: Professional Practice
3. Plan for and implement effective teaching and learning
My primary school placements in 2012 and 2013 required me to plan lessons and deliver these to the class of students; the third professional standard for graduate teachers (AITSL, 2012). During both placements I made use of Daily Planners, with multiple lesson plans integrated into one plan. This allowed for reflection on the day's teaching; both personally and from my mentor teachers. The use of these daily planners reflected focus area 3.2: "Plan, structure and sequence learning programs."
My classroom experience drew upon several of the indicators for this standard. During a year one Mathematics lesson on area, I had to establish challenging learning goals (focus area 3.1), with achievable challenges for students with varying abilities. A range of tasks were assigned to groups of students, with tasks on the more challenging end of the scale assigned to more advanced students. This reflects my teaching philosophy; to have high expectations of students' abilities and what they can achieve. I also prepared a list of extension activities for students who completed their tasks before the class, as a number of particularly capable students consistently completed their work quickly. I also developed an awareness of how to adjust lessons for students who may be struggling with the task relative to their peers, and how to provide them with more support as necessary.
Further, my lessons on area with year one involved the use of a range of teaching strategies (focus area 3.3). I used a video introduction to the concept of area displayed on the Smartboard, a hands-on activity where students were seated on the floor and covered various items with multi-base arithmetic (MAB) blocks, an interactive Smartboard activity where students used their fingers to drag informal units to cover a shape, and activities in their Maths Plus workbooks on area. These activities also reflect focus area 3.4, "Select and use resources," as I used a range of resources, including ICT, to engage students in their learning.
My classroom experience drew upon several of the indicators for this standard. During a year one Mathematics lesson on area, I had to establish challenging learning goals (focus area 3.1), with achievable challenges for students with varying abilities. A range of tasks were assigned to groups of students, with tasks on the more challenging end of the scale assigned to more advanced students. This reflects my teaching philosophy; to have high expectations of students' abilities and what they can achieve. I also prepared a list of extension activities for students who completed their tasks before the class, as a number of particularly capable students consistently completed their work quickly. I also developed an awareness of how to adjust lessons for students who may be struggling with the task relative to their peers, and how to provide them with more support as necessary.
Further, my lessons on area with year one involved the use of a range of teaching strategies (focus area 3.3). I used a video introduction to the concept of area displayed on the Smartboard, a hands-on activity where students were seated on the floor and covered various items with multi-base arithmetic (MAB) blocks, an interactive Smartboard activity where students used their fingers to drag informal units to cover a shape, and activities in their Maths Plus workbooks on area. These activities also reflect focus area 3.4, "Select and use resources," as I used a range of resources, including ICT, to engage students in their learning.
The lessons I delivered also drew upon focus area 3.5: use effective classroom communication. In order to maintain students' engagement during class, I had to use a variety of communication methods. These included verbal communication strategies, for example when explaining concepts to students, as well as non-verbal communication. I found non-verbal communication particularly useful for classroom management; when I stopped talking and simply waited for students to fall silent, they would take notice much more quickly than if I had asked for silence.
When delivering a unit of work, it is important to evaluate these teaching programs to improve student learning (focus area 3.6: evaluate and improve teaching programs). As a teacher I will need to reflect on the effectiveness of my lessons, and improve these where necessary. During placement I was encouraged to recognise when a lesson was not successful in helping students achieve learning outcomes, and not be afraid to tackle the lesson again in a different way.
My experience in schools over the past two years have highlighted the importance of engaging parents and carers in the educative process (focus area 3.7). It is clear that involving parents where possible is beneficial for their childrens' learning, and should be encouraged. For example, a number of parent helpers would volunteer for the year one class during their daily literacy groups. These parents were a valuable resource, supporting the students' learning by modelling reading and guiding their writing. They also allowed the teacher to provide more focused support to students as needed. Involving parents in the teaching process is more of a collaborative, shared approach where responsibility for learning is shared.
When delivering a unit of work, it is important to evaluate these teaching programs to improve student learning (focus area 3.6: evaluate and improve teaching programs). As a teacher I will need to reflect on the effectiveness of my lessons, and improve these where necessary. During placement I was encouraged to recognise when a lesson was not successful in helping students achieve learning outcomes, and not be afraid to tackle the lesson again in a different way.
My experience in schools over the past two years have highlighted the importance of engaging parents and carers in the educative process (focus area 3.7). It is clear that involving parents where possible is beneficial for their childrens' learning, and should be encouraged. For example, a number of parent helpers would volunteer for the year one class during their daily literacy groups. These parents were a valuable resource, supporting the students' learning by modelling reading and guiding their writing. They also allowed the teacher to provide more focused support to students as needed. Involving parents in the teaching process is more of a collaborative, shared approach where responsibility for learning is shared.
4. Create and maintain supportive and safe learning environments
During my placement I further developed my understanding of maintaining a safe and supportive learning environment. To support student participation (focus area 4.1), I utilised strategies to encourage inclusive student participation and engagement in classroom activities. This involved, for example, asking all of the year one students to sit on the floor, and telling them I would call on those students sitting properly. All students would then strive to sit up straight, hoping to be called on to answer a question.
When selecting students I would try to ensure all students had a chance to answer. If any students offered incorrect answers, I avoided correcting them or saying "no;" rather I would ask who agreed and who didn't, asking for other ideas. I endeavoured to create an environment where all students were motivated to take part in activities, and were not discouraged if they did not "get it right" the first time. I would take notice of whether any students appeared disengaged, and asked them whether they understood or were confused. I would also try and call on students that had been quiet or seemed to be 'flying under the radar,' giving them an opportunity to participate even if they did not feel confident enough to raise their hand.
Both of my placements have provided me with valuable experiences with managing classroom activities (focus area 4.2) and managing challenging behaviour (focus area 4.3). My 2012 mentor teacher used a list of "Class Helpers," with each student assigned to different roles each week such as Givers & Collectors, Class Messengers, and those in charge of the Lunch Basket. Year six students during my 2013 practicum also performed a range of duties including ringing the school bell, feeding the chickens and watering the vegetable patch. These roles were rotated regularly giving students a variety of responsibilities, while assisting with some aspects of classroom management.
Students in the year one class followed the "Aussie Five Fair Rules," such as "I can control what I do and say" and "I can put my hand up and wait." When necessary the teacher referred to the rules, each of which were displayed on the wall on a poster with bright images exemplifying each rule. The year six class had developed their own list of rules, which had been turned into a poster by the students; also displayed on the wall. I would refer to these rules when required, to remind students of their agreed expectations.
Both of my placements have provided me with valuable experiences with managing classroom activities (focus area 4.2) and managing challenging behaviour (focus area 4.3). My 2012 mentor teacher used a list of "Class Helpers," with each student assigned to different roles each week such as Givers & Collectors, Class Messengers, and those in charge of the Lunch Basket. Year six students during my 2013 practicum also performed a range of duties including ringing the school bell, feeding the chickens and watering the vegetable patch. These roles were rotated regularly giving students a variety of responsibilities, while assisting with some aspects of classroom management.
Students in the year one class followed the "Aussie Five Fair Rules," such as "I can control what I do and say" and "I can put my hand up and wait." When necessary the teacher referred to the rules, each of which were displayed on the wall on a poster with bright images exemplifying each rule. The year six class had developed their own list of rules, which had been turned into a poster by the students; also displayed on the wall. I would refer to these rules when required, to remind students of their agreed expectations.
I developed some strategies for managing disruptive behaviour over the course of my placements. When particular students were not paying attention, for example, I found it useful to tell them I would ask them a question about the topic in 30 seconds, and follow through on this. In 2012 I also made use of the existing house points system, a ‘token economy’ where students earned points for their sports house throughout the day, as rewards for good behaviour and class participation. If a student consistently broke the class rules, I warned them that the next time I would have to speak to them, points would be deducted from their house tally. Although very much a behavioural technique, this was effective as students did not want to let their house down.
I have been introduced to some of the issues surrounding using ICT safely, responsibly and ethically (focus area 4.5) during my latest practicum. My 2013 mentor teacher made use of a class blog with Edublogs, on which students' times tables progress was recorded, as well as regular updates for the class and their parents. He also utilised sites such as Class Dojo for homework management, Sentral for marking the roll and report writing, and Edmodo as a learning tool in a social networking environment. Prior to allowing students access to these sites, my mentor teacher sent home permission slips to be signed by parents, giving consent for their children to use them. Reflecting focus area 4.4: maintain student safety, students were also educated about the safe use of social networking sites, including privacy settings and blocking "strangers." Further, students' use of ICT was closely monitored during my placement, to ensure their safety and responsible conduct online.
I have been introduced to some of the issues surrounding using ICT safely, responsibly and ethically (focus area 4.5) during my latest practicum. My 2013 mentor teacher made use of a class blog with Edublogs, on which students' times tables progress was recorded, as well as regular updates for the class and their parents. He also utilised sites such as Class Dojo for homework management, Sentral for marking the roll and report writing, and Edmodo as a learning tool in a social networking environment. Prior to allowing students access to these sites, my mentor teacher sent home permission slips to be signed by parents, giving consent for their children to use them. Reflecting focus area 4.4: maintain student safety, students were also educated about the safe use of social networking sites, including privacy settings and blocking "strangers." Further, students' use of ICT was closely monitored during my placement, to ensure their safety and responsible conduct online.
5. Assess, provide feedback and report on student learning
I was introduced to principles of assessment of student learning during both of my placements; providing an initial understanding of the Professional Practice standard, "Assess, provide feedback and report on student learning." For example, when delivering lessons on handwriting and maths I would mark the students' work either during the lesson, or soon after (focus area 5.1: Assess students' learning). This involved checking for errors, correcting these and providing feedback as to how to improve (focus area 5.2: Provide feedback to students on their learning). In all cases this involved offers of encouragement, even where students struggled, e.g. "keep trying," accompanied by a colourful sticker. Sometimes I would need to speak to students individually to explain where they needed to improve, for example where they had made spelling mistakes in the weekly spelling test.
Further, during lessons I would wander around the classroom, checking students' progress. I would offer feedback and encouragement as necessary. For example, during handwriting lessons if I noticed some students were rushing their work, I would remind them to take their time, as there were "no prizes for finishing first." I would also remind students, where needed, to use the line guides in their handwriting books when constructing their letters, to ensure consistency of size.
Further, during lessons I would wander around the classroom, checking students' progress. I would offer feedback and encouragement as necessary. For example, during handwriting lessons if I noticed some students were rushing their work, I would remind them to take their time, as there were "no prizes for finishing first." I would also remind students, where needed, to use the line guides in their handwriting books when constructing their letters, to ensure consistency of size.
My 2013 placement provided me with an introduction to making consistent and comparable judgements of students' learning; focus area 5.3. Year six students participated in pre- and post-tests when commencing a new unit of work, as well as at the start and end of a week's Mathematics lessons. These allowed for consistent monitoring of students' developing knowledge, with a straightforward comparison of individual scores on the pre- and post-tests. Scores were tabulated in a spreadsheet, allowing for easy access of scores for report-writing and parent feedback. This reflected focus area 5.5: report on student achievement, and highlighted the importance of "keeping accurate and reliable records of student achievement ". A weekly trophy was also awarded for the "most improved" performer in the times tables test each week; a highly coveted prize which the student could take home.
I was introduced to focus area 5.4, interpret student data, during my 2012 placement. As a result of their performance during the weekly spelling test, year one students' scores were tabulated and used to determine their progress. If they scored well students may progress to a higher spelling group, with more advanced spelling words. If students got more than 4 words wrong on their spelling test, they would move down a group the following week. In this way, I was able to interpret student assessment data to evaluate student learning, and modify my teaching practice.
I was introduced to focus area 5.4, interpret student data, during my 2012 placement. As a result of their performance during the weekly spelling test, year one students' scores were tabulated and used to determine their progress. If they scored well students may progress to a higher spelling group, with more advanced spelling words. If students got more than 4 words wrong on their spelling test, they would move down a group the following week. In this way, I was able to interpret student assessment data to evaluate student learning, and modify my teaching practice.