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In working with students I like to show students that I care about their learning, have high expectations of them and their achievements. For unproductive behaviours in the classroom I minimised issues before they become major problems. In building these positive school relationships I firmly believe that open communicate is key. Regular open communication allows all parties to be 'on the same page' which in turn fosters a learning community which is interested and cares about student progress at school.
In working with students I like to show students that I care about their learning, have high expectations of them and their achievements. For unproductive behaviours in the classroom I minimised issues before they become major problems. In building these positive school relationships I firmly believe that open communicate is key. Regular open communication allows all parties to be 'on the same page' which in turn fosters a learning community which is interested and cares about student progress at school.
In working with students I like to show students that I care about their learning, have high expectations of them and their achievements. For unproductive behaviours in the classroom I minimised issues before they become major problems. In building these positive school relationships I firmly believe that open communicate is key. Regular open communication allows all parties to be 'on the same page' which in turn fosters a learning community which is interested and cares about student progress at school.
Communication During my pre-service teaching placements I have strived to developed positive and respectful relationships with the students and staff at the schools where I was located. I do this by remembering names, engaging staff and students in conversations and being an enthusiastic and approachable person. In working with students in the classroom I like to show students that I care about their learning, have high expectations of them and their achievements; all the while providing support and scaffolding to maximise their success in learning. For unproductive behaviours in the classroom, I minimised issues before they become major problems by how I conducted the classroom management (myself as the teacher or the classroom setting); and/or by talking and work with the student(s) to come to a mutually agreed upon win-win situation for all those involved. In building these positive school relationships I firmly believe that open communicate is key. Regular open communication with students about their learning, with parents about student achievement and concerns, and with other school staff members allows all parties to be on the same page; which in turn fosters a learning community which is interested and cares about student progress at school. This open communication can come in many forms. For example, I had regular contact with mum at home about the nature of upcoming work for a particular student on a Negotiated Educational Programme at one of my placement schools so that mum could prepare student at home before class. This resulted in the particular student being able to fully complete set work within class time (which was not being done before home contact), and resulted in a fuller and more comprehensive understanding of the work being completed at the time. Student Learning: ICT-rich and Student Centred In my teaching I utilise a variety of different pedagogical methodologies, including whole class and individual instruction, class discussions, research, open investigations and practicals to convey and reinforce new ideas to students. I endeavour to have a student centred approach to the learning, making use of a students cultural backpack and making learning relevant to student and everyday life. Particular in the learning area of Science, I am a believer in Learning by doing; whereby students are provided with frequent opportunity to be experiencing science, either through practicals, open investigations and research. I design the learning objectives to be able to have multiple entry and exit points in the learning, which provides differentiation within the learning for a class of students who may be at different levels. For example I structure maths investigations which have a number of open questions, so that
Dr Hayley Siddons (0412 755 461)
students will be able to answer and expand upon
their knowledge of the learning, without limiting them to just the taught content. I believe in fostering and maintaining students naturally curiosity; along with developing their critical thinking and scientific inquiry skills. I aim to promote students self-regulation in learning, preparing them for their future learning and work life ahead of them. I do this by modelling and reflecting on student learning with the students and encouraging students to take control of their own learning (while providing support in the background when required). Formative assessment also plays a large role within my classroom. Giving prompt and constructive feedback to students, especially from formative assessments, allows students to know how their learning is progressing and lets them reflect on what they (and me as the teacher) need or can be doing to improve. Within this digital era I also consider it highly beneficial to incorporate an ICTrich curriculum. I believe it engages and augments student learning, as it provides opportunity that would not be normally available (for example seeing the working of a cell at the microscopic level, or looking at Galaxy, Star or Planet formation); as well as preparing students for the present day and future working life. ICTs that I routinely use include web-based applications, simulations, moodles, iOS applications (iPhone and iPad) and other on-line learning tools. In the future I am also enthusiastic to develop and conduct some Project Based Learning (PBL), as I believe that PBL is a great way of integrating curriculum and makes learning more real for students. Curriculum: For Effective Teaching and Learning I am qualified to teach middle school science, Biology and Chemistry to Yr. 12 level. I have also had experience during my pre-service placements in teaching maths in years 8 to 10. In my teaching experience I have planned and delivered lessons and unit of work according to the outlines in the SACSA and ACARA frameworks (middle and senior secondary science and maths). I also have experience in teaching SACE Yr 11 Chemistry and Biology, along with developing assessment tasks based on the SACE Achievements Standards. At the same time I have used the SA TfEL framework to maximise student-learning outcomes. In planning a unit of work I build in reporting strategies (such as rubrics), and I record and calculate overall grades using Microsoft Excel spread sheets. I use these unit plans and the grading spreadsheets to keep both myself as teacher and the students know where they are at any given time within the unit of work; which helps with student self-regulation and motivation. I am highly motivated and committed in regards to ongoing professional development and reflective practice. I am a member of the South Australian Science Teachers Association (SASTA)
and the Mathematics Association of South
Australia (MASA); in which a regularly attend up skilling and professional development training workshops as part of the reporting to the Australian Professional Standards for Teachers. I have previously studied Molecular Biology and Chemistry at a Postgraduate level and conducted a Post-Doctoral Fellowship in molecular biological research. From this I have developed close ties with both the University of Adelaide Agriculture and Plant Sciences departments and CSIRO Plant Industries. I was recruited through the Department of Education and Child Development as part of the TeachSA recruitment; bringing qualified science and mathematics professionals into teaching. Safe Work Practices:
Dr Hayley Siddons (0412 755 461)
From previous laboratory work and science
teaching practicums I have extensive knowledge of a working laboratory. To making a safe working and learning environments with the classroom, in particular within the Science Lab, I promote Class and/or Lab safety routines and expectations Lab specific safety procedures, such as chemical waste procedures OHSW and risk assessment, safe operating procedures and MSDS use Following school codes and policies for behavioural expectations I take my duty of care for the students and the class/lab environment seriously, to promote the best possible student learning.
Classroom-Ready Resources for Student-Centered Learning: Basic Teaching Strategies for Fostering Student Ownership, Agency, and Engagement in K–6 Classrooms