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Teaching Grammar, Punctuation and Spelling:
Context:
During my first year of teaching, I taught Year 9 English. I was required to teach grammar, punctuation and spelling to my class of 15 students as to improve their literacy skills. I put together a program that was fun and engaging and taught my students a variant of grammatical rules and tips. We did this for one double lesson a week for one term. I collaborated with another English teacher at the school and we caught up for a chat every now and then - this profoundly increased my knowledge on teaching literacy and has equipped me for further teaching experiences surrounding this topic.
Action:
writing sentences on the board and asking students to identify verbs, adverbs, nouns, pronouns, demonstrative pronoun, indefinite pronoun, adjectives and other grammatical terms.
collaboration with work colleague to further my skills in this area.
learn new processes on how to asses literacy skills.
sharing and learning with others how I developed my lessons surrounding this area.
received feedback from the students as to how I can improve my teaching practices in this area.
Result:
As as result I have become more confident in teaching literacy to middle school students. I have begun to use this grammatical terminology when teaching other classes and have incorporated these elements into other areas of the curriculum.
Evaluation:
I will continue to develop my skill sin this area as I teach new classes with fresh minds. I will be competent and hopefully excel and teaching grammatical terminology in a fun, exciting and engaging way.
Standards:
1. Know Students and How they Learn (1,2,5,).
2. Know content and How to Teach it (1,2,3,5,6)
3. Plan for and Implement Effective Teaching and Learning (1,2,3,4,5,6,7)
4 Create and Maintain Supportive and Safe Learning Environments (1,2,3,4,5)
5 Assess, provide Feedback and Report on Student Learning (1, 2, 3, 4, 5)
6 Engage in Professional Learning (1,2,3,4)
7 Engage Professionally with Colleagues, Parents/Carers and the Community (1, 2, 3, 4)
Differentiation
Context:
During my first year of teaching I taught year 8 and 9 English, year 8 HASS and year 1 PE. Within these classes there were various students who required a differentiated and adjusted program, such as modifying work, so they could achieve a grade and a positive result. By using differentiation it allowed the students who struggled with certain aspects of the assignment to feel competent and fulfilled in their learning experience.
Action:
creating assignment sheets that catered for a variant of students needs
having meetings with my line manager and other educators as to the best way in differentiating certain assignments or aspects of the assignment.
speaking directly with the Learning Support team about how I could best support the students with specific needs.
engaging in Professional Development about ASD.
trial and error - learning the best way to differentiate by understanding how individual students learn.
create unit plans considering differentiation.
scaffold and change assessment sheets to suit individual student needs.
considering adjustments on student's ILP's.
Result:
As a result of differentiating my teaching to a variant of specific cases, I became more competent and more confident within these areas. I completed Professional Development days to further support my progress in learning how to teach specific needs, in-turn strengthening my ability to differentiate. Furthermore, I was able to collaborate with other teachers who had previously taught these students and was given insight into the best ways to approach their learning and how to approach my teaching. Moreover, I was able to engage parents and caregivers into their child's learning in order to gain the best outcome and grade for their child.
Evaluation:
I will continue to develop my skills in differentiation by further partaking in professional development seminars surrounding special needs. I will continue to collaborate with other more experienced teachers surrounding this area.
Standards:
1. Know Students and How they Learn (1, 2, 3, 4, 5, 6).
2. Know content and How to Teach it (1, 2, 3, 4, 5, 6).
3. Plan for and Implement Effective Teaching and Learning (1, 2, 3, 4, 5, 6, 7).
4. Create and Maintain Supportive and Safe Learning Environments (1, 2, 3, 4, 5).
5. Assess, provide Feedback and Report on Student Learning (1, 2, 3, 4, 5).
6. Engage in Professional Learning (1, 2, 3, 4).
7. Engage Professionally with Colleagues, Parents/Carers and the Community (1, 2, 3, 4).
Parent Teacher Interviews and Interactions:
Context:
During my first year of teaching I engaged in two rounds of parent-teacher interviews. I had to organise student work, evaluate their progress, track their progress and report back to the students and parents during this time. It required profound organisation and diligent recording of results. During these interviews I was able to incorporate the students' parents into their learning and with them on board it allowed for a more proficient outcome from the students. Furthermore, I conversed with parents and caregivers over email and over the phone throughout the duration of the year. So at the end of each semester, written reports were required to assess summative work completed by students. Furthermore, I had to learn a different reporting format for foundation students.
Action:
collaborating students work.
reporting on students work.
discussing and conversing student outcomes with parents
have empathetic understanding for parents with struggling students.
Result:
As as result of this I grew in my confidence to converse with parents and caregivers. I was able to learn the terminology around reporting and bring the parents and caregivers into their child's learning in a positive way.
Evaluation:
I will further my skills in this area through practically talking to more parents and engaging in discussion about students development.
Standards:
1. Know Students and How they Learn (1,2,3,5,4,6).
2. Know content and How to Teach it (1,3).
3. Plan for and Implement Effective Teaching and Learning (1,2,3,4,5,6,7)
4 Create and Maintain Supportive and Safe Learning Environments (1,4)
5 Assess, provide Feedback and Report on Student Learning (1,2,3,4,5)
6 Engage in Professional Learning (3,4)
7 Engage Professionally with Colleagues, Parents/Carers and the Community (1,2,3,4)
Teaching Aboriginal Studies and Understanding Culture:
Context:
During my first year of teaching, I taught a unit on Aboriginal Studies and other Cultures around the world. I was encouraged students to research an Aboriginal Language and Tribe and respectfully do a presentation on this. Furthermore I encouraged my students to research Indigenous Landscapes and how Indigenous people explain what these land forms mean to them. We especially looked at Elder Bob Randell of Uluru, Australia.
Action:
create a unit plan
create assignment sheets based on Indigenous culture.
Result:
As a result of teaching Indigenous Cultures and Traditions I grew in my knowledge and confidence in this area.
Evaluation:
I will further my skills in this area by listening, learning and respecting the Indigenous Culture. I will talk to colleagues and friends respectfully ask questions to grow in my knowledge of this area of learning and teaching.
Standards:
1. Know Students and How they Learn (3, 4, 5).
2. Know content and How to Teach it (1, 2, 3, 4).
3. Plan for and Implement Effective Teaching and Learning (1, 2, 3, 4, 5, 6, 7)
4. Create and Maintain Supportive and Safe Learning Environments (1, 2, 3, 4, 5)
5. Assess, provide Feedback and Report on Student Learning (1, 2, 3, 4, 5)
6. Engage in Professional Learning (3, 4)
7. Engage Professionally with Colleagues, Parents/Carers and the Community (1, 4)
Organizing Excursions and Extra-curricular activities :
Context:
During my first and second year of teaching I was able to experience copious opportunities to organise and help run a multitude of activities such as a Walk Club, Sports Day, Rite Journey, Excursion to Martindale Hall and a Volley Ball Competition.
Action:
fill out sheets and organise teachers, helpers and students
complete risk assessment sheets
Result:
As a result of these activities I was able to become more competent in organizing students for extra-curricular activities as well as collaboratively working with other teachers and staff members. Furthermore, I was able to learn how to fill out risk assessments and possible accidents that could happen during certain events.
Evaluation:
I will develop more organisation skills as a teacher when planning these types of activities. the more i organise the better I will get and by collaboratively working with other teachers it will grow my team work skills also.
Standards:
1. Know Students and How they Learn (1, 2, 3, 5, 6).
2. Know content and How to Teach it (1, 2, 3, 5, 6).
3. Plan for and Implement Effective Teaching and Learning (1, 2, 3, 4, 5, 6, 7).
4. Create and Maintain Supportive and Safe Learning Environments (1, 3, 4).
5. Assess, provide Feedback and Report on Student Learning (1, 2, 5).
6. Engage in Professional Learning (3, 4).
7. Engage Professionally with Colleagues, Parents/Carers and the Community (1, 2, 3, 4).
Creating Unit Plans:
Context:
During my first year of teaching, I was required to create 12 different unit plans, (teaching 4 separate classes over 4 terms) - I was required to develop and create different activities for year 1, 8 and 9 Physical Education, English, History and Geography. I used the standards, outcomes, capabilities and cross curricular priorities from the australian curriculuum to plan and implement work for the students.
Action:
collaborated with other teachers
designed and implemented my own work sheets
create a unit plan for up to 11 weeks, 12 times.
using the cross-curricular priority of ICT, literacy and numeracy capabilities.
Result:
As a result, I learned various techniques in how to develop a unit plan. I became more confident in my ability to create a diverse unit of work and broadened my sphere of knowledge about these particular topics.
Evaluation:
I will further my skills and confidence in creating unit plans by collaborating with experienced staff, reading the Australian Curriculum and speaking with other colleagues about how to implement new techniques into my teaching pedagogy.
Standards:
1. Know Students and How they Learn (1, 2, 3, 4, 5, 6).
2. Know content and How to Teach it (1, 2, 3, 4, 5, 6).
3. Plan for and Implement Effective Teaching and Learning (1, 2, 3, 4, 5, 6, 7).
4. Create and Maintain Supportive and Safe Learning Environments (1, 2, 5).
5. Assess, provide Feedback and Report on Student Learning (1, 3).
6. Engage in Professional Learning (1, 2, 3, 4).
7. Engage Professionally with Colleagues, Parents/Carers and the Community (1, 2, 3, 4).
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