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Transcript of Teaching Portfolio
Standard 2: Know the content and how to teach it.
Standard 5: Assess, provide feedback and report on student learning.
5.1: Assess student learning.
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
I have used many different forms of assessment in my teaching placements. These include informal and formal. I have also used group assessments, peer assessments and individual assessment. I have observed the children during lessons to gauge interest and make relevant changes. Formal assessment is useful in terms of plotting growth and development by seeing changes and achievement over time against criteria. Formative assessment such as encouragement, support and feedback has been used more than summative in my placements as the children are young. The ACARA website is useful to see where students are at in terms of where they need to be. The exert below shows my method of verbal and non verbal feedback.
I have also learnt that when looking at children’s work being kind, being specific and being helpful are the most important things to remember. There is little use in telling a child 'good work'. They are not learning from this feedback.
At Nairne Primary School if the students do some really great work, they can go and show
the principle or deputy principle. The image to the left shows some feedback from the principle on one of the
students work. Below is an exert from my journal which shows how I try to always be attentive to students learning.
Evidence of Addressing the National Professional Standards at a Graduate Level.
Standard 1: Know Students and how they learn.
1.1: Physical, social and intellectual development and characteristics of students.
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2 Understand how students learn.
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3: Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4: Strategies for teaching Aboriginal and Torres Strait Islander students.
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
I understand that teachers need to be aware of cultural differences, conduct research into those cultures present in their classrooms, and include all students equally in learning activities.
I have incorporated indigenous songs, videos, history, dance and drawings into my teaching at Nairne Primary School. This supports inclusion. I acknowledge that students who are Aboriginal and Torres Strait Islander are entitled to NEP and extra support.
1.5: Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities
Teaching the R-2 class at Nairne Primary School has helped me to develop skills in meeting learning needs across a full range of abilities. Lessons have needed to consistently have options easy enough for a beginning reception and challenging enough for an gifted year two student. Giving support to students who need it and extensions to those who want to go further has been a very important part of my work at Nairne Primary School. it has been important to have many different entry and exit points in lessons.
1.6: Strategies to support full participation of students with disability.
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
I understand that The Commonwealth Disability Discrimination Act (1992), the Disability Standards for Education, (2005), and relevant State legislation set our legal requirements in relation to discrimination or harassment on the grounds of disability.
I understand that as a teacher, I will need to negotiate and create learning plans and outcomes for students with disabilities so they have access to the curriculum and opportunities for success.
Every student needs to be accommodated within the classroom and offered the best opportunities to learn. This may include using tools such as a microphone for a deaf student or learning charts to help with poor memory skills and access for students with physical disabilities. During my placement at Nairne Primary School I have worked with children with learning difficulties including ADHD and Aspergers Syndrome. The teaching of both of these students has involved using strategies within the classroom. I also worked with a girl with cystic fibrosis who needed medication and was regularly visited by a physio in a section of the classroom.
2.2: Content selection and organization.
Organize content into an effective learning and teaching sequence.
At the beginning of my ten week teaching placement, I decided to focus on Spring as an underlying theme for a unit of work. I could teach science, maths, english and history within this theme and planned numerous lessons surrounding Spring. When I began teaching, however, I realized that teaching surrounding all of the seasons made more sense and it was also still winter when I began. We read books about all of the season, discussed and wrote what we liked about all of the seasons, made posters about all of the seasons, took an excursion both in winter and spring to see the differences in the environment at the park we visited, made daffodils and discussed and undertook maths lessons surrounding weeks, months and days in seasons and how many seasons in a year. At the end I assessed the children on what they remembered about seasons. To do this I asked the children to fold their pages into four, the receptions to draw something about each season in the sections and the year ones and twos to write as much as they could about each season.
2.1: Content and teaching strategies of the teaching area.
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
My science teaching surrounding birds nests, birds and other living animals, has been influenced by the Steiner Education System and a main lesson which is taught during year two curriculum at the Mount Barker Waldorf School which surrounds birds and nests. It has also been influenced by the Primary Connections teaching model: Engage, Explain, Elaborate, and Evaluate. Science lessons should be stimulating, include hands on activity and apply to the real world.
These images show some of the birds nests the
Below is an exert from my reflective journal surrounding the work on birds we did.
Yesterday I read the children a story called ‘Mr and Mrs Bird Build a Nest’ before asking the children to pair up. We headed to the forest and in their pairs the children made nests. They really got into the activity and I was impressed with how well the children did, some even making sides on their nests and one boy making his in a tree. After about twenty minutes, the children shared what they had made with the rest of the group and then we headed back to the classroom. Rob and I had both brought nests in to show the children and we discussed these with them. They all had a lot to say in the discussion and seemed very excited about it. This was further established today, when a boy, (the one with Asperger’s Syndrome who does not engage as easily as some), brought a nest in he had found. When I was on duty I saw that many of the children in the class, and even some from other classes, were making birds’ nests.
It is also important in mathematics, just as it is in all subjects, to engage and use multimodal teaching methods. The photos below show two lessons on time and some of the different methods used.
2.3: Curriculum, assessment and reporting.
Use curriculum, assessment and reporting knowledge to design learning sequences and lessons plans.
My unit and lesson planning have been based around the ACARA Curriculum Framework. This framework has helped me to design and select teaching content and to understand expected goals and outcomes.
I have used various methods of formative and summative assessment and have made sure all written and verbal feedback is kind, specific and helpful. undertaking the course assessment and reporting has helped me to realize that assessment and reporting are very important and are strongly linked. Below is an image of a lesson I taught at mount barker primary school where they worked in groups. The groups marked their own work in this activity.
2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.
I endeavor to always respect and understand Aboriginal and Torres Strait Islander people and to promote reconciliation between Indigenous and non-indigenous Australians.
I agree with the view of ACARA, that the teaching of Aboriginal and Torres Strait Islander cultures is relevant to all learners and is important to Australia's national identity.
In the course ETL421 we were asked to design a teaching activity. As you can see by the one I designed, including Indigenous and Torres Strait Islander culture in my teaching is important to me.
Teaching Activity: Local Indigenous Project.
The teaching activity I have designed helps students explore Indigenous culture from a local perspective (Finnis et al, 2013). The activity will include a visit from an Aboriginal elder and other members of the Peramangk, (Adelaide hills), tribe (Finnis et al, 2013). After introduction, several local dreamtime stories will be told by the Peramangk elder. After this the elder will provide students with an overview of the Peramangk tribe before English settlement including tools they used, what they ate, where they lived, and the significance of sacred sites such as the Mount Barker Summit or ‘Pwakkenbak’ (Finnis et al, 2013).
The Indigenous visitors will follow the stories by performing indigenous music and dance which incorporates the students joining in (Finnis et al, 2013). After the visit, there will be time for class discussion as well as time for students to ‘think, pair share’ (Teaching ESL Students in a Mainstream Classroom, 2014). Students will also be allocated time, for the following day, to begin their poster surrounding the Peramangk people. This will include drawing and writing and will be assessed. The children can ask questions as they worked on their posters and there will be multiple books in the classroom surrounding Peramangk history.
During my ten week placement, I have been focusing eight lessons on indigenous australians. Here is an exert from my diary.
Today I read the children two dreamtime stories before they worked on their indigenous posters. The posters have eight sections and when they are complete the children will have time to work on a presentation before presenting their work. I am very happy each time to see how interested the children are in the stories, each captivated and looking at the pictures which is not always the case or an easy task.
2.6: information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
The Jolly phonics program helps students to engage in learning. Many students engage with the program and the songs and below I have included two images of some work by a year two and a reception surrounding Jolly Phonics.
During the indigenous poster sessions I used some e-books and youtube stories, songs and aboriginal dances which gave the children a wide range of ideas for their posters. After watching and listening, they could decide what they would draw and write about in the section of their posters.
Standard 3: Plan for and implement effective teaching and learning.
3.1: Establish challenging learning goals.
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
For my ten week teaching block, I organised a variety of learning plans which consider diverse abilities and support areas of strength within the group.
This image shows an activity surrounding measurement that I was lucky
enough to take only the year twos for. I was able to challenge the year twos
in this activity
3.3: Use teaching strategies.
Include a range of teaching strategies.
Some of the teaching strategies I use in the classroom include direct teaching. explicit, teacher delivered instruction to introduce key concepts, brainstorming, group work and positive discipline. I also use visual aids, limited floor time, movements in between lessons and older and younger children working together.
I have also been concentrating on building relationships with students. Below is an exert from my teaching diary.
I have been learning some valuable lessons in my first two days of my final placement. I have learnt that being there for the children is more important as a teacher than meeting a specific curriculum outcome. If you are there for the children, your relationships are able to build and trust and honesty bring with them better learning outcomes.
The exert below further shows strategies I have used in the classroom.
After speaking to both my mother and father last night who have both been primary school teachers for over thirty years, I have come up with a few positive ways of disciplining the children rather than repeating myself and becoming sick of the sound of my own voice. For example, making pack up like a game...'Wow, Sally look how much you have packed up! Great job' etc. I was also reminded to always follow through with what I say is going to happen as otherwise the children loose respect. Giving children attention for doing the right thing rather than when they do the wrong thing is another strategy I have adopted.
3.4: Select and use resources.
Demonstrate knowledge of a range of resources including ICT that engage students in their learning
I have used a range of resources in my teaching. Examples include:
Youtube educational songs.
Indigenous dance videos.
Indigenous history videos.
Pinerest. (Many online resources for teaching, for example games, worksheets, banner ideas etc.
Teachers pay teachers. Educational resources.
Relief teaching ideas group on facebook.
3.5: Use effective classroom communication.
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
In the classroom, I use a range of verbal and non-verbal communication strategies to support student engagement.
Using a clear voice.
Giving short, clear instructions.
Having the children practically involved in the learning experience (for example drawing a large clock on the carpet with chalk and having the children be the hands).
Brainstorming ideas before the children write about a specific thing.
Positive body language.
Positive reinforcement of good behavior.
3.6: Evaluate and improve teaching programs.
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
I have had the opportunity to observe and communicate with many teachers at Nairne Primary School. This has helped me to evaluate and get ideas surrounding my teaching. Working with mentor teachers has also been a great way to evaluate and improve teaching programs. Both Evonne and Rob have been fantastic in giving me feedback on my teaching. I understand that sometimes teachers are observed and evaluated in order to improve their teaching practice. Professional development can also help teachers to evaluate their own teaching programs from different perspectives and in different areas. Student feedback about teaching can also be very insightful. Assessment also helps evaluate what the students have learnt from a program and what areas need work. Journalling and reflective practice helps to realise where improvements can be made. Noticing if the students are engaged and if not asking yourself, why this could be? is also very helpful. Auditing, planning and teaching against curriculum standards and realising, within a lesson, when to change direction are also important strategies. Perhaps the students are not engaged or do not understand the content you are trying to relate.
There are many strategies that teachers can use to improve student learning. Below is part of my assignment for assessment and reporting which touches on how assessment and reporting can help teachers evaluate and improve teaching programs. By regularly checking students work and undertaking formative and summative assessment, a teacher can see what students have learnt and which areas they haven't picked up on. From doing this, new methods for teaching in the areas which haven't been learnt by some or all of the class can be developed.
Before beginning this course, I was unaware of how vital assessment and reporting are to student learning. Now I understand that assessment is how we as teachers monitor the student learning progress and gain insight into how individuals within the classroom are performing. Reporting then makes the results available to other interested parties (Brady and Kennedy, 2009).
Student feedback is also very important for improving teaching programs as is using current and up to date resources. Below is an exert from my reflective journal.
Through readings and speaking to other teachers, I have picked up on some methods of improving teaching programs. If children are struggling to grasp ideas, I have developed an understanding that using reflection can help to improve their learning. Giving them time to improve their first attempt can be beneficial and serve as evaluative information for the teacher. Speaking to colleagues and seeking input is another important resource for improving teaching programs. Also, asking yourself after the program, did the children enjoy it? can be very helpful in developing further methods of engagement.
Standard 4: Create and maintain supportive and safe learning environments.
4.4: Maintain student safety.
Describe strategies that support students well being and safety working within school and/or system, curriculum and legislative requirements
During my teaching placements I have been very mindful of my duty of care as a supervisor of children.
During my placements I have sent children to the office if they are hurt in any way. during yard duty I have also been very conscious of any unsafe behavior and immediately put a stop to it. I also paid attention to any adults entering the school yard.
I have also made sure to be aware of school regulations in terms of what can't be eaten (e.g nuts etc) and any allergies in the class.
During yard duty times I administered band aids and sent students to the front office if further care was needed.
I have also undertaken the responding to abuse and neglect course.
4.5: Use ICT safely, responsibly and ethically
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
ICT including computers, ipads and the internet are important parts of students learning. They are used both at school and at home. ICT skills are vital to the future of students learning today. It is important that ICT be used safely, responsibly and ethically at all times.
Issues related to ICT include:
Being safe and vigilant online.
Communicating with people.
Online etiquette and effective communication.
Other people using the internet unethically.
Respecting the work and intellectual property of others.
Checking ICT to be used in lessons first.
5.2: Provide feedback to students on their learning.
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
I have learnt how important it is to provide students with timely and appropriate feedback. It lets the students understand what they have done well and where they could improve next time. Feedback helps students to strive for improvement and motivate them for further success. Sometimes it is good to think outside the square with assessment. Here is an example of an assessment I did.
When I asked Rob about doing a test about seasons with the class, he suggested using a more open idea. I asked the students to fold their paper into four parts, the receptions to draw something about each season and the year ones and twos to write as much as they could about each season in the separate boxes.
Below is an expert from my assessment and reporting assignment expressing my understanding of the importance of feedback.
Through readings associated with the course, I have discovered that feedback is one of the most powerful influences on learning and achievement. This impact can be either positive or negative (Hattie and Timperley, 2007). I have also learnt that the most effective feedback provides students with information about the task and how to do it more effectively (Hattie and Timperley, 2007).
5.3: Make consistent and comparable judgements.
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of students learning.
I understand that it is very important to make consistent and comparable judgements. I was lucky that while I was undertaking my ten week placement, the teachers had a PD day surrounding marking. The image below shows the results of our tables brain storming session. It was a very interesting morning and definitely beneficial. I have also been shown rubrics for marking and how they work and use both my professional training and best judgement to provide fair and helpful feedback and marking.
5.5: Report on student achievement.
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of students achievement.
From undertaking assessment and reporting and from undertaking placements in classrooms, I understand there is a range of strategies for reporting to students and parents/carers and why it is important to keep accurate and reliable records of students achievement.
Mid year reports.
End of semester reports.
End of year reports.
Formal parent/teacher interviews.
Agreed appointments with parents about student learning.
Standard 6: Engage in professional learning.
6.1: Identify and plan professional learning needs.
Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in
identifying professional learning needs.
The National Professional Standards for Teachers is a way of establishing standards and expectations around teacher knowledge, practice and professional development. It is also a way for teachers to develop goals, areas to improve, progression and to aim towards standards of a Highly Accomplished or Lead teacher.
Completing teaching placements and this final teaching portfolio against the standards has been very helpful in terms of identifying what I have learnt and where to next. As a graduate teacher, I believe all areas of teaching need to and will improve with time. I am particularly eager to improve in areas of curriculum knowledge, disciplining the children and always engaging the class no matter what I am teaching.
6.2: Engage in professional learning and improve practice.
Understand the relevant and appropriate sources of professional learning for teachers.
Participating in both a professional development day surrounding marking and a Kathy Walker Workshop at Nairne Primary School were both highly beneficial to my learning. These days both involved a wealth of knowledge being shared, teacher input, discussion and overall lots of learning.
Today I was lucky enough to be included in the Kathy Walker workshop with the rest of the R-2 teachers. It was interesting and I especially like the idea of having a focus child or three who are different every time. I think it is easy as a teacher to focus on the ones who come to you rather than seeking out those who don't get the attention they may need but not seek out.
It was great to attend and seeing how the discussion worked and was very free with the teachers was a great experience.
I am aware of other sources of professional learning for teachers such as websites and organisations, for example teaching union and www.aitsl.edu.au.
Other teachers are also a fantastic resource and many have a wealth of experience and knowledge. I have noticed in teaching that people are very willing to share ideas and resources which is invaluable for a beginning teacher and I am very grateful for this. I also hope to seek further mentoring in my career.
Below is an expert from my teaching journal.
Rob has come up with the fantastic idea that I visit other teachers’ classrooms. I have found this really helpful in guiding my own teaching style, gathering resources and learning from a broad range of people and techniques and or theories used. One teacher uses the Kathy Walker teaching method in her teaching and I was lucky enough to visit a very experienced teacher today who was teaching Jolly Phonics. This really inspired me and I will definitely use this as a learning tool. Another teacher told me she has the resource and is willing to share it with me which is very kind of her, I think sharing resources is extremely important for teaching and teachers.
6.3: Engage with colleagues and improve practice.
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
I have been very lucky to have mentor teachers during my practicums who have been supportive, honest, encouraging, helpful and knowledgeable. I have received feedback both verbal and written from my mentor teachers and it is clear from the feedback that over the course of the graduate diploma of teaching and learning my skills and techniques as a teacher have improved. I have done my best to take on all constructive feedback and to work on improving my practice as a teacher. I have asked many questions of my mentor teachers in areas I have found challenging and used their wealth of knowledge as a very useful resource. I have also had the opportunity to work with many other teachers at Nairne Primary School and been able to seek ideas, feedback and techniques to improve teaching practices. Below are a few examples of written and verbal feedback which show how I have striven to apply feedback in order to improve practice.
This is some feedback closer o the end of he teaching practice showing further improvements.
I was very happy today when Rob gave me the feedback that I was starting to look like a real teacher. He further emphasized the point by asking the whole class how I seemed as a teacher, to which one said 'like a normal teacher'. When he asked who agreed, the whole class put up their hands. Ya, that is fantastic! I replied. I feel like I am really getting somewhere now...
I taught a maths lesson surrounding the five times tables and Rob told me after that the lesson was in the top few maths lessons he had ever seen taught. He said the children were engaged at all times and many of them moved through three or four different activities. I enjoyed the lesson too, which helps the children engage with the content. They are still all very excited about nests and many had stories to tell today about birds and nests.
Singing was also successful today with the children really getting the actions, their voices and their places in rows sounding and looking good.
Rob asked the kids if the maths lesson I taught was any different to the ones he teachers to which they relied no and when he asked what about singing they said yes. One boy said because he can’t sing.
Today I received some positive feedback surrounding my teaching. I was told that currently I would be able to undertake TRT work by my mentor teacher. He also said that with a bit more curriculum knowledge and classroom management skills I would be able to be a classroom teacher.
Standard 7: Engage professionally with colleagues, parents/carers and the community.
7.1: Meet professional ethics and responsibilities.
Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
I have read and understand the Code of Ethics for the Teaching Profession in South Australia, located at:
Teachers must hold as core values INTEGRITY, RESPECT and RESPONSIBILITY. Within my teacher I continually strive to uphold these core values.
During my practicums I have demonstrated integrity by:
Being trustworthy, being honest, using my journal to reflect and improve my practice, making moral judgements, starting days as if new with no prejudices, being kind, being fair, being open and using my best judgement in trying situations.
I have demonstrated respect by:
Paying attention to others, listening to what other teachers have to say, modeling positive behavior and respecting all of the students in my class no matter what ability and background.
I have demonstrated responsibility by:
Being consistent with the children, attending school each day at least half an hour before school starts, attending all staff meetings, improving my teaching practice to the best of my ability by taking on feedback and comments from mentors, other teachers and the students and being mindful of the well being of students,
I am always mindful of the code of ethics and aware of legalities as outlined by the Australian Teachers Registration.
7.2: Comply with legislative, administrative and organisational requirements.
Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
I understand the relevant legislative, administrative and organisational polices and processes required for teachers according to school stage. The key legislation includes:
Teachers Registration and Standards Act, which states I must be assessed to be fit and of appropriate character to be a registered and practicing teacher.
Child Protection Act, which states I am obliged to work to keep children safe and report any concerns. I have completed the mandatory reporting course.
As a teacher I am also required to take on any OHS responsibilities to protect myself and other staff and uphold the philosophy of the school I am working in.
I am also familiar with late slips, online roll call, writing letters to parents, head lice procedures and forms, excursion procedures, forms and money, weekly newsletters, list of weekly meetings and important announcements for teachers, maths tracking, marking, and some knowledge in terms of report writing.
I also have experience with duty of care relating to well being safety policy and I have a first aid certificate.
7.3: Engage with the parents/carers
Understand strategies for working effectively, sensitively and confidentially with parents/carers.
During my practicums, I have realized how frequently teachers are confided in and have been part of many conversations of a sensitive nature concerning students. I understand how important it is to keep the matters discussed confidential because they are often matters which are private. I understand it is important to be open to parents and for them to feel safe speaking to the teacher about any issues concerning the children. It is important to gain the support and respect of the parents so that collaborative work between school and the home can take place.
I have learnt that it is important to always be honest with parents but to also be tactful in how information is communicated.
7.4: Engage with professional teaching networks and broader communities.
Understand the role of external professionals and community representatives in broadening teachers' professional knowledge and practice.
I understand that external professionals are a useful resource to develop knowledge and practice for students. An example of this is in regards to students with special needs. During my teaching practice at Nairne Primary School I worked closely with a child with Aspergers Syndrom and one with ADHD. During this time I read many articles surrounding the two areas as well as speaking to others who are specialists within the areas. These include social workers, long time teachers and doctors.
Seminars and training help to engage with professional teaching networks and broader communities. For example, attending a training session at Lobethal Primary School helped me to discuss ideas with other teachers, develop relationships and engage with teachers from the main school of network of the Nairne Primary School.
My teaching philosophy
The course ETP420, Teaching and Learning 2/Child and Adolescent development, has helped me gain knowledge and understanding surrounding cognitive development including in children with learning difficulties. I have applied this understanding to creating safe and secure classrooms in my placements, implementing fruit snack each morning and sorting out social issues between children. I understand that children lean differently and thus using different methods to teach the same lesson is important in the classroom.
I have also used methods of behavior management to encourage the learning of all students. For example, having students who struggle to learn sitting closer to the front and away from distractions.
Katrina Board, S259684
3.6: Evaluate and improve teaching programs.
Demonstrate broad knowledge of strategies that can be used to evaluate teach
The below exert from my assessment and reporting assignment shows why keeping accurate and reliable records of students achievement is important. In terms of summative assessment such as reports, accurate records are very useful.
I have also developed understanding through this course that It is very important that the results of assessment accurately reflect where students are in their learning. This way teachers are able to provide other teachers and parents/carers with reliable information about their children. It is the job of the teacher to make sure common assessment errors don't occur in their teaching (Brady and kennedy, 2009). I have developed an understanding that each teacher has a different way of undertaking assessment and reporting. There is no one correct way and as long as the student is learning, developing and focused on their own achievement, the teacher is on the right track (2009).
Some methods of reporting to students and parents/carers include reports, exams, tests, feedback and interviews. There are many other in which things are reported to students. Everyday students receive feedback from teachers, both written and verbal. As teachers get to know their students, which is a vital aspect of teaching, they learn where students are at in their learning and can recognize changes, growth and patterns of learning.
3.2: Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
I have used planning, structure and sequence in the development of learning programs. An example of my planning can be seen in the pink image below. The other image shows one of my learning
management plans from which I developed lessons which would
challenge all of the students in the class.
2.5: Literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
Through the Graduate Diploma of Teaching and Learning at Charles Darwin University, I have discovered many literacy and numeracy strategies. I have used Jolly Phonics and many other means of teaching literacy in the classroom and used a variety of strategies to teach numeracy. Below are some images surrounding some different literacy and numeracy lessons which I have taught.
4.1: Support student participation.
Identify strategies to support inclusive student participation and engagement in classroom activities
There are many strategies to support inclusive student participation and engagement in classroom activities. Strategies I have used include:
Safe and secure environment. This image shows a section of the classroom after we rearranged it according
Reminding students to be kind. to the Kathey Walker philosophy.
Well placed desks.
Students work on walls, colorful displays.
Use of computers, ipads, and big books.
Fitness and play resources available.
Virtues on the wall.
Charts on walls surrounding learning areas. This image shows some of the virtues
Fruit snack. on the classroom wall.
Stories about idea/theme of lesson.
4.3: Manage challenging behavior.
Demonstrate knowledge of practical approaches to manage challenging behavior.
Providing a positive classroom environment where their is minimal stresses and distractions are helpful methods for managing challenging behavior. Activities and transitions also need to be smooth and well thought through in order to not loose the attention and focus of children. Short action based activities between lessons helps energetic students to use some energy then refocus.
Once again, building relationships is key here. Keep those who are well behaved close and those who are not even closer is a saying Rob, my mentor, has taught me which makes a lot of sense. Trust, respect and feeling valued are all important for students learning. Patience and compassion as well as starting each day fresh with no grudges held from previous experiences are all important parts of teaching. Rob pointed out to me once the importance of beginning each day with a clean slate and understanding that generally children naturally do this. Understanding relationships between students, with their parents and what is going on at home can also help to understand and manage behaviors. Sometimes medication is required and being aware of the signs in students that it is due is also important. Three warnings and you are out can be useful in very disruptive situations as can sending students to principles or buddy classes and speaking to parents.
4.2: Manage classroom activities.
Demonstrate the capacity to organize classroom activities and provide clear directions.
I have developed my skills in order to manage classroom activities and transitions between lessons and classrooms during my practicum. I have planned lessons and transitions carefully in order for as little disruption as possible. I have also allocated appropriate time for activities and pack up. I have taught noisy and messy lessons which I have worked hard on to understand why and what I can do to eliminate issues.
Our work on the season posters in an example of when children worked individually to create a team picture and where clear instructions created engagement. After children finished their part of the poster, they had the option to make another item for the poster or to move onto read, write, trace or draw. The following day children worked on writing what they like about the season we worked on that day. Examples are below. I have also included some images of other weather related lessons which we undertook.
6.4: Apply professional learning and improve student learning.
Demonstrate an understanding of the rationale for continued professional learning and the implications
I understand how important it is to continue professional learning to improve student learning as a teacher. Professional development should continue the entire teaching career and being involved in learning sets an example to students who are learning as well as continually improving teaching practice. With the continued growth of technology today and with more ideas surrounding teaching everyday it is important to stay up to date with the latest methods, philosophy's and technological changes.
From National Professional Teaching Standards Overview, AITSL
'As stated in the National Partnership on Improving Teacher Quality3 and the Melbourne Declaration on Educational Goals for Young Australians,4 improving teacher quality is considered an essential reform as part of Australia's efforts to improve student attainment and ensure it has a world-class system of education.'
Here is an example of one of the areas of the classroom at Nairne Primary School which was set up and changed to correlate with
the Kathy Walker learning approach which we discussed previously during a professional development
This image shows a picture of filling a bucket with positivity. I first read the called 'how to fill your bucket' before the children
wrote messages to fill a large bucket. I was able to apply the idea of teaching lessons with messages of positive
psychology after talking at length about it with my Mentor teacher at Mount Barker Primary School.
3.7: Engage parents/carers in the educative process.
Describe a broad range of strategies for involving parents/carers in the educative process
Taking work home creates a link between the classroom and the home and gives insight to carers and parents about what their child is learning. In the classroom at Nairne Primary School they have a 'take home box' where children put anything they have made during the day which they would like to take home. Inviting parents and carers to come into the classroom in the morning for reading and to any performances their children do also helps engage parents/carers in the educative process. Being accessible to parents to talk about any issues, concerns, ideas, questions they may have is also very important. For example, I have been involved in several spur of the moment meetings with Rob and parents surrounding their children. Email is also a useful way to communicate with parents. Asking for parent involvement in excursions and activities is also a way of connecting with them.
Below is a note I wrote for the children to take home to their parents surrounding a song I taught them and another one explaining the house project we did and asking for any donations of materials.
These posters were made by the R-2 class at Nairne Primary School. They were made to be used as part of a peace parade at the school. When we made the banners we spoke at length about peace, what it means to be peaceful and what it means to not be peaceful.
Mentor Feedback 'Today when I came into the lesson, I saw 100% engagement'. (Reference to spring poster lesson). 'The lessons on seasons are a really great learning idea'.
Vygotsky’s theory describes children between the age of three and seven as being in the ‘zone of proximal development’ (Berk, 2009). This means that with the help of adults, they are able to reconstruct their thoughts, beliefs and morals. This is important for teachers to understand.
Below is an exert from my ETP420, child and adolescent development, assignment. For this assignment I looked at many theories relating to how students learn.
In the classroom, I consistently strive for the inclusion of all students. To do this I make sure I constantly make connections to the world outside the classroom and use tactile learning methods for greater engagement. Below is an exert from my ETL411, curriculum through literacy assignment which shows understanding of teaching strategies which are inclusive.
The class I teach has thirteen girls and ten boys in it. Although some of the students complete their work quickly and easily, others struggle to understand the tasks presented and need some extra attention. I have two female students in my class who are from Japan. They are not fluent speakers of the English language and struggle to grasp some of the lesson content. I also have a male student in my class who has Aspergers Syndrome. The student has some communication and social issues and struggles with some aspects of subjects (Coulter, 2005).
In order to address diverse learning styles, as is applicable in my year three classroom, Kalantzis and Cope point out that it is important to use multimodal teaching (2012). Multimodal meaning-making is the expansion of literacies as plural and is the foundation for multiliteracies (Kalantzis and Cope, 2012, p.177).
This image shows tactile learning in the classroom. The instruction was make a pattern of five in pairs, this is the work one pair created. This task lets the students touch, see, create and be involved in learning about groups of five.
Today I began working on individual posters with the children. The posters surround Aboriginal culture and will have eight sections. They have all done some great work and enjoyed doing it. After the eight sections, to be created in eight different lessons on dream time stories, history, dance, music and art, the students will present their work.
Below is an exert from my teaching journal which shows the focus on Aboriginal culture which I incorporated into the classroom during my ten week teaching placement.
The images here show the outcomes of a lesson on groups of five. These students were asked, after creating a pattern of five, to make the five times tables with the materials they were using.
These images show the four season posters we made and the assessment paper of one child.
This book helped me to learn and understand
the importance of assessment and reporting.
Rob gave me some great feedback the other day when I was teaching a lesson which got a little loud and resulted in me telling the kids off. He said I need to work out my boundaries and right from the start tell any kids off who step out of the boundaries rather than letting a few things go. This is great advice and I will use it in the classroom from now on.
I spoke to my dad about a few children in the class. He said they are doing the disruptive things they do for attention so maybe just ignoring them at times might be the best solution. He also said that when someone tells on another, which happens many times, he received advice a long time ago that asking 'what would you like to happen now' can really help. Often it will be an apology and then the day can move on into the future rather than dwelling in the past. It is very hard; some of the time, to work out what actually happened so I really like that idea.
5.4: Interpret student data.
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Assessment can identify student achievement against curriculum outcomes as well as students learning strengths, weaknesses and where improvement is needed. I use lesson outcomes to adjust my teaching and identify areas of strength and weaknesses also. There was one lesson I was teaching and when I realised early on that the children were not engaged in the learning, I was able to change tactics to create more interest and thus leaning.
I have had some experience with reading tests, maths tests and writing tests. From these I am able to see how teachers can see where students are struggling and which areas need to be focused on.
I have also used the method of brainstorming before, during and after lessons or part way through a unit of work to see what the children know about a topic. From this I am able to make necessary adjustments to my teaching.
This image shows a classroom of a friend which I visited. This helped me to gain ideas and resources, I took many other photos also.
My teaching philosophy has developed over the course of the Graduate Diploma of Teaching and Learning. I have been lucky enough to have brilliant mentor teachers who have helped me to develop and learn as a teacher and to form my teaching philosophy.
I became a teacher because I love working with children and am passionate about helping them learn. I teach making connections to the children's world and believe in multi-modal learning. I try to always teach lessons which engage the children and an understanding of the standards has helped me to plan relevant and interesting lessons.
I believe that in order to impact on student learning, the key ingredient is building relationships with the children and getting to know them. I also believe it is important to research and gain understanding of any learning difficulties and cultural differences within the classroom in order to plan lessons which best fit the group being taught. Knowledge, patience, boundaries, flexibility, discipline, strength, availability, reliability, compassion, consistency, intuition, enthusiasm, encouragement and the ability to start each day fresh with no pre-judgements are all important skills for teachers. As my mentor teacher Rob taught me, children start each day fresh and it is important for teachers to do the same. In terms of feedback, I have also learnt that being kind, helpful and specific are important aspects of helping children's motivation to learn grow.
I had a reception come to me today and tell me she knows her five times tables. I asked her to show me. She got all the way to 105 before stopping :).
The children performed the song do re mi in the assembly and they did a great job. Of course a few were not singing and at one point the timing was a bit off but all together it was really good work from them. I think they enjoyed it too. I got some positive feedback from other teachers about the performance - it was really good and well done etc. They also reassured me that they could hear the children.
The image below shows the song we sung, changes we made and the scale the students learnt.
The mentor feedback below from Rob Lees at Nairne Primary School, shows my ability to engage the students in intellectual development.
This is a photo of one of the final posters which the children created.
After doing their five times tables in pattern form,
I asked those who had finished to write their five
times tables in their maths books, as the image to
the right shows.
Image of self evaluation.
The image to the left shows a sheet I used to help students plan the narratives what they wrote after. The other three images show some lessons on money and counting which I taught the students at Nairne Primary School.
Another thing I decided to teach the children was a song. I began by teaching them parts of the song then putting them together. Over numerous lessons the children memorized the song and actions to go with it. Below is an expert from my teaching journal.
The images below show observations in winter
and in spring from an excursion to the same
park in both seasons.
Year two work to the left, reception to the right.
I also undertook a unit of
work on building and one
on 3D shapes. When we drew houses and built
them, as displayed in these images, we were able to explore both building and 3D shapes.