Engage in Professional Learning
6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Other Descriptors
Standard 2
Know the content and how to teach it
Focus Area 2.6
Information and Communication Technology (ICT)
Standard 2
Know the content and how to teach it
Focus Area 2.6
Information and Communication Technology (ICT)
School Context
School Mandurah Baptist College
Level Year 3
Related Subject Classroom Management
Stage of Schooling Primary School
Type Private School
Location Lakelands, Mandurah
School Mandurah Baptist College
Level Year 3
Related Subject Classroom Management
Stage of Schooling Primary School
Type Private School
Location Lakelands, Mandurah
Learning Context
The students in this year 3 class have a range of learning needs. There are twelve boys and fifteen girls, twenty-seven students in total. Two students have been diagnosed with ADHD and have some classroom management issues. An Education Assistant (EA) attends the classroom twice a week to provide additional learning support to the two students diagnosed with ADHD and another student who also requires some further educational assistance.
The students in this year 3 class have a range of learning needs. There are twelve boys and fifteen girls, twenty-seven students in total. Two students have been diagnosed with ADHD and have some classroom management issues. An Education Assistant (EA) attends the classroom twice a week to provide additional learning support to the two students diagnosed with ADHD and another student who also requires some further educational assistance.
Illustration of Practice: Engage with colleagues and improve practice
Situation
Since commencing my practical placement this term (Term One 2014) at Mandurah Baptist College, I have taken the time to reflect on the professional critiques of my mentor teacher, (Mrs Blockley) and to think about the comments, not just accept them. This meta-cognitive process is definitely helping me understand the complexities of teaching. What has been really valuable in my personal growth as a pre-service teacher has been the sharing and reflection of the comments on my teaching at the end of the day. An area I have had to develop has been in classroom management. My mentor teacher had documented on two occasions recommendations on my Lesson Critique Forms for me to consider and work towards.
Since commencing my practical placement this term (Term One 2014) at Mandurah Baptist College, I have taken the time to reflect on the professional critiques of my mentor teacher, (Mrs Blockley) and to think about the comments, not just accept them. This meta-cognitive process is definitely helping me understand the complexities of teaching. What has been really valuable in my personal growth as a pre-service teacher has been the sharing and reflection of the comments on my teaching at the end of the day. An area I have had to develop has been in classroom management. My mentor teacher had documented on two occasions recommendations on my Lesson Critique Forms for me to consider and work towards.
Action
During the 'learning reflections' with my mentor teacher, I discussed how I could better control the behaviour of a few students who would sometimes distract other students while I was teaching. One of her comments was to use a variety of classroom management techniques. We discussed a variety of methods such as moving individual students, different seating plans, motivational techniques (intrinsic and extrinsic). I took the time to do further research on what else I could do to better control all students and get the best learning outcomes. I discovered the importance of meeting students needs as I consulted the text 'Classroom Management' by McDonald (2010). The author wrote about the importance of students belonging in the classroom. He discusses 'Positive Learning Framework' which is built on a Circle of Courage. This opened up new direction for me as I considered shifting the focus from controlling problems to building strengths. McDonald (2010) suggests, 'As educators, we need to structure our learning environments so that all our students receive recognition, can develop competence and have the chance to realise that they have talent.
During the 'learning reflections' with my mentor teacher, I discussed how I could better control the behaviour of a few students who would sometimes distract other students while I was teaching. One of her comments was to use a variety of classroom management techniques. We discussed a variety of methods such as moving individual students, different seating plans, motivational techniques (intrinsic and extrinsic). I took the time to do further research on what else I could do to better control all students and get the best learning outcomes. I discovered the importance of meeting students needs as I consulted the text 'Classroom Management' by McDonald (2010). The author wrote about the importance of students belonging in the classroom. He discusses 'Positive Learning Framework' which is built on a Circle of Courage. This opened up new direction for me as I considered shifting the focus from controlling problems to building strengths. McDonald (2010) suggests, 'As educators, we need to structure our learning environments so that all our students receive recognition, can develop competence and have the chance to realise that they have talent.
Outcome
In the following maths lesson, I employed some of the strategies McDonald suggested. During the lesson, I spent time with a couple of students and discussed with them Belonging - you are valued and are trusted. Mastery - you have talent. Independence - you have power and responsibility and Generosity - your life has purpose and direction. These are all qualities of the Positive Learning Framework I had read about in McDonald's text. Coupled with some minor seating arrangements, my lesson was free from any behaviour challenges! My mentor teacher was also impressed and reflected that comment in her Lesson Critique Form.
Engaging with other staff has also been beneficial for me, as I discuss and understand the 'culture' of the school community, and the schools expectations of me as a pre - service teacher. It is in these conversations that a lot of valuable information is discovered about students, helping me to connect with students and therefore engage in meaningful learning.
In the following maths lesson, I employed some of the strategies McDonald suggested. During the lesson, I spent time with a couple of students and discussed with them Belonging - you are valued and are trusted. Mastery - you have talent. Independence - you have power and responsibility and Generosity - your life has purpose and direction. These are all qualities of the Positive Learning Framework I had read about in McDonald's text. Coupled with some minor seating arrangements, my lesson was free from any behaviour challenges! My mentor teacher was also impressed and reflected that comment in her Lesson Critique Form.
Engaging with other staff has also been beneficial for me, as I discuss and understand the 'culture' of the school community, and the schools expectations of me as a pre - service teacher. It is in these conversations that a lot of valuable information is discovered about students, helping me to connect with students and therefore engage in meaningful learning.
Documentary Evidence
Click on Lesson Critique Form below to show Mentor Teachers Comments
Click on Lesson Critique Form below to show Mentor Teachers Comments
Action Plan
I understand that effective teaching strategies come from a personal commitment to grow as a learner. I want to be a teacher who is committed to developing positive educational practices and building effective relationships with students, parents and local school communities. To ensure I am accountable to this 'mission statement' I have approached two of the HOLA's (Heads of Learning Areas) at Austin Cove Baptist College, Mr Kyle Baggaley and Mr Steve Capener and requested the opportunity to be mentored during my teaching at Austin Cove Baptist College, where I am currently working under a Limited Registration (LR) from the Teachers Registration Board (TRB).
I have continued to develop and create my own website and educational wiki to use as a teaching resource and a knowledge resource. This experience in developing and using both of my websites and ‘wiki’ with my students has allowed me to gain an understanding of the connection between pedagogies, ICTs and teacher practice.
I have continued to develop and create my own website and educational wiki to use as a teaching resource and a knowledge resource. This experience in developing and using both of my websites and ‘wiki’ with my students has allowed me to gain an understanding of the connection between pedagogies, ICTs and teacher practice.
