Sei sulla pagina 1di 4

Edn550 Assignment 2B

Reflection

M.Grummet 31674579

Reflection on the Effective Teacher Teaching is a profession learnt through practice: no amount of theory can impart the tacit knowledge gained and refined by doing . My chosen image displays the considerations the effective teacher must take in their pract ice: relationships, classroom management, the role of schooling, learner diversity, lesson planning and communication. Teachers need to reflect upon and refine their practice to account for these considerations.

Our readings reminded us that ‘teaching is first and foremost about relationships’ (Groundwater- S mith et al., 2015), relationships developed with students form the foundation of effective teaching practice. P ositive relationships with colleagues, families and the broader community strengthen teache r- student relations. Seeking the advice and opinions of the teaching staff helped me to build positive relations. I briefly introduce d myself to students at the beginning and was well received by students this facilitated reciprocation by students. I dev eloped connections with a few students who I felt respected me because I treated them fairly and showed an interest in them .

Fairness informs effective classroom management with its goals of consistency and clear boundaries . Classroom management reinforces student - teacher relations by facilitating trust in the teacher (Kosnick & Beck, 2011). Classroom management issues observed at my school included: students using mobile phones in classrooms, speaking out of turn, speaking off topic and not engaging in t he tasks. I found proximity and eye contact to be the most useful methods for re- engaging students. I also utilised clear instructions and spoke individually to any students not on - task. My mentor teacher emphasised the importance of classroom management t hrough his use of seating plans and a consistent, calm signal to garner students’ attention. Having all students’ attention reinforces consistent behaviour expectations and also ensures communication s are received by all.

Expectations extend beyond behaviour to standards of work. Studies show that expect ations are linked to motivation and cognitive engagement in learning

Edn550 Assignment 2B

Reflection

M.Grummet 31674579

(Churchill, 2013). The role of schooling, is to prepare students to enter the broader community as productive contributors , as critical adaptable thinkers. High expectations and opportunities for success facilitate t his outcome. My professional experience school has implemented the Advancement Via Individual Determination (AVID) program to explicitly communicate expectations. The AVID goal is an independent, critical thinking learner. AVID gives an explicit curriculum to students with students aware of what skills they are utilising and why. Whilst AVID was created in America as a college readiness program, its adoption in Australia has also embraced vocational educational readiness. This recognises the utility of the skills gained in AVID for all student pathways.

Recognition of the diversity of pathways to become a contributor to society should be remembered when considering the diversity of learners. ‘Exceptional, gifted, physically and intellectually disabled, and culturally diverse students’ must be catered for by teachers who must strive to ‘have a firm understanding of the academic, emotional and cultural differences of the students’ (Clarke & Pittaway, 2014). At my school, streaming of students from Year 9 is aim s to facilitate the learning of exceptional students. In Year 7 and 8 classrooms teacher s placed students of differing learning abilities together enabling collaborative learning. I observed a n AVID teacher discussing vocational pathways for students and the high standards students should strive for. Learner diversity presents challenges to teachers who mu st accommodate the different approaches to learning with careful planning .

Considered planning, accommodating diversity, enables the success of all students to achieve learning outcomes. Each lesson should give students a new understanding or skill to achieve the lesson outcome and ultimately unit and curriculum outcomes (Killen, 2013) . Reflecting on my lessons, I realise my instructions were at times not explicit enough to facilitate student learning. Modelling of skills and teacher scaffoldi ng are important considerations in lesson planning. Reflection of my initial lesson prompted me to better plan questions for students to facilitate their input and inform me of their understanding s.

Edn550 Assignment 2B

Reflection

M.Grummet 31674579

Student input promotes confidence and engagement in learn ing. Lesson planning considers how the learning outcome will be achieved and measured, by planning communication s and providing a framework for review.

‘The teaching- learning process is essentially a communication event’ (Groundwater- Smith et al., 2015). Communication also determines the types of relations we develop with colleagues, parents and students (Ibid). I facilitated relations with colleagues and students through calm, respectful and inquisitive communication. I provided opportunities for student input through questioning, reading and discussions: whole class, small group and individual students. Our communications led m e to understand what their understanding of the content was, to have informal conversations and sparked the beginnings of relationship development.

I have learnt in my practicum that each learning experience is an opportunity to reflect upon and refine my teaching practice. These considerations will improve my future teaching effectiveness.

Edn550 Assignment 2B

Reflection

M.Grummet 31674579

References

Churchill, R., Ferguson, P., Godinho, S., Johnson, N. F., Keddie, A., Letts, W. et al. (2013). Chapter 4: Understanding and Motivating Studentsin Teaching: Making a difference (2 nd Ed.). John Wiley & Sons: Queensland. p p . 106- 132. IBSN 9781742164748

Clarke, M. & Pittaway, S. (2014). ‘Chapter 14: Meeting the Diverse Needs of Students’ in Marsh’s Becoming a Teacher. Pearson: Australia. pp . 245- 267. ISBN: 9781442561861

Groundwater- Smith, S., Ewing, R. & Le Cornu, R. (2015). ‘Chapter 9:

Communication in the Educational Environment’ in Te aching: Challenges and dilemmas. Cengage: South Melbourne. pp. 232- 267. IBSN: 9780170246620

Killen, R. (2013). ‘Chapter 4’ in Effective Teaching Strategies: Lessons from research and practice (6 th Ed). Cengage Learning: Australia. pp. 86- 110. IBSN: 9780170223881