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Jessica Hender Portfolio

Eportfolio on my teaching philosophy and experience.
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Jessica Hender

on 17 October 2015

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Transcript of Jessica Hender Portfolio

Jessica Hender
Contact Details:
jesshender@live.com.au

Experience
My Teaching
Philosophy
“Our task is to educate their (our students) whole being so they can face the future. We may not see the future, but they will and our job is to help them make something of it.”
― Ken Robinson, The Element: How Finding Your Passion Changes Everything

2010-Wodonga West Primary School: Year 1
2010-Lavington East Primary School: Year 1

2012
James Fallon High School Years 7-11
Irymple Secondary College Years 7-10
Wodonga South Primary School Year 5/6
2013
Geelong High School
Year 7-12
Humanities


Standard 1: Know students and how they learn
1.4 - Strategies for teaching Aboriginal and Torres Strait Islander students.
1.2 Understand how Students Learn
Discussing students ability levels, developing a rapport with students and my four years of study have all played equal parts in understanding how students learn. Each student is different and learns differently based on their environment and abilities. Consultation with my associate teacher provided me with adequate knowledge to create a knowledge base on each student. Students are placed in ‘like-ability’ groups for their KLAs. These groups change based on the learning area, for example, students in the ‘Extended’ (highest achievers) group for Literacy may be in the ‘Developing’ (needs support) group for Numeracy. Understanding these ability groups helps in creating the best learning environment for students based on how they learn. The year 1 class enjoy collaborative work in groups and pairs. They complete the highest levels of work when in their like-ability groups and able to discuss what they are engaging in. In reading groups students where asked to complete mind maps together. They were thoroughly engaged with discussion on the topic and taking turns writing on their mind maps. It was excellent to see such a high standard and quantity of work coming from them in this learning environment.
I believe the essence of growth is encompassed in one’s imagination, and that if you can imagine greatness, you can grow to greatness. A wise man once said that it is not our task to see the future, rather to educate our young people, because they will, and we must help them make something of it. It is with Ken Robinson’s advice in mind that I aim to educate the young people of our world. I will help them to become strong working citizens of a thriving society in which they contribute actively, a society where their imagination is the limit and greatness can be achieved.
I believe that knowledge is the key to success. I will encourage the inquisitive and imaginative nature of my students by furthering their knowledge base and setting them up for a future of success. The undeniable fact is that the education system today needs to be transformed in a way that does not standardize education. I will personalize my teaching style, building each student to discover their individual talents in a safe environment where they are able to naturally discover their passions.
I believe relationships surround and influence us with every turn that we make throughout our lives. It is at a young age that we must learn how to identify a relationship that is going to help us from one which will be detrimental. I will enable students with the ability to develop healthy relationships that are built on honest communication and interaction. And through this belief, I will develop strong relationships with my students in which I intend to teach them the ability to make decisions that will result in their becoming strong and independent people.
Developing a personal approach to classroom management is one of the key steps when getting ready to take the leap into the classroom and begin the adventure of teaching. Based on my beliefs of humanism my classroom will have a solution-focused approach, empowering students to take control over their learning, and to be excited about their expansion of knowledge. Students must know their boundaries and what is expected of them, both from their role models and from themselves. I believe in the potential of each student to set and achieve goals, with this being a core aspect of my classroom.
I believe the ideal classroom encompasses a range of discipline theories and practices based on the beliefs of humanism, giving all children an equal voice, rights and respect. I believe that for a classroom to run smoothly children must feel welcomed and belong, both by their peers, their teacher and the physical environment they are learning in. I believe all children have a right to feel the way they do, and that no one child’s feelings or emotions are the same. I believe teaching children self-efficacy skills and how to solve their own problems will give them power over their learning and help them to become the best they can be.
2011
Melrose Primary School-Year 3/4
2011
Murray High School: Refugee Action Support

Ukraine Mission Trip
2011-2013
The Scots School Albury Boarding School: Matron on Duty and After School Tutoring
Years 7-12
1.3 - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
I had the privilege of going to the Ukraine for 4 weeks on a Teacher Mission Trip. Prior to this time I wasn't sure what I wanted to do when I completed High School and these decisions where quickly approaching. While on the trip I worked with both local teachers and those from Australian and the U.S.A that were working in the orphanages. After this amazing experience I knew that I wanted to spend my life working with children.
2.3 Curriculum, assessment and reporting.
Standard 2: Know the content and how to teach it.
2.1 Content and teaching strategies of the teaching area.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.
2.5 Literacy and numeracy strategies
The year 8 unit of work taught at James Fallon High was based on ‘The Future’. Being aware that these students engaged well with use of technology, all lessons revolved around an aspect of this. First they watched “Wall-E” and responded to questions on their laptops. The next class we developed an artwork based on a PowerPoint I created on Utopian/Dystopian future. The final assessment asked students to create an online portfolio of their work that was based on 150 years in the future. The portfolio had to include a newspaper article, image, and opinion piece in essay format. All of the activities were completed as group or paired work and students were encouraged to discuss with one another what they were working on. This open plan format of learning worked well with this class as students had respect for others and engaged well in it.
While working at James Fallon High I was asked to teach a Year 8 unit of English on 'The Future'. This required me to research what outcomes students had to achieve and fit work in around this. "Wall-E" was a prescribed film for the study so I created the unit based on a Utopia vs. Dystopian future. Across the unit students answered film questions, engaged in creating their own Utopian/Dystopian artworks, wrote letters to their future generations (100-300 years in the future) as well as a final portfolio of work they had to create based on what the world would realistically look like in 150. They had to include an artwork, newspaper article and short opinion piece essay.
2.2 - Content selection and organisation
In all schools, student assessment tasks are based on the syllabus outcomes for that unit of work. It was with this in mind that the marking rubric was created for the year 7 writing task at Bellarine Secondary College. Students' were aware of the expectations placed on them and what level they were at, this was based on testing that takes place at the beginning of each term. Students grades are awared based on the syllabus and marking rubric and they are given specific and positive feedback that encourages improvement.
Spending time organizing a cultural day at Irymple Secondary College provided me the opportunity to work in collaboration with local Indigenous people. During this time they were asked to conduct a 'welcome to country' speech as well as an educational speech and dance for the entire school.
6.3 Engage with colleagues and improve practice
Standard 6: Engage in professional learning
6.1 Identify and plan professional learning needs
6.4 Apply professional learning and improve student learning
Professional learning goals are set before I have started any of my placements to ensure I am working towards achieving all aspects of good teaching practice.
While at Bellarine Secondary College I was able to attend a Curriculum Planning Day. At the beginning of the day, there was an information session with a focus on creating a tiered curriculum, one with multiple entry and exit points of learning. Once the information session finished, staff were divided into curriculum specialist areas and worked on developing a draft of a learning curriculum using the structure we were given.
6.2 Engage in professional learning and improve practice
Drysdale Primary School has been working on improving the whole school behaviour management plans during their staff meetings. It has been a great learning opportunity to see the draft being drawn up and even provide some feedback on methods that may help the program work smoothly.
Reflection on each lesson taught ensures that outcomes that have been set during the planning process are being achieved and the optimal learning environment has occurred. These reflections allow me time to think about methods and strategies I could implement to further consolidate student learning.
3.3 Use teaching strategies
Standard 3: Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
3.4 Select and use resources
3.5 Use effective classroom communication
At Bellarine Secondary College, the year 7 students did standardized testing according to Victorian Syllabus regulations at the beginning of each term. Through the testing students evaluated their learning and set goals for what they wanted to achieve throughout the term. This was challenging for students’ as they had to decide what was realistic and determine how they could achieve their goals. At the end of the term after being retested students then wrote a reflection and their new goals for the following term. This ensured that students were considering their previous goals and achievements when setting new ones.
My time at James Fallon High was very rewarding as I was able to implement an entire year 9 and year 7 English unit. The year 9 unit was based on Biographies and Autobiographies. The ultimate assessment for students was to create their own autobiography using Prezi. Students were aware of this from the beginning of the session and it enhanced their learning, as they were aware that what they were learning was relevant to their outcome. The year 7 unit was based on ‘The Future” where students covered a range of text times including a film study of Wall-E. I was able to utilize the school resource room when planning both of these learning programs and at times had to adjust my expectations and plans as some period’s students achieved a lot and others the expected level was not reached. This proved an ability to be flexible in the classroom and adjust my planning and sequence of experiences to ensure that students were fulfilling the syllabus outcomes for the unit.
3.2 Plan, structure and sequence learning programs
Teaching strategies are based on the environment of a classroom and can vary even by having one student away. At Drysdale Primary School students’ work very well in pairs and groups, sharing and discussion is very beneficial in stage 1. The dynamic of this teaching strategy changed when Matthew (a student with ADHD) had not taken his medication in the morning. When this happens he becomes erratic and difficult to communicate with, often disrupting discussion. The strategy to overcome this is to give him some ‘time out’ in the back of the room reading a book, or to assign pairs rather than group work, as in a group he can become distracted easily.
Selection of resources is based on the stage of learning students are at for the year. The focus for reading at Drysdale Primary while I was on placement was factual texts. Around this, certain big books were selected such as “Environment and Conservation” and “I Love Food”. These big books were non-fiction and demonstrated for the students’ factual text types.
It is important in the classroom to establish methods of communication that do not wear your voice out! I developed this skill while working at Melrose Primary where I implemented a ‘Stop Look Listen’ command. When student heard this they had to drop everything they were doing and face the teacher with hands up. This ensured that I wasn’t constantly calling out over the top of them. Other useful forms of communication involve making eye contact with a student or using hand gestures. Being able to explain instructions and content in many different ways is strength I have displayed, particularly with younger students who often need to hear instructions multiple times
before fully understanding them.
5.3 Make Consistent and Comparable Judgements
Standard 5: Assess, provide feedback and report on Students learning
5.1 Assess Student Learning
5.4 Interpret Student Data
5.5 Report on Student Achievement
While working at James Fallon High in a Year 9 class I had the opportunity to deliver an entire English Unit. I informed students at the start of the unit that they would have a final assessment task that would be marked using the school rubric for Year 9 students. Throughout the unit I assessed students learning through observations and written notes on completion of class and homework tasks. At the end of the unit students final production (which was a Prezi on their topic) was marked using the school standards for assessment.
I believe it is very important to provide consistent and meaningful feedback to students. I work to achieve this in all classes, as was evident when I worked with Year 1/2 classroom at Wodonga South Primary especially when teaching mathematics topic on measurement. I continually marked students worksheets while sitting with them and giving them feedback on what they where excelling in and what needed attention. It was important to focus on positive feedback and reinforcement while working with such a young age group and I believe I achieved this.
5.2 - Provide feedback to students on their learning
As a part of marking the mathematics unit taught in Wodonga South I collected samples of work from each lesson taught. Through these I was able to mark students and justify whether my teaching choices, based on their improvements and further learning needs. At the end of the unit I sat down and mapped students work level and compared the higher and lower ability children to ensure that all students had received equal learning opportunities.
My time at Bellarine Secondary College was near the end of a new reading program that was implemented in year 7 and 8 classes across the entire year. I was able to consolidate with teachers on students’ previous learning and analyse the end of Term 3 data against students’ progression points and change in learning.
During my placement at Melrose Primary I was able to take part in the parent/teacher interview process. This involved reporting to both parents and students on their learning and discussing what needed improvement. I was able to input my experience with the students from the time I had worked with them and provide parents with evidence of students work on topics we had worked on.
4.3 Manage challenging behaviour
Standard 4: Create and maintain supportive and safe learning environments
4.1 Support student participation
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
Student participation is based on a ‘respect for all’ classroom. This is the expectation of all students in my presence and students are aware that there is no ‘wrong’ question and that having a go is what is important. They are also aware that putting down a student is not acceptable and actions will be taken to stop this behaviour.
Management of classroom activities is especially relevant in the Primary Setting as students are often engaging in rotational learning with multiple activities being completed at the same time. One of my strengths is my ability to place myself in a position where all students are within eye contact and instructions can be made to whole class or individuals when or if needed.
4.2 Manage classroom activities
While at James Fallon High I worked with a year 9 student who had ‘rage control issues’. This provided a good opportunity to develop a relationship with the student and learn what her cues were. There was a process in place for her that she used to avoid having an explosion in the classroom. This included asking for space and then leaving the classroom and sitting outside the door for 5 minutes or until she felt calm again. I was able to actively work to with her to achieve this. This was much easier once a relationship was developed and she felt she knew me and was comfortable with me teaching her.
It is important when working in a new school to make myself aware of all school policies on lockdown and evacuation procedures. It is imperative to know the key points and safety moves in case of an emergency. This is also relevant when planning outdoor activities and all equipment that is being used must be taken account of to ensure student safety.
As ICT has formed a major aspect of our classrooms with a compulsory ownership of laptops in all state schools, it is important that students are aware of using them responsibly. School ICT protection is very helpful in blocking unwanted sites at school, however as the classroom teacher it is important that I am aware of what is on my students computer screens at all times and that they are engaging in safe online activity.
7.3 Engage with parents/carers
Standard 7: Engage professional with colleagues, parents/carers and the community.
7.1 Meet professional ethics and responsibilities
7.4 Engage with professional teaching networks and broader communities
At each school that I work at I ensure that up to date copies of my WWCC and all other forms that are required have been provided to the administration staff.
7.2 Comply with legislative, administrative and organizational requirements
Working in the primary school setting has provided many opportunities for interactions with parents and carers of students. This ranges from having parent volunteers in the classroom while I have been on placement rounds, to attending the school concert and engaging in discussion with parents/carers before and after the performances. These opportunities provide valuable insight into students’ home life as well the opportunity to build relationships with local community members and families.
Opportunities where I have worked with the broader community while on placement rounds include organisation of volunteering with the Refugee Action Support program at Murray High School where I was able to work with Bhutanese students who were new to Australia with English as a second language. Book Week Literacy Program (in collaboration with school librarians) and Cultural Day at Irymple Secondary College; and the organisation of School Concert while at Drysdale Primary School. All of these situations have required close collaboration with staff members across the school board and on occasion with members of the local community, in particular the local Indigenous community in Mildura.
1.1 Physical, social and intellectual development and characteristics of students.
It was very helpful to have these aspects of the students pointed out to me by their teacher. As the teaching round is so short, it is difficult to gain this information simply by observation. Developing a rapport with students by speaking with them and getting to know their interests and most importantly their names helps in this process. The two days of observation, where imperative in gaining information on which students work best together and how their individual characteristics contribute to this.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
While at Bellarine Secondary College I worked with a year 7 English class on the text Runner. The assessment task I created to assess their learning allowed for multiple entry and exit points of learning. This diverse way of teaching allowed students to choose what tasks they would complete for assessment, both giving them control of their learning and providing them with a range of easy to difficult tasks to complete.
1.6 Strategies to support full participation of students with disability.
The red highlighted sections of the lesson plan are areas where the lesson was specifically aimed at reaching the needs of the special needs student in the classroom. As this was an advanced English group there were 29 students in the class. The special needs student was academic and up to standard, but due to having ADHD he often struggled to focus in on tasks and achieve the set work. The integration of ICT in this class was deliberate and spoken about with my associate teacher. This was due to the fact that the special needs student enjoyed working on his net book and would complete set work if he could use new forms of technology to develop his work.
It was important to keep the instructions for the assessment clear and short, allowing the student to see an end in the work and feel a level of achievement as he went through the point.
2013
Drysdale Primary School Year 1


http://www.hongkiat.com/blog/cities-of-future-artworks/


Futuristic Artwork

Utopia is a name for an ideal community or society possessing a perfect socio-politico-legal system.

Dystopia is a name for a society characterized by human misery, as squalor, oppression, disease, and overcrowding.


Utopia vs. Dystopia
THE FUTURE

Utopia vs. Dystopia
James Fallon High runs a homework centre on Mondays and Tuesday nights. This program is aimed specifically at boosting Aboriginal and Torres Strait Islander student learning. During the session I was able to work one-on-one with students to improve their literacy and numeracy skills.
At Melrose primary, there was a vast range of cultural identities and backgrounds shared by the students. One student in my year 3/4 class in particular, Maylene found interaction and learning more difficult as she was new to Australia only 6 months and English was her second language (in progress).
Her family had moved from China and while Maylene was fast learning her new language at school, she had no assistance from home so she relied primarily from her schooling to bring her up to speed. In a unified display of acceptance and willingness to help Maylene, we decided to have a ‘Global’ day where we all learnt one word from her language while also making small labels for items around the classroom and on photos of items with their English titles.
2.6 Information and Communication Technology
Use of laptops in the classroom has been a great way to integrate technology in the classroom. The sharing database by the Education system provides the ability to make worksheets available to students without having to print and make sure photocopies are kept etc. Every high school I have worked in I have made all work available through this sharing system. Particularly in my year 9 unit at James Fallon where students final assessment was to create their autobiographies as a Prezi.
Literacy and numeracy strategies are most prevalent in the primary classroom, as students need consistent reminders throughout the day on what is being taught. The most effective strategy when teaching ES1 and S1 literacy and numeracy is repetition. Students need multiple learning opportunities for each topic being taught. At Drysdale Primary, the year 1 students are given two weeks to focus on each strategy being taught in both literacy and numeracy. In numeracy, students are given two maths sessions and two ‘maths rotations’ session. In these sessions students are provided with different explanations and ways of achieving the strategy. For example, counting backwards, students are shown ways of counting backwards with a numbers chart, with their hands, using counters and multiple other techniques. Once this is established the second week is a focus on counting backwards in 2s, 5s, and 10s.
3.6 Evaluate and improve teaching programs
The teaching program developed at James Fallon High for the year 9 unit on Autobiographies was initially quite boring (as this topic can be difficult to make interesting). In order to grab students’ attention I obtained a copy of “Inside Facebook”. This documentary style film that students watched and responded to was relevant to them and looked at Mark Zuckerberg’s life and the development of Facebook. Students enjoyed this and it made the unit interesting, as it was very relevant to their lives.
3.7 Engage parents/carers in the education process
I was able to observe and participate in parent/teaching interviews at Melrose Primary. This process is student lead as parents are shown students work and they discuss with their parents what they are achieving and would like to further achieve. This provides parents/carers the opportunity to be involved in the planning and learning that their child is engaging in.
I have been awarded my Victorian WWCC, Anaphylaxis training and my Cert II First Aid, as well as completing the required Child Protection and Safety Seminars held by the University.
Focus groups at Drysdale Primary School
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