These were two-hour workshops with behavioural

expert Glen Pearsall, who not only shared some

excellent behavioural management strategies, but
some fantastic tips and strategies for creating
positive learning environments. Throughout the
seminar Glen Pearsall created a forum type
environment in which discussion of differing
behavioural scenarios and situations could be
spoken about, with the opportunity to note the
methods of others allowed. This was a very
beneficial experience as many teachers at the
seminar although from a range of schools and
settings, in some way had many similar
behavioural experiences to me, but could offer a
different strategy of management, as well as the
strategies given by Glen himself. I also learnt
some fantastic strategies and activities for
engaging students as well as some to avoid!
Participating in these professional development
sessions was a great learning experience. I have
been able to utilise many of these strategies to
both identify and manage behavioural and
engagement issues whilst on practicums.
During my second teaching placement this year,
following the Behaviour Management PD, I found
myself consciously using some of the methods
Glen discussed and modelled. One method I used
constantly was Pearsalls rallying call using a
countdown of 5,4,3,2,1, when getting students to
pack up and head to the floor for the next task or
reflection time. By using this rallying call, students
were given warning time to finish what they were
doing, however if not on the floor by 1 it was
ensured that students would understand the
consequences of choices and of their behaviours
(Department of Education and Training, 2006, p.
1) with a time penalty against something enjoyable
for them being given. In saying this, the
countdown strategy was so effective in this
circumstance, that other consequences never
occurred. This strategy also reduced the need to
raise my voice and repeat instructions to students
in these circumstances, and helped to avoid
holding up the learning of those waiting and doing
the right thing. Utilising and sharing the knowledge
gained from these sessions, Ive demonstrated an
understanding of the rationale for continued
professional learning and the implications for
improved student learning (AITSL standard 6.4,
2013, p. 33) .

In July this year I volunteered at Our Lady of Perpetual Help Primary Schools
science expo evening, involving students from all year levels. I worked in
collaboration with the schools science co-ordinator who was in charge of
organising the event. I was set the task of assisting in the grade 1/2 classrooms.
As the science expo was an exhibition for the school, it was highly advocated that
parents, grandparents, carers, school committee members and staff be involved
and attend and be actively involved in the evening. Students and their families
roved from classroom to classroom exploring the science activities and concepts
being explored in each room. I supervised and assisted with activities in the 1/2
classrooms, engaging not only with staff and students across the school, but also
with family members (parents/grandparents/siblings), carers and helpers.
Throughout these interactions I had to establish and display a professional,
welcoming, and informative demeanour, whilst maintaining a focus on the student
learning taking place. My participation in events such as this has enabled me to
demonstrate that I understand strategies for working effectively, sensitively and
confidentially with parents/carers (7.3). These events also highlight the
importance of establishing positive and productive effective relationships with
families (Department of Education and Training, 2004, p. 1). Family and
community connectedness within the school community benefits all involved and
connects students learning at school with the world around them.
My participation in
these events has
enabled me to
demonstrate that I
understand strategies
for working effectively,
sensitively and
confidentially with
parents/carers (7.3).
These events also
highlight the importance
of establishing positive
and productive effective
relationships with
families (Department of
Education and Training,
2004, p. 1).
I have assisted at school sports days
for each of the schools I have done
placements as well as my own
childrens schools. It has proven to be
a great opportunity to get to know
students and their families further in a
less formal environment.
I assisted at OLHCs school sports day
in 2011 and 2012. OLHC hold their
annual house sports day on a Sunday
so that as many parents/family
members/carers can attend as
possible. The school sees this day as
an opportunity to strengthen the
connection between school and home
and foster positive relationships in the
wider school community .
This lecture involved 3 guest speakers Wayne Harradine, Steve Young and Robbie Lowe,
all of whom are members of the indigenous community in Warrnambool and working as
part of the Wannik National Partnership. Within this partnership, the 3 men collectively
work with 75 students from across Warrnambools 3 government primary schools, as well
as building connections with surrounding country and secondary schools. During this
presentation, the 3 members spoke extensively about their roles and about the programs
being run and implemented in the schools. They also explained the protocols for gaining
access to these pathways. My knowledge in this area and experiences with Koori culture
in general was quite limited prior to this session so I found this discussion very insightful. I
gained valuable knowledge regarding the many services provided in this program.
Increasing my professional knowledge in Koori education is important, particularly in light
of the National Curriculum which states that students must develop an understanding of
the past and present experiences of Aboriginal and Torres Strait Islander peoples, their
identity and the continuing value of their culture. (AusVELS 2014, p. 1). Through my
professional development in this area I demonstrate an understanding of the role of the
National Professional Standards for Teachers in identifying professional learning needs
(AITSL 2014, p. 32).
This session not only began this process, but also clarified the language/s deemed
appropriate when engaging with students, family members, elders and other members of
koori culture. This was invaluable information so as to avoid inadvertently offending or
disrespecting the Koori people. I gained an incredible amount of knowledge from this
session, along with a list of local services and contact details to access as a resource in
my future teaching. A great benefit!

PD week was a
student organised
and run event
offering a large array
of professional
development
workshops. I saw this
as a fantastic
opportunity to
broaden my
professional
knowledge and
learning, attending
seven workshops in
total.
James Pinnuck is a former teacher who now works full time as an educational consultant.
This workshop was jam packed with fantastic open-ended activities, resources and
strategies for use in the classroom, with a focus on differentiation and engagement.
With rates of adolescent depression on the increase, this workshop was aimed at creating
awareness, identifying the signs of depression in young people and identifying pathways
and resources to access for help.
With ICT such a huge part of childrens lives today, I saw this workshop as imperative to
increase my knowledge of the guidelines and obligations regarding digital citizenship.
The AEU ran a workshop that provided pre-service teachers with valuable information with
regards to job applications, interview preparation & awards/agreements/contracts.
Demonstrated an
understanding of the
rationale for continued
professional learning
and the implications for
improved student
learning (AITSL
standard 6.4, 2013, p.
33) .
Engaging with
professional teaching
networks and broader
communities (AITSL
standard 7.4, 2013, p.
37).
I really wanted to attend this PD
to equip myself with the
necessary tools to combat the
challenges for these students in
the classroom, particularly with
literacy. These include but are
not limited to: verbal and non-
verbal communication; reading
comprehension; drawing
inferences; practical aspects of
language; applying rules of
reading and grammar; and social
interactions and relationships.
(LaBarbera & Soto-Hinman
2009).

ASD is a pervasive
developmental neurobiological
disorder that significantly impairs
an individuals reciprocal social
relations, verbal and non-verbal
communication, and behaviour.
(American Psychiatric
Association, 2000)
Demonstrated an understanding of the rationale for continued professional learning
and the implications for improved student learning (AITSL standard 6.4, 2013, p. 33) .

It was a very insightful session and I was able to achieve a greater
understanding of the difficulties children with this disorder face and
gather some fantastic resources and strategies for use in the
classroom.

Australian Institute for Teaching and School Leadership, 2014, Graduate Standards, Identifying
areas for development, pp. 1- 44, http://www.aitsl.edu.au

AusVELS, 2014, Humanities-History, Domains, retrieved 31st August 2014,
http://ausvels.vcaa.vic.edu.au/The-Humanities-History/Overview/Rationale-and-Aims

Department of Education and Early Childhood Development, 2012, Student Learning, Victorian
Government, retrieved 10 April 2014, http://www.education.vic.gov.au

Department of Education and Training, 2004, Foster positive and productive relationships with
families and the community, retrieved 2
nd
September 2014, https://www,det.nsw.edu.au

Department of Education and Training, 2006, Professional Learning and Leadership Development,
Behaviour Management, retrieved 1
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September 2014,
https://www.det.nsw.edu.au/proflearn/areas/nt/resources/bm01.htm

Hay, I, Winn, S, & Australian Association for Research in Education, (2012, 'High Functioning Autism
Spectrum Disorder: A Challenge to Secondary School Educators and the Students with the
Condition', Australian Association For Research In Education, ERIC, EBSCOhost, viewed 10
September 2013.

LaBarbera, R, & Soto-Hinman, I 2009, 'Toward A Model Of Promoting Literacy For Students With
Autism Spectrum Disorder In The General Education Classroom', Forum On Public Policy: A Journal
Of The Oxford Round Table, 5, 1, pp. 1-14, Political Science Complete, EBSCOhost, viewed 10
September 2013.

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September 2014, http://www.cmu.edu/teaching/solveproblem/strat-lackmotivation/lackmotivation-
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Thomlinson, 2001, What is differentiation, in Tompkins, G, Campbell, R & Green, G (2012),
Differentiating Instruction: ECL310 Multi literate learners in Middle Years Environments, Pearson
Australia, Frenchs Forest, NSW.

Well & Chang-Well, 1992, Becoming an Effective Teacher of Language, Literature and Literacy, in
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