Week one at Henley High was an eye-opening and immersive experience. I felt a fusion of emotions, energy and enthusiasm for the brimming term ahead. My introductory meeting with the site coordinator was the only form of contact I had with the school before placement commencing. Unfortunately, both of my mentors were unavailable due to time constraints before the holiday period began. It is for this reason, I made a commitment to conduct thorough research into 'getting to know' Henley, the multi-faceted curriculum, community values and goals it upholds. The school website was a fantastic tool to gain insight into understanding what the school praised for as well as its strategic plans for the future development. I feel incredibly privileged to be completing my practicum within such a thriving educative environment.

Reflecting on my previous placement, I was unaware of the importance to become familiar with the school's LMS system prior the first day. For this reason, it was important for me to plan and take the time to learn both LMS systems of One Note and Scholaris as they form the foundation of both teachings and learning at Henley. The schools paper-free principle requires all teachers to employ the use of ICT tools to enhance the engagement of, and successful outcomes for, students. I found both LMS platforms to be both accessible and useful tool for high-quality teaching and learning. I look forward to confidently employing ICT to create engaging and stimulating lessons, that allow for positive interaction between the students, teachers and caregivers.

Both my mentors were welcoming and supportive of my journey alongside their classes over the term. My classes were finalised towards the end of Week 1. Therefore, the official teaching of my practicum would begin from Week 2. Nonetheless, observing and providing support in each lesson allowed me to get to know most of the students, their preferred learning styles from both mentors and plan for the content ahead. I asked each class what learning styles they prefer both orally and through an anonymous survey. From this interaction, I was able to promptly amend and develop future activities that ensured maximum engagement throughout the lessons.

I further immersed myself within additional co-curricular activities. Joining both Book Club and the Environmental Committee will broaden the scope of my experience and skillset here at Henley High. I strive to create positive relationships with other teachers, SSO and staff members through these groups.

During my observations, I noticed that from Year 9 to Year 11's displayed some challenging behaviours. In order to prepare for this behaviour, I read and familiarised my knowledge on the school's student behaviour management policies. The policies reflect Henley High's values for respect, responsibility, equity, accountability, creativity and honesty. In other areas of preparation, I organised a meeting with my all my mentors individually to discuss the behaviour management on a class-level, understanding the needs and tendencies for challenging students in the respective classrooms. Learning about the individual students and their typical disruptive behaviour allowed me to plan productive activities that would help engage their participation and attention in the lesson.

Overall, my first week at Henley was beautiful and has only sparked the 'teaching bug' more than ever. I look forward to my first-week teaching the following classes.

• Year 9 English
• Year 10 Geography
• Year 11 Geography
• Research Project
• Year 12 Society and Culture
• Year 9 Care Group.

I'm looking forward to the journey and its process ahead.

Week 2 at Henley High brought upon a whirlwind of challenges, opportunities and fulfilling experiences. I had a good idea of what to expect during my first interaction as a lead teacher based on the observations and assistance from Week 1. At the same time, I kept an open mind as to what to expect during the initial week, and this served me well.

STUDENT IMPACT

What went well this week? How did the students respond?

Despite my initial nerves, I felt supported and encouraged by my mentors and other staff members. Networking and developing new professional relations was a goal I aimed to achieve this placement. It was lovely to see new professional friendships bloom so early on (APST 7.4). In saying so, I felt my commitment to say 'yes' to anything and everything helped establish these relations, mainly engaging in co-curricular activities. Joining the Book Club allowed me to network with members of the English department and provided inspiring discussions on the literary world. Similarly, The Environmental Committee has opened doors to networking among the HASS department as well as other leaders in the school.

My first class as a lead teacher was for my Year 9 care group. The topic for the day was introducing course counselling and provided guidance on subject selection for next year. As a student-teacher with little knowledge on subject selection choices at the school, I found my preparatory reading of the school curriculum help navigate through the delivery of the lesson (APST 7.1). My mentor teacher was accommodating and provided me with additional 'hints and tricks' on how to support and motivate students through the period.

To engage with the students, I provided relatable and personal experiences and sympathised with the students on how daunting the process for choosing subjects can be. I found this to be a beneficial technique when establishing a supportive learning environment where students felt comfortable to talk about their considerations and interests for subjects. This approach has certainly helped develop positive relationships with the care group students, which is necessary for the role of a care group teacher. I aim to direct healing, guiding, reconciling and naturing of each student daily. I am truly grateful for this.

I am proud of my effort to differentiate for students according to their ability. In both my Year 10 and 11 class, there is an array of learning styles and capabilities. During this week, I accessed Independent Learning Plans for some of my students to adjust their content. I hope this will allow them to feel comfortable in the classroom, providing engaging and suitable content for their learning.

The use of ICT integration at Henley High forms the foundations for all aspects of teaching and learning. However, at times, this can be challenging with entrusting students to use ICT appropriately. It was vital to create meaningful content using ICT and set clear intentions and instructions before starting any activity. Students were aware that if they do not comply with these instructions, they would immediately lose the privilege to engage with the experience. I found to be incredibly rewarding and enjoyed creating online and collaborative content for the students. I also found the use of ICT an accessible way to engage with parents and carers as it can be difficult in senior year levels to do so. With the permission of my mentors, I sent an introductory email to all my student's parent explaining my role in the classroom over the next eight weeks, the content taught and assessment details. The initial interaction was aimed to establish a sense of collaboration between my role as the student teacher and the student's parents. The response from parents was both welcoming and heart-warming to receive.

What did not work well?

There are some areas I need to work on that I have identified at this early stage. Firstly, I should not be nervous about mitigation behaviour management during my first lessons. Majority of students worked pleasantly and engaged throughout each lesson and activity set. I set the intention of lesson outcomes and explained my expectations at the start of each class. Despite this, I had trouble facing a few students who often interrupted my instructions with group chatter or bluntly ignored my teaching. I should not be timid to speak up about inappropriate behaviour. As the day wore on during my final lesson Friday, I became more comfortable finding my 'teacher' voice and projecting my expectations. I also found that non-verbal cues such as hovering around the chatty areas of the room would discourage their conversations and steer them back on track.

Another area where improvement can be made is in the administration aspect of teaching. With such eagerness to start the lesson, during my first few classes, I forgot to take attendance and enter them into the school grade book. I was lucky that my mentor was very lenient with me during this time, but I must improve this aspect as a lead-teacher now.

How will I improve these issues in the future?

1 – Improve mitigating behavioural concerns with a seating plan for Year nine and ten classes

2 – Set clear instructions and behavioural expectations each lesson and reiterate throughout the lesson

3- Print out lesson plan copy and place emphasis on taking the roll and other admin duties.

AITSL standards met this week:

7.1 Meet professional ethics and responsibilities

7.4 – Engage with professional teaching networks and broader communities.

4.3 – Manage challenging behaviour

1.2 - Understand how students learn

1.5 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities

1.6 - Strategies to support the full participation of students with disability.

Planning Process

In Stage 1 Geography, students began their first summative assessment task. It was vital to me that each student had a comprehensive understanding of the task set and marking criteria assessed. To achieve this, I dedicated a Q&A workshop for any pressing questions relating to the content or assessment all students may want to discuss.

I conducted a Q&A workshop for any queries regarding the content material. Time was also allocated to discuss the structure, criteria and rubric for the assignment for students to gain an in-depth. Students received an exemplar on how to structure the report. However, it was encouraged for them to think critically and creatively and were not limited to the exemplary structure.

Furthermore, Year 10 Geography students also began an assessment task. Students will undertake a paired study of Australian biomes and their connection to food security. Both Year 10 and 11 Geography classes have many students on negotiated learning plans. To cater for the differentiated needs, I planned multiple task sheets and scaffolded assessment criteria. In doing so, I was able to support the individual learning needs of the students and provide an opportunity for them to excel in the assessment piece.

Year 9 English class, I designed a workshop on annotating poetry to support the second aspect of their assessment task. Students practised as a class and within their tables, interpreting poetry using the SLAM technique.

STUDENT IMPACT

2. What worked this week

I separated specific students in Year 10 Geography earlier this week. The performance of these students substantially improved when they were unable to distract each other. I praised their behaviour after the lesson and allocated them to seat for the remainder of the term.

My instruction for the assessments in both Year 10 and Year 11 Geography was delivered with clarity and a step by step overview. I feel my approach to ensuring all students understood the task motivated student learning and reduced repetitive questioning following the instructions. A particular moment that went well was asking the students to highlight certain aspects of the assessment task sheet and rubric. The recommendations helped reinforce to the students the critical elements of the assessment and criteria.

3. What did not work this week

I have been tasked to support an international student in Research Project lesson. The student has struggled considerably in the subject, failing twice before. The language barrier has made it difficult to communicate ideas and concept with her. The extensive feedback I provided was not considered. I feel as though the student relies heavily on teachers to complete the work for her. I found myself in this cycle and found it difficult not to feel pressured in writing out the work for her. The student requires significant encouragement to motivate her in completing the work. I have consulted with the RP teacher, RP coordinator, as well as the language coordinator to address the issue of concern. I am grateful for the advice and previous history the staff have shared to support me. My goal is to guide and assist each student to complete her Research Project successfully and encourage her each lesson.

4. How to improve, change and develop further.

• I can improve my role in Research Project by setting proactive goals for the student. This will help her keep a timeline and outline the steps required to complete the outcome by the deadline.
• I will provide regular feedback to my mentors, the RP and international student coordinators to assess the students progress. Most of the meeting and feedback sessions are conducted in informal settings. I will aim to document all meetings in writing and upload the progress onto Scholaris for all teachers to review.
• Although the Q&A session was a success, I will amend the workshop and provide students with the opportunity to develop questions prior the lesson. This aims to invoke inquiry planning for the upcoming assessment.

APST Standards met this week:

3.1 Establish challenging learning goals.

6.2 Engage in professional learning and improve practice.

6.3 Engage with colleagues and improve practice.

4.2 Manage classroom activities

4.3 Managing challenging behaviour

Week 5 flew in a blink of an eye. This week I developed my knowledge and understanding of assessing student learning, providing feedback to students and digitally reporting on their achievement. I also participated in the Henley's annual Course Counselling day, where students, teachers and parents engage in the subject selection process for 2020. It was an inspiring day and lovely opportunity to engage with colleagues, parents/carers in the educative process. It was lovely to see the level of commitment, and diversity Henley offers for students to choose pathways for them to achieve the most

STUDENT IMPACT

What went well this week?

In Year 10 Geography, the class delivered their oral presentations on a particular Australian biome and food security. The students were exceptional and showed a more in-depth insight into the challenges and threats facing biome ecosystems in Australia and upheld a respectable manner in their presentations. The use of formative assessment undertaken during the term was vital to the cycle that helped students develop their knowledge and prepare for the summative assessment. The presentations were also the first opportunity I had to undertake assessment reporting in an oral format. I was apprehensive about whether I would have been able to provide useful feedback. However, with consultation from my mentor, I developed a step-by-step feedback rubric to following during each presentation. I aimed for clear, specific language for a positive framework. I learnt the importance to identify and positively reinforce what was done well explicitly. This experience taught me that constructive feedback is based on a foundation of trust between the sender and the receiver. Following the presentations, the students were given 15 minutes to reflect on the feedback to understand the intended message. Students were then asked to self-assess the strongest and weakest moments and how they might improve the next presentation. In turn, students were actively engaged in their assessment. Self-reflection helps each student to recognise the progress they made in the presentation, while simultaneously allowing them to consider improvements that could be made the next assessment.

What did not work well this week?

What were the actions taken to mitigate the challenges?

Introducing a new Shakespeare unit to a high-energy Year 9 class was both challenging and rewarding. I learnt quickly that behavioural concerns in a classroom differ from year level to size range, as well as the aesthetic environment. Each class is unique, dynamic and involved varying levels of stress for both the teacher and pupils. Nonetheless, disruptive behaviour inhibits the flow of lessons and conflict with the learning objectives and the process of learning. The behaviour management strategies that i enforced in my other classes were almost use-full in any regards. The introduction to Shakespeare sparked two distinct emotions in the classroom: boredom and fear. I had planned an array of activities to engage students actively, yet the majority of students continued to stay off the task. For example, non-verbal strategies such as gestures (movement and signals) paralinguistic (pitch and tone of voice), body language, eye gaze and proxemic were non-responsive.

Nonetheless, I spoke with my mentor, and he set me 'homework' to find innovative behavioural management strategies and to implement them the corresponding lesson. In my research, I found that effective behaviour management involves promoting good behaviour and discouraging misbehaviour. I often forget that behaviour management is not just calling out disruptive behaviour, but rather any action that I, as the teacher takes to get the students to behave themselves is part of the behaviour management process. For this reason, I decided to implement a points system. If i was to reward good behaviour, that's as much a part of behaviour management as 'punishing' the bad. To help implement the point system, I wrote on the board a behaviour rubric that outlines what good behaviour is and what behaviours can earn points or prizes. At times, bad behaviour results in taking away points. The point system worked per table groups, therefore fostered students to care about their teams progress rather than just themselves. I strongly believe that opportunities to respond and participate in the classroom activities, to use the materials and to respond to request works is most effective when it has an inclusive approach of all pupils.

APST Standards met this week:

5.5 Report on Student Data

5.4 Interpret Student Data

5.2 Provide feedback to students on their learning

6.1 Identify and plan professional learning needs

3.7 Engage with parents/carers in the educative process

6.2 Engage in professional learning and improve practice.

4.3 Managing challenging behaviour

The duration of this placement is quickly coming to an end, and i'm making sure to take in as much feedback, experiment with different learning styles and create networks to support my early teaching career. Week 6 was also a short week, and therefore, I lost 3 of my lessons for the week.

STUDENT IMPACT

What went well?

Care Group

Since Week 1, I have made a continuous effort to create daily activities that will engage active participation of my year nine care group. Inspired by the Mind Matters Framework, I have used care group to promote and maintain positive well-being within the Year 9 classroom. Each day I aim to engage the needs of students, particularly those experiencing challenges to social interaction and academic success. To do this, I have undertaken extensive research to develop activities that help students practice resilience and coping strategies, and have a more positive outlook on life.

Week 6's agenda included:

• Mindful Monday - 10-minute gratitude meditation - students listened to a guided meditation and asked to reflect on the things they were grateful in life.
• Tech-Free Tuesday - students engage in a tech-free care group session. Students wrote down the positive characteristics they held and brainstormed what makes a good friend.
• Well-being Wednesday - Students are introduced to the Kindness Bags activity that will continue at the start of each lesson. Students write a compliment on a member of the care group relating to their 'character strengths'. This strongly aligns to the Wellbeing Framework the school promotes.
• Trick-shot Thursday - Students engaged in a friendly 'handshake' competition.
• Friday - Public Holiday.

Care group this week successfully undertook several engaging activities that helped promote well-being for the Year 9 care-group.

Year 9 Shakespeare

To engage students in their study of Romeo and Juliet, I had to restructure my lesson sequence to suit the preferred learning styles of this class. The Year 9 group are highly energetic and social - thriving in learning that is based on kinaesthetic learning. For them to grasp the scene and acts in the text, students participated in a paired activity called 'Shakespearean Snapchats'. Students were given an overview of Act 1 to 5 from the play and asked to recreate a Snap chat with a trending hashtag to compliment the scene. Students were actively involved and showed a significant amount of enthusiasm throughout the activity. The often unmotivated students also engaged and took pride in their Snap Chat creations. This activity highlighted the importance of understanding the physical, social and intellectual development and characteristics of students. Above all, I learnt how the students grasp concepts best.

Teaching Growth

During the week I received yet another email from the same student who sent the distressing messages earlier in the term. Unlike last time, I chose to reply to the email to document in writing the behaviour and my response. I deliberately actioned this to ensure that I documented everything in the case the incident were escalated. My mentor, the students' house coordinator and her parents were also emailed to address the behaviour. In order to resolve the ongoing issue, I asked the student to meet me at lunchtime to discuss in further detail. These situations are never easy as a practicum teacher. However, I have learnt that it is within these moments that have an impact both on the student and myself monumentally. It shows me that teaching is far more than delivering content and supporting student learning in the classroom environment. I hold a deep responsibility for my care to ensure the wellbeing for each student extends beyond the classroom. It was evident the student faced severe distresses in her life and that she was manifesting her behaviour towards me. I saw growth in myself to set emotions aside and professionally support the student and her support team to discourage this behaviour into the future.

What did not go well? What steps can I take forward to combat these issues?

This week I spent a great deal of time chasing two students who have not submitted their assessments. Despite given multiple warnings in class and sending emails to both student and parent, there was still no submissions or appropriate reasoning as to why the students had not completed the work. I felt as though my lenient approach to deadlines and granting additional extensions were misused. In hindsight, I could have created a progress checklist in each lesson to ensure the student was on task and achieving their lesson outcomes. Another way to avoid this issue would be to ask the parent to sign the checklist as the student completes each area for homework. In future, I will also avoid being lenient if there is not appropriate reasoning for delaying submission. I can do this by issuing lunchtime detention to prompt the student's action.

APST Standards addressed this week

6.2 Engage in professional learning and improve practice.

6.3 Engage with colleagues and improve practice.

4.2 Manage classroom activities

4.3 Managing challenging behaviour

Week 7 has brought many opportunities to develop skills in reporting, interpreting student data and providing comprehensive feedback. I set a goal to try new teaching strategies and implement ICT simulations in lessons to enhance student engagement. This week also offered the opportunity to take part in professional development, engaging in an assessment, reporting and moderation among other DECD schools in the district. The WASSN event was a fantastic opportunity to network and connect with different teachers and leaders in the field. It was particularly helpful in reviewing other differentiated material and diverse approaches toward developing task sheets. I particularly enjoyed making judgements when reporting against Australian Curriculum achievement standards. The experience has provided me with additional skills and processes to make justified judgments on student reporting.

STUDENT IMPACT

What went well?

During Stage 1 Geography this week, students continued their study on biological and human-induced Hazards. To embed more dynamic activities in the classroom, I researched many app simulations relating to Hazards. Digital applications are replacing traditional whiteboards and are enabling students to have a more interactive learning experience. The students were enthused and actively participated in both Pandemic and BioTech apps which helped them understand biological hazards - the level of impact, vulnerability and level of risk they pose. The apps also taught students how to prepare for biological hazards through planning processes. This activity was a successful way to integrate ICT in the lesson and also engage the student in active, hands-on activities. Students were asked to write a short reflection on their One Note folders to consolidate what they had learnt from the app simulation on Hazard risk and vulnerability as well as spatial distribution.

This week also involved the finalisation of outcomes and folio submissions for Research Project. In a high-stress period, many students seeking additional help on refining their findings. I found this to be both challenging and useful in developing timely drafting skills and providing live feedback to the student during one-on-one meetings.

Furthermore, Year 10 Geography successfully reached new levels of depth and group analysis from the entire class. Students began to understand the key stakeholders in environmental management and discussed viewpoints economic, spiritual, social, political and ecological perspectives. The task initially asked students to a state where their view sat on the continuum - ecocentric or anthropocentric. Once they had chosen, they were allocated a position in society. Students then worked in their collective groups to research and evaluate the management strategies their role supported for the management of the Murray Darling River. This activity was, by far, one of my most successful and thought-provoking ideas. It was fantastic to see students enthused about their role and the significance they played in the situation. The activity was inevitable student-centred and fostered evidence-based learning to support students outcomes. The formative task was also a significant lead into explaining the summative assessment task and excited the students to continue their research on a similar topic and purpose. I felt my growth in transferring student knowledge from formative to summative has significantly improved during my time at Henley High. I am grateful to my mentor for supporting my ideas and allowing me to test diverse activities. It has lead to some enriching lesson experiences.

What did not go well? What steps can I take to improve?

An area of improvement I recognised this week was my speech pace. At times during lessons where instructions were given or explanation of a particular field were described felt quite speedy and at times rushed through. My pedagogy is to provide passion and excitement in every lesson, and at times, I can get carried away with emotion when my speech is fast. As a result, students often tune out and then request for instructions repeatedly in the lesson. To overcome this issue, I have asked my mentor to film a portion of my lesson so that I can review my body language and tone. Following these, I have downloaded several free metronome apps available from Apple, which help keep time as I practice delivering instructions. The click of the metronome is set to the desired speech goal per minute. I understand this will be an ongoing practice to master the art of pacing: to carefully measure out each word to emphasise the meaning of instruction.

APST Standards Address

2.6 - Information and Communication Technology

1.3 - Teaching students with diverse linguistic, cultural, religious and socioeconomic backgrounds

3.3 Use Teaching Strategies

4.1 Support Student Participation

6.1 Identify and plan professional learning needs

5.1 Provide feedback to students on their learning

My connection with staff and students has continued to strengthen each day. As the final week of placement creeps in, I am feeling more grateful for each lesson and the moment I can share at Henley. Week 7 brought opportunities to develop professional learning individually and with colleagues, parents/carers and students. I undertook PD training associated with integrated curriculums, wellbeing and trauma. The training reinforced the importance of professional engagement. I understand that education is a never-ending process.

Student Impact

What went well this week?

This week in a care group, I focused on the suicide prevention charity in Australia, RUOK. My goal for the week was to remind students that having meaningful conversations with mates and loved one could save lives. During caregroup activities reflected managing mental health, socialisation and connections with peers as well as addressing the needs of the inner self. Students particularly enjoyed classroom Yoga. In the lesson, I explained the history and benefits of yoga and the impact it has on creating a positive mindset. Many yoga poses and breathing techniques were practised. These involved partnered, individual, standing and sitting positions. Students were encouraged to take on board the strategies into other lesson and reinforce when they feel stressed, overwhelmed or times they needed a moment to reset. The class actively engaged in all activity with intrigue, curiosity and pride to develop positive habits in the classroom.

Another area that went well this week involved establishing effective classroom communication to manage challenging behaviour. In Year 9 English, the pupils often appear to be fuelled with energy and positively socialise among themselves. However, at times, this communication takes them off-track and leads to distractions and inhibiting the completion of productive work in class. There’s more to a student’s academic success than just being taught; the environment in which they learn has a significant impact on their progression. Effective classroom management plays a huge role in this and includes seating plans. Where students are seating is inherent to the benefit of student behaviour, academic performance and class participation. At Henley, Year 9classes share the same lessons for the majority of their subject. To create an optimum seating plan, I organised a meeting with other subject area teacher who also teaches the class to develop a mutual seating plan that can be implemented in each lesson. In doing so, the students will establish a sense of routine. Ultimately, the use of seating plans helped gain full control over the classroom and orchestrated the class to learn in a way which I felt will benefit them the most. Having this management in place will also mean that I can rest assured that I am doing all that I can to help them to achieve their full potential truly.

Lastly, I noticed a massive improvement in regards to my speed and tone in class. Implementing the strategies from Week 8 helped significantly towards ensuring my voice was controlled and delivering instructions promptly during lesson time.

What did not go well this week? What steps can I take to improve?

This week did not involve many setbacks. However, I did notice that there had been a significant drop in attendance from students across my classes. I felt I could have actioned this further by emailing parents to inform them of the lack of participation and the implications this would place on their final assessment task. In the future, I will contact the students promptly as well as their parents to ensure I am keeping track of their learning process.

Another area of concern involved the lack of drafts supplied for a Year 11 Geography report. Although I had advised the importance of submitting a selection and set weekly deadlines for the students to follow, there were several missing pieces of work sent. Henley does not require a draft submission. However, I could have actioned feedback in an alternative means. In the future, I will consider giving verbal feedback in class or sending emails to prompt a response. Nonetheless, the feedback was provided in-class time and support was offered. Therefore it was not a significant concern. There is always room for improvement in terms of reporting and assessment - one that I learnt this week.

Overall, a great week.

APST Standards Addressed this week

6.1 Identify and plan professional learning needs

6.2 Engage in professional learning and improve practice

6.3 engage with colleagues and improve practice

5.2 Provide feedback on students on their learning

3.5 use effective classroom communication

3.3 Use teaching strategies

My final week at Henley High has been full of mindful moments with students, reflection between mentors and colleagues and sincere gratitude for this nine-week journey. My time at Henley has been nothing short of a transformational personal and professional growth experience, largely thanks to the students, teachers and broader school community. I feel it is within this community where I've genuinely found my pedagogical 'wings' and confidence to fly into the profession as a graduate teacher. Although there was not much content delivery this week due to the finalisation of reports for Term 3, I used this time to foster collaborative and student-driven learning around their topics studied over the term.

What went well?

As part of my final week at Henley, I wanted to review the knowledge students consolidated during the course this term. In particular, my Year 11 Geography students have all chosen to continue their Geography subjects in Year 12. It was vital for me to ensure students were prepared and confident for Term 4 content and assessments. To do this, I developed a roundtable challenge where each student would select to answer questions on either their Hazard reports or Megacity assessments. Similar to debate, having a round table discussion proved the more reliable and personal way of discussing differing opinions. The nature of discussion warrants more time and care, and help the student understand that behind every view is a human with an idea, a face with a background, and a soul worth listening too. The outcome of the roundtables was incredible; students actively engaged in discussing the social, economic and environmental issues faced by their chosen case study. The class worked collaboratively to pitch their solutions that explored mitigated or adaptive methods for sustainable practices into the future — a truly inspiring moment in my practicum.

In light of the climate summit and climate strikes, I decided to do a climate change workshop with my Year 10 Geography class. The lesson involved students mocking a united nations climate summit. The course worked in small groups of 3-4 and was identified as different stakeholders in the fight against climate. The groups ranged from - American and Australian governments, Indigenous elders and youth, private organisations such as ADANI, friends of Greta Thunberg or non-profit organisations. Each group was asked to work together and pitch their concerns, solutions and future predictions for the climate change crisis. It was interesting to see the diverse views, and the collaborative approach students took to share their viewpoints on the topic passionately. A particular highlight was when students developed their own trending # hashtag that would represent their team's beliefs. I felt students gained truly real-world experience and in turn, expressed passion and concern for an event that is a both topical and highly relevant aspect of their generations livelihood.

What did not work well? What can I do to improve?

There wasn't an aspect of the classroom experience that did not go to plan this week. However, an area to improve could be set on allowing extensions to students who often ask for them before the due date. This was demonstrated in my Year 9 English class where a handful of students took for granted the opportunity of an extension and still are yet to complete the work. I feel as though setting firmer boundaries would limit time chasing students, emailing parents and documenting the information. I understand that I need to work on this area and will continue to find new innovative methods to do so. At this stage, clear and coherent communication between mentor, parents and students is the most effective way to ensure there are completion and achievement in the assessment task.

STUDENT IMPACT

It was overwhelming to receive the letters of kindness, gifts and farewells from all the students. During the final lessons I asked students if they could complete a feedback survey that would both help me reflect on my experience and identify and plan for professional learning needs. The responses were incredibly humbling and highlighted the level of impact a student-teacher can have on an individual and collective learning experience. The survey results have motivated me to continue being authentic to my pedagogy - providing students with an inclusive, student-driven class where curriculum merges with real-world context to optimise student success. The survey responses have fulfilled the goals I set out before the practicum and have since allowed me to evaluate and set new goals for the future.

APST STANDARD MET THIS WEEK

3.5 Use effective classroom communication.

4.1 Support student participation

5.5 Report on student achievement

6.1 Identify and plan professional learning needs

7.4 Engage with professional teaching networks and broader communities.