Professional Knowledge

For students to be effective learners, I believe they need to be properly motivated, have a good support system, be engaged and build meaningful relationships with teachers and their peers. I intend to ensure that student learn valuable life skills through my teaching and the knowledge they gain in my classrooms.

Throughout my practicum, I have interacted frequently with students of various cultural backgrounds and ethnicities. When teaching students of diverse cultural and ethnic backgrounds, I promoted effective learning by being patient and empathetic. I utilised the strategies outlined in Blackfriars Staff Handbook to effectively support EAL students in my classroom. This included using visual aids, modifying my speech and offering one-on-one time with the students.

I involved myself in the school's Homework Club held in the library after school. Here, I formed relationships with a wider variety of students outside my classroom. Students who attend Homework Club are those who need adjustments to their work, are on Individual Education Plans, EAL students, those who have organisational difficulties and struggle to meet deadlines and quite a few students from refugee backgrounds.

By knowing the different ways my students learn, I have helped develop positive educational outcomes. I created a list of strategies to support student learning by building their physical, social and intellectual development. Inclusivity within my planning is an important aspect within my teaching and I hope to develop it further in my career.

During my practicum, I designed unit plans for my classes that aligned closely to the ACARA and SACE curriculum. Through my subject area knowledge, I found and used resources that aided the development of my own teaching materials. For my units, I created PowerPoints, booklets, assessments and practicals that helped me create effective lesson plans. I designed content and assessments that taught students about Aboriginal and Torres Strait Islander history and culture by relating it to the Stage 1 Chemistry curriculum. For students on Individual Learning plans, I ensure that assessment tasks were appropriately adjusted to meet the learning needs of students across the full range of abilities.

Professional Practice

In classrooms, I believe in using a Constructivist approach and utilizing Vygotsky's Zone of Proximal Development Theory to aid in student learning. I encouraged my students to play an active role in constructing their own learning instead of passively receiving information from me. Hence, I designed practicals that integrated inquiry based learning in which students use their prior knowledge and develop strategies to solve problems. I scaffolded lessons particularly assessments that were challenging or concepts that were difficult to grasp whilst stil establishing challenging learning goals for my students. I have implemented ICT use in my classrooms by integrating Education Perfect, Gizmos and other simulation-based sites to expand curriculum learning opportunities for students.

John Hattie states that feedback is one of the most powerful moderators in enhancing student learning. As such, appropriate, timely and effective feedback is vital in my teaching practices. I ensure that feedback given to students is detailed and tailored to their learning goals. Over the duration of my practicum , I employed different diagnostic tools such as formative and summative tasks along with online quizzes to assess the level of student learning and understanding. I engaged with my colleagues on multiple occasions to evaluate and improve teaching programs especially with assessments tasks and lesson plans to ensure the inclusion of all learners which is at the core of my teaching practices. When managing challenging behaviour, I used the school's behavioural management policies to support classroom practices and enact corrective measures. From the start, I discussed and clarified my expectations of students when in the classrooms or laboratories. In Pastoral Care, my mentor and I promoted elements of safety and mental health through discussions of trust networks and unhealthy relationships.

Being a Science teacher, I understand the importance of maintaining student safety specifically in laboratories. When running practicals, I provided detailed risk assessments and liaised with the laboratory manager to ensure smooth running of practical activities.

Professional Engagement

I am a firm advocate for life-long learning as such I have involved myself in a number of professional development courses aimed at enhancing my teaching practices. I have enrolled myself in professional development course such as NCCD e-learning case studies, SACE Webinars, First Nation Resources in the classroom and Microsoft Educator.

Throughout my practicum, I was able to develop a positive relationship with the other staff members by demonstrating professionalism and respect when interacting with them. I liaised with other staff members in the year level to moderate work to ensure consistency and attended scheduled Science meetings. To meet the administrative requirements of the school, I attended inductions organised by the WHS office and the laboratory manager. During my yard duties, I was able to develop a rapport with students outside of my classroom. I was invited to attend Blackfriar's Staff Retreat day during my time there. Here, we engaged with external professionals such as Father James McEvoy who delivered a talk on the Theology of Childhood. In doing this, I was able to build my knowledge on the stages of childhood development and how it informs childhood agency.

Ultimately, my biggest goals as a teacher is to develop a caring and supportive environment for my students that promotes inclusivity. I hope to share my passion for Science with my students and create a positive impact in their lives.

Placement History:

2017 : Edwardstown Primary School (5 days)

2018 : Renmark High School (5 days)

2020 : Blackfriars Priory School (Term 1: 10 days, Term 2: 20 days, Term 3: 45 days)