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My Teaching Journey

My journey to becoming an primary educator
by

Kathryn Price

on 29 October 2012

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Transcript of My Teaching Journey

"EVERY CHILD no matter their race, gender, socio-economic status or intellectual ability has POTENTIAL and PURPOSE within them. Each child needs someone to come along side them so they can DEVELOP their potential, DISCOVER their purpose and begin to BELIEVE they can achieve it. I want to be that person." My Teaching Journey Planning /assessment Do not use a red pen - it insights fear and anger, why not use a different pen and see what a difference in the students responses are. REFLECTION A love of the performing arts is something that i will use within my classroom to engage the students as well as allowing them to discover and explore their passion and potential other than academically.
* I was a main character in my school musical "The Boyfriend" in 2007
* I also just completed a dance unit at Deakin University which has aided in my integrated the arts, specifically dance into the curriculum
* Work with the creative drama team in Kidspace Who am I? My teaching philosophy: * A leader in my church primary school program for 7 years: organizing activities, dramas, connecting with and teaching students

*House Captain in year 12: organizing teams for sports days, organizing about 150 students into a house drama and dance. Attending school leadership meetings, helping run assemblies and having our say on school decisions.

* Being part of a team who organized the presenters and the timetable for Professional Development week in 2012.

* Lead "Student Life" on the Deakin Warrnambool campus for 1 and a half years: Involved liasioning with DUSA staff, organising events and co-leading a group discussion each week.

* Experiences and leadership SOUTHERN CROSS KIDS CAMP 2 years in a row: a week with abused and neglected children, giving them a positive experience and escape from their lives. As a buddy I focused on one child all week - making sure they have a fun week where they discover their worth and hopefully learn that they can trust some adults. Connecting with children less fortunate than I CONSTRUCTIVISM: Is “an approach to teaching that recognizes that everything a person learns is mediated by their prior experiences and understandings; thus individuals construct, rather than absorb, new knowledge” (Churchill etal, 2011, p.11) "For every behavior there is a deeper reason why the student is behaving in that way." -my philosophy "My purpose is that they may be encouraged in heart and united in love, so that they may have the full riches of complete understanding" Colossians 2:2 "Teachers plan
and assess for effective learning"
VIT standard 4 Having good report/communication
with your students and parents "Teachers know their students"
VIT standard 3 STUDENTS "Teachers create and maintain safe and challenging learning environments"
VIT standard 5 "Teachers use a range of teaching practices and resources to engage students in effective learning" VIT standard 6 My future classroom "Teachers reflect on, evaluate and improve their professional knowledge and practice" VIT standard 7 "Teachers are active members of their profession" VIT standard 8 "Teachers know the
content they teach" "Teacher's know how students learn and how to teach them effectively" VIT standard 1 LITERACY CLASSROOM/
BEHAVIOUR MANAGEMENT "Kathryn embraced the vision and program of Southern Cross Kids' Camp with enthusiasm, humility, CREATIVITY and humour, giving her very best to her camper as well as all the volunteers involved. Kathryn in her second year was a GREAT ASSET as she helped mentor and CARE for other lest experienced leaders. Kathryn was DILIGENT in attending the pre-camp training sessions, as well as attending an interview, which is a mandatory requirement for all personnel.

We found Kathryn to be a wonderful asset to our camp and a RELIABLE, compassionate, ENTHUSIASTIC person with an ever present SMILE and the ability to make people laugh. It was a pleasure to lead alongside Kathryn and we’re confident she will excel in whatever she puts her hand too." directors - Chris and Tracey McGlashan Formative assessment Summative assessment Diagnostic assessment Types of
assessment ICT o Questioning
o Observation notes ->

o Student/teacher
conference:

o Y- chart "student teacher conference with each individual and group as a great way to assess the students on how they are working together and through the use of questioning can assess their level of involvement with the process. 'Teacher feedback is a key element to effective formative assessment" Formal and informal assessment Work Experience Out of hours school care Tutoring Photo of the letter from Cam and his mother Working in a cafe for 4 years - 2009-2012 Numeracy "Having a good management of your class provides the foundation to a safe environment not just physically but also socially, mentally and emotionally." effects the learning environment because it can provide a space where learning is safe and enjoyable or one that is cluttered and stressful. Classroom Layout: "My 3/4 class in my 4th year placement had no tubs and the teacher had no desk. This was an interesting classroom layout from anything i had ever seen however i believe it worked in the classes’ favour. There isn’t the hassle and mess of tubs and the teachers’ desk." - my reflection Multi-faceted/ramped lessons to cater for differing abilities A great way to target students abilities is through group work - based on ability. These groups can have a more focused learning objective where students are at the same level of understanding. If you are to use groups make sure they are FLEXIBLE and can be easily changed depending on the specific topic and changing abilities of your students. Effective learning environment LOOKS LIKE: FEELS LIKE: SOUNDS LIKE: colourful and bright student work displayed inviting collaborative Safe (a key principle)
-physically and emotionally Challenging
(a key principle) positive - through group work Supportive
(a key principle) respectful productive noise - educational chatter discussions and questions constructive feedback Engaging
(a key principle) Inclusive
(a key principle) group work Clear and understood rules and expectations within the school and classroom environment This is a preventative way of managing the classroom behaviour and it also fosters respect between students and adults “Integrating ICT can help teachers and leaders expand learning possibilities to create effective contemporary learning environments where students and teachers use technology purposefully and flexibly to improve student learning outcomes.” (VELS, 2007) - Digital narratives with animations - Interactive White Board
- Podcasts - Creative posters
- Digital records, digital photos and videos
- Digital storytelling with animation and claymation
- Digital cartoons and storyboards
- Voice thread - E-books
- Social networking - Textease
- Instant translation - Interactive Pen pals Ways ICT can be used to integrate into Literacy: Inclusion means including all children in the classroom, regardless of their gender, language, RACE, socio-economic status or ability.
Teachers need to VALUE DIVERSITY and accommodate for all students’ needs for students to feel included. Inclusive classroom We had a MULTICULTURAL DAY at my placement school and having students dress up and bring something to eat from their own culture was a great way to display our multiculturalism and celebrate diversity. These sorts of activities allow students to see the benefits of differences rather than negative. This school culture improves inclusiveness. A positive learning environment and attitude towards learning needs to be fostered within the classroom to develop a positive working environment. Positive 5 key principles ICT Safe, supportive, inclusive, engaging and challenging Funds of knowledge Virtual schoolbag - Many factors including class, race and religious can affect a student’s behaviour and attitude to learning. To get to know your students funds of knowledge

- Lives in Maningrida, Arhnem Land, Northern Territory

Grade 3

Virtual schoolbag:
English as his fourth or fifth language
Does not have books at home to be able to practice reading
A family that doesn’t force him to go to school – he chooses to
Lack of sleep at night due to noise, violence and unsafe environment
Lack of food for concentration – school provides
Has hearing problems Virtual schoolbag:
English is his first language
Comes from a farming community
Parents read to him every night before bed – he takes readers home
There is no question about coming to school – everyone does
He gets uninterrupted sleep in a safe environment
He has a shower and eats breakfast before coming to school

Lives in Warrnambool in Victoria

Grade Prep

(Australian – both
parents born in Australia) EVAN JACK (indigenous) It is important and beneficial to keep parents up to date with their child's progress at school.
-Contact parents to share positive things about their child not just negative
-Be available to talk and connect with parents after school
-The use of a communication book between me as the teacher and the parent is useful when situations arise. To know your student academically ASSESSMENT is key to knowing where your students are at so you can create appropriate lessons. The use of a PORTFOLIO for each child is a great idea, so that when a parent comes in and asks about their child, there is a collection of their work. It is useful to have it outlining the specific areas of the curriculum you were assessing as well Child Protection/
Duty of care It is so important to understand the cultural aspect to your students, because it will allow you to understand why they act the way they do sometimes. “Yolnu (the people of Arnhem land) are taught to speak indirectly to a person, with almost no eye contact. …[they] find strong eye contact threatening and it makes them feel very uncomfortable and valnerable” (Winch et al, 2010). This can have many implications for your literacy teaching if you are assessing the students on eye contact in a presentation for example. "Kathryn Price is involved in Crossway Baptist Church’s Children and Family Ministry. She became part of the Kidspace LEADERSHIP team in 2002 for a period of 6 years and re-joined the team this year in 2012. Throughout her time in Kidspace, she has had a variety of leadership roles including small group leadership: building relationship with a small group of primary children and their families, and leading the children in activities and discussion. As well as CREATIVE COMMUNICATION which teaches children life virtues through songs, dance and drama." Merryn James, Kidspace Creative Ministries Pastor "Kathryn relationally connects well with children and is a great leader. She is creative, fun and works well as part of a TEAM. I would recommend her to be part of your school community." Merryn James, Kidspace Creative Communications Pastor "Thank you for tutoring Emma this year. She has shown a GREAT IMPROVEMENT in her maths, english and research skills. She has also become much more confident in her abilities.
Emma ENJOYS the time she spends with you and always looks forward to seeing you the following week. It is obvious that you have a GREAT CONNECTION with children.
We would like to thank you for your time and DEDICATION." Anna Mazzei, mother of Emma-whom i tutored in 2012. Part of Crossway Baptist Church’s Children and Family Ministry - in the Kidspace department (primary school ministry) PD week certificate Worked at McDonalds for 3 and a half years from 2004-2007 Nanny in Michigan, USA for the year of 2008. "Katie is one of the most caring people that i have ever met. She always puts others before herself and generally cares about your opinion on things. Even through her busy schedule, you can always count on her to be there for you, no matter what your problem might be. But above her being caring, loyal, and giving, she makes to be the most amazing friend." Samantha, my host child Waitressed and helped with functions in a restaurant in Warrnambool Babysitting numerous families-"The Williams" consistently "I have known Katie Price for 4 years. In the past 2 years, Katie has also been a blessing to our family by babysitting our two daughters (now aged 3 & 1). It is wonderful to know there is a friend with our kids that will care for them and love on them the best she can. My girls have a lot of fun with her and always get really excited when I tell them “Miss Katie” is coming over! She is prompt, organized, and faithful. She is generous with her time, and enthusiastic about chances to serve us. It really is a blessing to have her in our lives!" Meagan Williams I participated in a NORTHERN TERRITORY PLACEMENT in August of 2012. I wanted to go on this trip “as I believe that in part our experiences outside the classroom as teachers’ impact and influence the sort of teachers we are inside the classroom.” (My journal) My reasons for going to the Northern Territory for placement:
“My teaching philosophy States that I believe that each child has potential which needs to be discovered and developed. These students in the NT have less opportunity for this to happen, so I want to go and experience ways to develop this potential in an environment which is so different to what I have experienced here in Victoria. This trip is to increase my awareness of the situation and hopefully increase my empathy for this culture and its people, which is so easily and often forgotten about.” (My journal) The impact the Northern Territory Placement had on me:
"This experience has confirmed that I want to work with disadvantages students. My teaching in Melbourne when I get my own class will be one with a loving and supportive environment, inclusive of every child and having a balance between students having fun and exploring within the lesson and discipline when it needs to be given. I’m sure that I will be more in tune with my student’s emotional wellbeing and interested in their home lives having had this experience. When I look back at my teaching philosophy before it only confirms what I have written and adds more examples and proof as to why I believe what I believe." My journal "LIVE BELOW THE LINE": I lived on $2 a day for a week to help raise money and awareness for the 1.4 billion people who have to live like this every day and who have to make $2 cover a lot more than food! The initiative that i chose to give my money towards is the Oaktree foundation:
-Break the cycle of poverty in remote Papua New Guinea, by
helping provide access to education for thousands of children.
Supported the Oaktree Foundation's development work and
help build schools, train teachers, and provide
scholarships for some of the most disadvantaged
students in the region. T-shirt i got for raising over $500 GO THE EXTRA MILE is a 50km walk organised to
raise money for suicide prevention. 'Focus on the Family Australia' a local charity is rolling out its' teen suicide prevention program (Born Survivors)
and doing work within churches, schools,
community and sporting groups around
Australia. I took part in this along with 2
of my friends and As a result of the above statement an effective behaviour management practice is that of RESTORATIVE PRACTICES. It doesn't just deal with the observable behaviour but recognises there are deeper issues and endeavours to discuss this with all the parties involved. There is a focus on 'relationship' with the students as key. Venn diagram from restorative practice PD notes PD week certificate Scaffolding using the students ZPD
-zone of proximal development Modelling REAL LIFE examples - linking to their lives - making the content relevant. Activities that probe student’s prior understanding and then challenge those understandings are a great example of constructing knowledge. For example when I ran consecutive science lessons, previous to our planning we asked the student what they knew and what they want to learn. Science photos Teachers need to understand how 21st century students learn as opposed to the students of 50 years ago - students and their society has changed - therefore we need to alter accordingly. A students self –concept, motivation and intelligence all effect their learning “Emotions also play a role; students who are fearful, anxious,
depressed, or distracted cannot focus to process information.” (Austin, K 2001) MASLOW'S HIERARCHY OF NEEDS
Maslow suggests “that the highest levels of needs cannot be attained or given due consideration unless the basic needs at the foundation of the pyramid are met” (Churchill, etal, 2011, p77) (Maslow, 2012) Ben, a boy from one of my placement classes, had an anger and anxiety issue. He would get easily angered whenever he got something wrong. He would punch the desk and refuse to do any work. All it would take was a person to sit next to him and encourage him with words and he would start to believe he can do it again. POSITIVE WORDS and encouragement make a huge difference on a students engagement “Positive emotions [produce] feelings of confidence and willingness to exert effort [and] help students to think, perform a learning task, and process new knowledge.” (Austin, K 2001)
ENCOURAGEMENT fosters these feelings My assignment for EEE401 showed the fulfillment of 2 VIT standards, and the progress made this year. The link below will allow you to read this assignment. When bad behaviour arises, it doesn't become personal but rather they can take responsibility for their actions and know what it is they did wrong. CLEAR RULES
AND EXPECTATIONS My 4 STEP BEHAVIOUR management plan:
1. Warning: make sure that the student knows what it is that they did wrong.
Ask the student why they did it?
2. Put a sad face on the board and then each time they disobey they get another
one, until 3.
3. Seat the student away from the other students so they don't distract the
others but still able to participate
4. When they get three they have to get extra work and go see the
assistant principal or just sit away doing extra work.
5. After the lesson has finished talk to the student about their behaviour, why they did it and how it made them feel. Then ask what they will do next time, encourage them by saying 'I know you know how to behave good, why don't you show me' It is essential to TREAT EACH STUDENT EQUALLY when they misbehave, whether it is the smart student or the rebel student. Each of these students deserve a fair chance. CONSISTENCY JUST POSITIVELY ENCOURAGE other students to improve the other students behaviour ASSESSMENT OF learning: student portfolios The assessment takes place at the end of a term or unit of work, and provides judging of what learning has taken place. Shows the student’s academic achievements in relation to the curriculum. Tests Presentation/speech Expo to wider community Poster ICT related presentation (movie, film, etc.) Through the arts
-visual art, drama, dance, song Naplan Tests POLT: Professional
Outcome Learning Team - making teachers aware of the different strategies/programs or techniques that can be applied within their classroom as well as in the whole school community. key elements in assessment:
fairness, validity and reliability observational notes questioning Plan your lessons against the CURRICULUM When planning your lesson the E^5 is a great instructional model to follow. 1. Engage 2. Explore 3. Explain 4. Elaborate 5. Evaluate. [The purpose and function of the nervous system] Lesson 4: Nervous System  Introduction: What words do you think when I say “nervous system”? Explore
 Video: the you tube clip was used as a
good representation and aid to the
teaching.








These questions were asked before the video and
throughout the video and answers are written on a poster
What are some of the things that the nervous
system helps us do?
- What are the different parts of the nervous system?
- What are some of the different parts of the brain?
- How can we take care of our brain? Engage
Y-Chart: predicting what the brain would look, smell and feel like. It is a great representation to use as assessment for learning.
Big Book – representation where each student chooses something to read out, and they discover the information themselves in an engaging and discovering way. Explain [The function and structure of each main part of the brain] CEREBRUM:
This is the top of the brain, covered by the cerebral cortex, which contains your memories and language, and correlates information received from your senses. It controls voluntary movement, emotions, and does the thinking.
BRAIN STEM:
This collects all the body-controlling messages from the brain, and passes them on to the rest of the body.
CEREBELLUM:
It automatically coordinates all of your limb and muscle movements, to help you sit, walk and balance.
PONS:
Breathing, the regular beating of the heart, and other involuntary activities of the body (the ones that happen without you having to think about it) are controlled here.
Students were able to cut and feel the brain, exploring and elaborating on what they had been taught in the beginning of the lesson. As I mentioned and described each part of the brain they located it themselves, making it their own discovery Elaborate Summative assessment
Y-Chart: this is great to contrast with their predicting y-chart and see the learning that has taken place. A great assessment of learning
Once the students dissected the brain they were required to draw a diagram of their brain and then label the parts they could remember. Evaluate ASSESSMENT AS learning:
student/teacher conferencing ASSESSMENT FOR learning:
KWL chart, questioning students Questioning and discussions Student/teacher conferencing Listening to a student read Journals Open ended questioning - enabling for children to make connections writing science - observations personal It is important to spend about 3 or 4 lessons a week focusing on a specific topic as to make sure they have understood and practiced what they have learnt Numeracy is used in other subjects as well. Use opportunities to INTEGRATE the subjects which will save time and generally be more realistic. For example, in my first placement school my teacher ran a lesson all about healthy eating. They grew their vegetables, then measured them and weighed them. We then used the findings to compare each vegetable. This is an engaging way to teach mathematics because they are learning about things that they see at home. ABILITY GROUPS for numeracy are an effective way to target each student where they are at and ensure they are continually being challenged and encouraged to improve. Make sure the groups are FLEXIBLE, allowing students to move from group to group as ability changes Ensure times tables are being EXPLICITLY taught in a random order GAMES are a great way to engage students in mathematics Numero: i have played it with my tutoring students and they love it Bingo Explicit teaching in literacy is crucial Structure of a literacy lesson:
o Whole group reading-and focussed/explicit teaching
o Group/independent work-depending on the year level
o Whole group-Discussion/evaluate/summarise It is essential when having your own book collection to have a VARIETY OF GENRES and to encourage students to trial different types so they can find the one that engages them the most. Encourage students to find their "JUST RIGHT" book. A book that isn't too easy but one that challenges them while still being able to read most of the words. READING Have books that INTEREST the students and ones that relate to their life and culture WRITING Allow students FREE WRITING TIME. Allow them to just write without worrying about structure or grammar. This way you can have an insight into their imagination and what it is that is holding them back. While the students are engaged, conference with a student and get them to tell you about their story. If needed use a photo or something as stimulus for the students to write. When teaching students different types of writing - integrate with the other curriculum areas to make it more engaging and creative. Allow the students space and time to develop and create. READ TO YOUR STUDENTS-model a love for reading Different Programs CAFE strategy Gives a purpose to reading Daily 5 Multi-Lit Reading Recovery Cued Articulation THRASS Soundwaves Accelerated Literacy I used Accelerated Literacy while on my Northern Territory placement-due to the ESL population Integrated Curriculum Content is drawn from several subject areas. There is then a focus on a particular topic or theme. This views teaching and learning in a holistic way and reflects the real world, which is interactive. 3rd year inquiry unit Hidden curriculum The hidden curriculum is “those things which pupils learn at school because of the way in which the work of the school is planned and organised..., however could also be seen as the hidden implications of some of the materials and the experiences they offer their students” (Kelly, 2009. p10-11) I believe that attitudes; both positive and negative are part of the hidden curriculum Planned curriculum “Planned curriculum is meant what is laid down in syllabuses, prospectuses,” and planners. ( Kelly, 2009. p11) Formal and informal curriculum Timetabled classes Out of teaching time:
extra-curricular activities VELS Australian curriculum Ausvels It is essential that as a teacher you have a clear understanding about the content required to be taught to your students. VELS has been and soon AusVels then the Australian Curriculum will be the reference point for teaching when planning and preparing their lessons and assessments. Evolving philosophy of teaching As you have seen throughout my portfolio so far my teaching philosophy has developed and been moulded by my experiences in and outside the classroom. Attending all staff meetings Engaging with staff, parents and the wider community Being a staff member at
Before School Care I connect with the students parents when they drop their children off. Tutoring Professional Development (PD) week - attended and was part of the committee FOR PROFESSIONALS Reflecting on you lessons so you can continually improve reflection in appendix Getting professional advice on areas of improvement Attending Professional Development Engaging and talking with other professionals It is important to get students reflecting on their work and projects, this way they start to think critically about their work, and they know for next time what they can improve or change. Some questioning sticks to use when reflecting back on a task or the day My reflection on my development over the last year comments on placement my reflection Smartboards iPads Attending mock interview Attending discussions with principals and classroom teachers at Highvale Attended DEUCON
-week full of PD's Presenting to my mentor group my experiences of teaching in the Northern Territory Computer games: mathletics, soup bubbles, maths tiggy and more. Greedy pig Bust Around the world Why games? From my supervising teacher, Carl Ward EAL/ESL I learnt to teach ESL when i was in the Northern Territory This is something that i will probably use again in the future. Observation from my final year placement * games are fun, appealing and motivating
* games can support the curriculum
* game help students to focus and concentrate "Afternoon swim fell through due to miss communication. Katie was not fazed at all and took the children back to the classroom for fun and educational games." Martine, supervising teacher in the NT Martine - Northern Territory placement FLEXIBLE Martine - supervising teacher in the NT Martine, supervising teacher in the NT Carl Ward, supervising teacher in final year placement school Carl Ward, supervising teacher in final placement school Carl Ward, supervising teacher in final placement school Carl Ward, supervising teacher in final placement school Carl Ward, supervising teacher in final placement school Notebooks Powerpoint Video-conferencing Blogs Group work is vital for students to learn off their peers Get each student to write or draw something that interests them on each side of the cube. Allow them to be creative and make them colourful. Make the cube and then have them hanging around the room as student work - but also students can then find out who has the same interests as them. You as a teacher can know plan lesson with the students interests in mind, to increase engagement Resilience and student wellbeing Student wellbeing and resilience is the key for students to reach their potential It is our duty to know our students and to report if anything appears out of place https://misskatieprice.wikispaces.com/ o KWL chart ->
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