Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Kate Roxas - Professional Portfolio
Transcript of Kate Roxas - Professional Portfolio
Professional learning experiences
It is through sufficient planning that teachers are able to ensure that all curriculum areas will be covered through the course of the year. Great planners also include strategies and effective ways of teaching the content involved. Planners should also have room for adaptation and flexibility, based on the progress of the students.
During my professional placement I have made it a priority to attend and participate in teacher planning days and meetings. When creating planners, I ensure that links are always made to the curriculum- AUSVELs.
Assisting students in setting personal learning goals is also an important aspect of the planning process as this ensures that student progress is measurable, as well as providing focus and motivation.
Effective classroom communication is also vital in ensuring effective teaching and learning experiences.
1. Know students and how they learn
6. Engage in professional learning
Attendance of staff meetings has helped me to see the broader responsibilities that are inherent in the teaching profession, such as reporting. Whole-staff meetings showed me the importance of teamwork and collaboration of the whole school community.
Attendance of planning days was crucial to my professional development. During planning days I was able to witness the amount of work that goes in behind the scenes to get ready for the next school term. Planning days taught me the importance of organisation, teamwork between all staff within the team, and how to ensure that all areas within the curriculum are met.
I was very privileged to be able to attend parent-teacher interviews. I was able to observe the professional manner in which teachers and parents interact, as well as the necessity to build rapport between teachers and parents. I also learnt the effectiveness of open lines of communication between teachers and parents.
Family Maths Night-
Family Maths Night helped me to realise the importance of providing opportunities for parents and family members to participate in the learning experiences of the students. I was able to see how delighted the students were to participate in the different activities with their families. It also showed me how appreciative students are of teachers putting in extra effort.
Grade 1 Melbourne Zoo Excursion-
The Grade 1 Excursion to Melbourne Zoo taught me much about organisation and class management outside of the classroom setting. I learnt the importance of setting expectations and clearly communicating these to the students. I also learnt how to deal with collection of fees and permission slips.
Grade 5 Camp-
Attending a school camp as part of the staff was an invaluable experience. Through this camp, I learnt the necessity of building strong rapport and trust between teachers and students. I witnessed the sacrifices of teachers to provide the best experience for the students.
Numeracy and Literacy Open Day-
Having parents watch as I taught the class was a challenge. I was grateful for this experience as it increased my confidence in teaching. I learnt how to include and engage parents in the children’s learning.
Level 2 First Aid & First Aid Management of Anaphylaxis-
In attaining these certificates I learnt about the ways in which to manage and deal with first aid. This knowledge developed my confidence in being able to assist students when injured or requiring medical assistance.
Certificate of Education Support – Integration Aide / Teacher Aide-
Completion of this course greatly influenced my development as a teacher. Through this course I learnt of many strategies to implement in teaching children with different disabilities. I also realised the importance of working in collaboration with integration aides in order to optimise the learning experience of the students in need. I realised the value of effective communication between all teachers involved, Education Support staff, parents/carers and students. This course greatly increased my confidence in being able to teach students with all different needs.
Thank you for taking the time to view my growth as a
Primary School Teacher.
Philosophy on Teaching
My ever-growing philosophy of being an effective teacher has stemmed from a deep passion and genuine desire to make a positive difference. Throughout my teaching and learning experiences, I have come to see that teaching is a way of touching the future. Being a teacher is not only about educating students to meet the curriculum, but is also about preparing and guiding students to become valuable contributors to society.
I strongly believe that the power of teamwork and collaboration, between teachers, students, parents and the school community is essential in attaining the optimum learning outcomes for all students. My goal is to create a learning environment in which all students feel safe, accepted and have equal opportunities to learn-- this can only be done through teamwork, understanding and compassion from all members of the school community. It is therefore of utmost importance for teachers to establish a rapport and strong professional relationship with all teaching staff, students, families and the wider educational cohort. It is through positive professional relationships that teachers are able to motivate, engage and empower students with the desire to learn and contribute to the classroom experience.
From my observations and personal experiences, I have come to realise the necessity of teaching through means that cater for all different learning styles. It is paramount that educators teach in a variety of methods in order to address the diversity within every classroom and to ensure that students remain engaged in every lesson. I value inquiry-based and hands-on learning, as I believe that it is through experience and immersion that students learn effectively. This coincides with my belief of teaching for understanding, rather than just knowledge.
During my teaching rounds I have come witness to the effectiveness of positive reinforcement in terms of student engagement, productivity and classroom management. To be an effective teacher, one must be organised and well planned, however, must also be flexible and adaptable to the differences of every day and the progress of every lesson.
It is essential that teachers address all different learning styles as much as possible, in order to provide students with the best possible learning outcomes. This notion is support by Snowman (2009) who suggests, “…teachers must be flexible and learn to use a variety of teaching and assessment methods so that at some point, every student’s learning style is addressed”.Although it is not always possible to address all learning styles within one session, teachers should strive to include a range of teaching strategies for each lesson so that learning opportunities are increased.
Apart from catering for all learning styles, it paramount that we also consider the variety of learning abilities that are inherent in each classroom.
As a class we
what we knew about volume and capacity using a
words related to the topic.
I then conducted a
showing ways in which we can measure capacity. Students
by giving estimations, and by counting along, as we checked how many cups of water it took to fill the container.
We then proceeded outdoors to the sandpit where students were given the opportunity for
learning and experience.
2. Know the content and how to teach it
.Once we understand how the students learn, teachers then need to teach the content in ways that are meaningful to the students. This includes planning and implementing lessons in a sequential manner that will help the students make sense of the content.
A variety of strategies must also be implemented when teaching the content, including the use of suitable language that the students can relate to and understand.
All planning documents were organised and easily accessible throughout my teaching rounds
7. Engage professionally with colleagues, parents/carers and the community
I believe in the importance of broadening my knowledge as a teacher for the benefit of my students. I therefore attended all professional development opportunities whilst on placement. I also strive to enrich my knowledge as an educator outside of placement by enrolling into separate courses. I recently completed the Certificate of Education Support - Integration Aide/Teacher Aide.
I also value all feedback from my mentor teachers, other professionals and members of the school community in regards to my teaching.
In this one session alone, different teaching and learning styles were incorporated to increase student engagement. These included:
- Hands-on/experiential learning
As can be observed from this lesson, many different types of learning styles were addressed through a variety of activities in one session.
"Kate has developed a good understanding of working with children at different levels of ability" - Serena Vinter (Mentor Teacher)
"She plans detailed and engaging lessons, which cater for differentiation in the classroom. In particular, this was demonstrated during Literacy and Numeracy groups where Kate's teacher focus groups extend each student."
- Beck McGill (Mentor Teacher)
Welcome to my professional portfolio.
This presentation portrays my growth as a teacher. It provides examples of my experiences, which underpin my philosophy of teaching.
As well as addressing different learning styles, it is also vital that teachers cater for the variety of learning abilities within the class.
The implementation of
are effective in ensuring that differentiation is addressed.
During my teaching rounds I planned and implemented literacy and numeracy groups in my teaching. Each group consisted of 3 - 5 students with similar needs. In each rotation students were extended to according to their abilities.
"You were extremely organised and well
prepared for this week. Your planning documents
were printed and everything you needed for the
week was ready to go"
- Beck McGill (Mentor Teacher)
"She demonstrated good skills in planning and taking lessons with the whole class as well as individual ability groups"
- Serena Vinter (Mentor Teacher)
"Kate embodies a well organised and task
oriented style with the sensitivity to the
needs of the students"
- Robert Kelly (Mentor Teacher)
She plans detailed and engaging lessons which cater for differentiation in the classroom.
- Beck McGill (Mentor Teacher)
Throughout my teaching experiences I have come to see the importance of thoughtfully sequencing lessons in a way that helps students to build on prior knowledge. Making links between old and new knowledge is necessary for students to understand the new content being taught.
I will again use the example of teaching multiplication to a grade 1 class. Lessons continued to develop and new information was introduced, depending on the understanding and progression of the students. Once I could see that students were able to grasp the base concept ("groups of"), I then began to introduce the formal language ("multiplied by") and expand on the content ("repeated addition").
I have also come to see that planners should be based and developed upon students' prior knowledge as well as their questions, interests and inquiries regarding the topic.
3. Plan for and implement effective teaching and learning
Teaching the content with language that is suitable for the students, is vital for their learning. I strongly believe in the importance of adjusting my choice of words, based on the grade of the students I am teaching.
When teaching 'multiplication' to a grade 1 class, for example, the expression "groups of" holds more meaning to young students than "multiplied by" or "times".
Once I am confident that the students understand the concept being taught, I then gradually introduce the formal language so as to ensure that the students do not become confused as they advance in later years.
I strongly believe that the appropriate use of technologies within the classroom can be greatly beneficial.
When technology is used as a tool for learning, the learning experience can be enhanced.
Part of my teaching philosophy is to teach students in fun and engaging ways. The use of ICT in the classroom assists me in achieving this goal. Instead of my lessons being created around the use of ICT, I simply use ICT to enhance the quality of the lessons.
I often use the interactive whiteboard to show videos and play songs that help children understand and remember the content being taught.
I used this technique, for example, in helping the students to remember the months of the year, along with other activities to reinforce and assess their learning.
I also frequently incorporate the use of computers and iPads in my lessons as deemed fit.
The interactive activities available on the laptops/computers and iPads are invaluable ways to reinforce learning. I find that the younger students especially benefit as the educational games/activities often have positive reinforcement which is quick and helps to boost the students' confidence.
4. Create and maintain supportive and safe learning environments
5. Assess, provide feedback and report on student learning
A significant element in my teaching philosophy is the creation of a classroom in which all students feel safe, accepted and have equal opportunities to learn. It is through environments such as this that students' confidence flourishes and their eagerness to learn increases. I believe that this type of classroom also helps students to build their self esteem and self worth, which are important aspects of them becoming positive contributors to our society.
Using a variety of assessment techniques are useful in helping students to understand their own learning.
During my placement I used crosschecks to assess students in moderation with one another. I strive to use formal and informal forms of assessment. As stated in my teaching philosophy, I believe in the importance of parents being involved in their child's learning, and therefore I always strive to keep parents updated in regards to the progress of their child, when possible. I try my best to report to parents when students perform well in order to encourage positive reinforcement.
As stated in my teaching philosophy, I greatly value the involvement of the whole school community in the education of the students. I strongly believe, therefore, that strong professional relationships between teachers, students, school staff and families, need to be established.
A vital part of creating a supportive classroom is making sure that every students' voice is heard and valued. I found an effective way to do this was to hold class meetings in which every student had a turn to speak when holding the ball, and was free to voice their thoughts and feelings about the past week. I always remind the students of the importance of respecting each others views and opinions.
This opportunity to communicate with each other was an important part of building trusting relationships within the classroom, and also helped the class to discuss appropriate behaviour at school and fair consequences for bad behaviour. Students thereby became more responsible for their own actions as they became accountable for their choices.
Throughout my teaching experiences I have come to see the necessity of consistency when establishing good classroom management. I found that when I was consistent and fair with the class expectations, the students responded well as they knew exactly what was acceptable.
Positive reinforcement is essential in creating an engaging class, along with encouraging desirable behaviour.
"You have been following the whole school process well. I like the way you are using positive reinforcement to encourage and engage children. This worked particularly well with a few children in the class" - Beck McGill (Mentor Teacher)
Learning goals for each student should be individualised, based on the their varying needs and abilities.
Verbal and non-verbal communication
"Kate has continuously engaged students in regular reflections to find out how they learn best, what they have enjoyed and how to further their own learning. She has used formal assessment modes to create focus groups and drive her planning. Kate has questioned students throughout lessons to assess their understanding and guide individual students"
- Beck McGill (Mentor Teacher)
"Sharing time" is an important form of assessment that I use in the classroom. Students assess their own learning and share their new found knowledge with the rest of the class
I strive to provide immediate feedback to students when possible so as to ensure that their reflection on their learning remains relevant.
I strongly believe that students should be part of the goal-setting process in order for them to take ownership of their own learning journey. Students should also be guided in measuring their progress and positive reinforcement should be given when achievements have been made.
During my placement, students' goals were written, displayed, and regularly revisited to help students stay on track.
Students were able to colour in a goal each time that they reached a milestone to help them visualise their progress.
Classroom management is an important aspect of effective teaching and learning.
Effectively communicating the classroom expectations to students is essential in achieving desirable classroom behaviour.
I strive to always explain my expectations to the students before they move off to their tables.
Additionally, I display visual representations for students and I to refer back to. When student behaviour begins to dwindle, I simply ask students to look at the representation and be reminded of expectations.
"Kate attends team meetings and professional development sessions and contributes on a regular basis" - Beck McGill (Mentor teacher)
"Kate attended a range of Professional Development sessions during her time at Timbarra. She regularly shared and built resources with the Year 1 team. Kate Continue to critically reflect upon her own lessons and discussed how she may improve her own teaching"
- Beck McGill
"Kate has attended all staff and team meetings including a curriculum day and PD workshops"
- Chris Powers (Mentor Teacher)
"You listened to feedback provided to you throughout the week and were very flexible when things had to be changed"
I have had the privilege of consolidating my professional relationships with staff, parents and students through private tutoring.
By tutoring students between grades 3 - year 10 I have been required me to be in regular contact with parents and teachers. Each week I provide parents with updates on the progress of their child and work closely with both parents and teachers in helping each student achieve to their best potential.
"Kate has continued to build on her relationships with students, parents and staff. She makes herself approachable to students, parents and the school community"
- Beck McGill
"She developed an excellent rapport with students and teachers at BLPS" - Leonie Brown (Mentor teacher)
"Kate has shown the ability to establish an excellent rapport with many constituents including students, administrators and staff" - Robert Kelly (Mentor teacher)
I strive to not only build my
professional relationship with my mentor teacher,
but also with all members of the school community. I was able to achieve this my participating in activities across the whole school. These included: Grade 5 camp, Senior School Athletics, Grade 3 & 4 Healesville Excursion, Grade 1 Zoo Excursion, Grade 1 Swimming, and many more.
Participation in special school events is another valuable way to engage with all members of the school community.
In my attendance of the Family Maths Night that was run by my placement school, I was able to see the importance of participating in such events, as it provides opportunities to further develop professional relationships. It also proves to the students that you are dedicated, as their teacher, to make a difference.