Embedded Files
Goal 1:
Professional Relationships with Students: Learning student names and one interesting thing about each learner.
GOAL 1:
GOAL 1:
How might we develop this goal into a SMART goal?
What might this look like? Reflect on your progress fortnightly; How will you evidence this goal?
S, M, T) I would like to know all the students first names by the end of my second day in school.
(A, T) I will aim to learn 5 students names at a time. I will do by asking students their names each time I interact with them. At the beginning/end of each session I will ask the students to stand, then sit when I correctly indicate to them and say their name.
(R) Any remaining standing students will be the students whose names I still need to learn.
S,M) Once I have learnt student's Christian names, I will being to learn their surname and at least one personal thing about the student, such as their hobbies, interest, sport, culture, heritage.
(A) I will make time to talk to individual students, such as before school, during breaks or moments throughout the day
(R, T) My goal is to know students name (Christian/surname) and at least one personal detail about each student by the end of term 1 (Easter Break)
S, M, T) I would like to know all the students first names by the end of my second day in school.
08/03/2024
(I'm currently working as a learning assistant at this school. Before starting the ITE program, I made a special request to be assigned to work with year 7 and 8 class. I started working in this class three times a week at the beginning of the term. On the first day of school, I spent a substantial amount of time getting to know the students in this class. I asked for their names, inquired about their hobbies, and learned about their backgrounds—where they were from and their family-related information, such as whether they have siblings and if they attended the school. Some students in these classes were new to the school, so I asked about their previous primary schools. Additionally, I took the opportunity to introduce myself, shared which country I'm from, and even showed them my country's location on a world map)
When it comes to my students, I've made it a priority to learn and remember each of their names. I also take the time to engage in conversations with them whenever possible, allowing me to gather more information about their interests, strengths, and goals. This approach helps me to better understand and support my students on an individual level.
22/03/2024
I made it a personal goal to remember the first names of all my students. I find that addressing them by name when I approach them individually or during my free time helps to establish a better connection and makes our conversations more effective. It adds a personal touch and shows that I value them as individuals. I obtained the list of students' names from the teacher. Sometimes, when I have a moment, I like to take a look at the list and carefully visualize the students' faces in connection with their names. My next goal is Once I have learnt student's Christian names, I will being to learn their surname and at least one personal thing about the student, such as their hobbies, interest, sport, culture, heritage.
05/04/2024
Over the past two weeks, my objective has been to learn one thing about each student and learn their last name.During my free time, I take out my notebook and chat with students to gather information about them. I make note of three main things: their favorite game, the number of siblings they have, and their place of origin.Unfortunately, I wasn't able to learn their last name. My next objective is to consult the name list and commit the last name to memory.
07/06/2024
At the present time, I have successfully learned the first names of all the students under my care. Nevertheless, there are still a few last names that I need to commit to memory. Whenever I engage in conversations with the students, I demonstrate my regard for them by addressing them using both their first and last names. This approach helps to enhance the personal connection and rapport with each student, and I am dedicated to persisting in striving to achieve this objective.
Connection to the standard
Establishing reciprocal, collaborative, and learning-focused relationships with students is crucial for a teacher's success. It is important to not only know the students' names but also to use them in interactions. Addressing students by their names helps create a sense of belonging, mutual respect, and value. My commitment to professional relationships was evident in my efforts to remember both the first and last names of my base class students, though I acknowledge the need to improve in remembering some students' last names. Fostering a learning-focused culture requires building trust and respect, and addressing students by their names plays a pivotal role in achieving this. When I make a conscious effort to use their names in communication, it not only demonstrates personal recognition but also contributes to establishing a positive and inclusive learning environment.
GOAL 2:
GOAL 2:
Goal- TEACH 111 (Teaching Literacy to a group of students)
S, M, T) I would like to talk with my mentor teacher about best resources, strategies and approaches for reading and writing. I will do this prior to every lesson planning.
S, A, R, T) I will refer to NZ curriculum website to understand the level and achievement objectives prior to every lesson planning.
S, A, R) I plan to enhance my knowledge by immersing myself in the TEACH 111 literacy paper materials and utilizing the resources available on the Literacy online website. I am committed to educating myself thoroughly through these valuable learning materials.
S, A, R) I will use twinkle website to get effective resources for reading and writing.
S, A) I will seek feedback on my lesson to improve my teaching literacy.
12/03/2024
Today, I had a productive meeting with my mentor teacher to specifically focus on identifying the most effective reading resources for conducting reading lessons with my group of students. During our discussion, we exchanged valuable insights, and she graciously shared a wealth of resources that I'm eager to explore and integrate into my teaching.
13/03/2024
Today, I carried out a reading lesson with a group of students in the resource room. I prepared all the resources which I need for the session. This helped me to understand the one of standards of the teaching profession which is design for learning (Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners). I was able to understand and achieve following things by practicing it.
Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.
Gather, analyze and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.
As per the conversation I had with my mentor teacher in the last week, she helped me to find a good reading resource and she sent me a link of reading books, so I was able to print them off and get ready for the session.
The focus of the lesson today is developing students' oral language by storytelling and discuss their experiences of having family members who live far away and to share their own cultural practices. It supports the comprehension strategies of making connections, inferring, identifying main ideas, and identifying point of view.
My mentor teacher gave me feedback on this lesson.
27/03/2024
Today, I carried out a guided reading lesson with a group of students. Prior to the lesson, I prepared all the resources which I need for the session. This helped me to understand, practice and make sure continuity the one of standards ' of the teaching profession design for learning.'
Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.
Gather, analyze and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.
Furthermore, I was able to carry out a great guided reading session by using many guided reading practices, teaching strategies and approaches. Reading session went really well. students involved in session actively and confidently. I was able to identify each students' strengths, abilities and needs through informal observations before, during and after reading session. I shared my own experiences in related to the text, this helped me to develop identity, belonging and collaborative skills and encourage students to share their ideas and experiences. The focus of the lesson today discusses their experiences of having family members who live far away and to share their own cultural practices. It supports the comprehension strategies of making connections, inferring, identifying main ideas, and identifying point of view.
I worked on the TEACH 111_Assign 2 Guided Reading lesson plan by using above guided reading lesson. I have attached my Guided Reading lesson plan and evaluation herewith.
TEACH111_ Assign 2 Guided Reading lesson plan (6) (6) (2).docx
The following is the student's work from the above reading lesson. Each student was required to complete the task on their own. The worksheet provides an overview of the reading material and includes all the vocabulary from the text. Some students could complete the task without referring to the reading, while others needed to consult the text to identify specific words. Upon finishing their worksheets, we reviewed the answers together. The students then assessed their work. These exercises enable me to evaluate whether the students have achieved the intended learning outcomes.
I distributed these cards to the students after the above reading lesson to encourage them to reflect on the text and gather their thoughts and ideas about it. Some students shared their reflections on the lesson itself, while others focused on the text we had read. This assessment form is crucial for me as it allows me to gain insight into the students' understanding of the text and the lesson. Their comments help me plan future lessons and select appropriate texts for upcoming reading sessions.
07/06/2024
This is my first writing lesson as a student teacher; I took careful steps to prepare. I extensively used resources such as the NZ curriculum website and the Literacy Learning progressions document to determine the learning outcomes and gather effective teaching writing strategies. The lesson focused on recount writing, and to enhance their understanding, I incorporated a YouTube video to provide instructions. Following the video, each student had the opportunity to read a sample of recounted writing to gain a better understanding of the task. I also supported by incorporating movement exercises for students who needed assistance and encouraged peer support. Throughout the lesson, I utilized praise to keep the students motivated and engaged.
Providing feedback means giving students an explanation of what they are doing correctly and incorrectly, with the focus of the feedback on what the students is doing right. During the writing lesson, the goal was for students to recount a personal life experience in past tense. These works gave me the opportunity to assess the students' understanding and figure out the best ways to support their learning. I made it a point to closely track each student's progress and keep an eye on the overall quality and pace of their learning through these activities.
During my above writing lesson, I sought the guidance of my mentor teacher, asking her to observe my teaching. Following the observation, she took the time to provide me with a comprehensive feedback letter. Her feedback was invaluable as it allowed me to gain insight into my teaching methods and pinpoint areas that required improvement.
Teachers need a good flow of dynamic feedback from students about their teaching success to adjust the instruction flow. This allows them to give students the proper information. To continuously improve as an educator, teachers must receive ongoing, diverse, and comprehensive feedback from their students. This feedback enables teachers to gain valuable insights into their teaching methods, allowing them to adapt and refine their instructional approaches to cater to the needs and preferences of their students. By actively seeking feedback, teachers can fine-tune their strategies, provide tailored support, and offer the most effective guidance, ultimately enhancing the overall learning experience for students. Following above writing activity, I instructed the students to complete a detailed feedback form to gain a comprehensive understanding of my teaching methods and their impact on the student's learning process.
Connections to the standard
I am confident enough to demonstrate the standard of Teaching by having a continuous literacy lesson with a group of students. The Literacy paper provided me with a wealth of information about Literacy teaching. Lesson planning is an integral part of the teaching profession. I added the best learning outcomes, strategies, and teaching approaches to my teaching practices by referring to Ministry of Education websites and integrating my mentor teacher's teaching styles. Through every lesson, I added something valuable to plan the next lesson to make sure my students' learning was efficient and effective. I learned how vital assessment information is in deciding students' current level of abilities and the next step of learning. I demonstrated the standard of Design for Learning by Selecting teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning, and the learners. I always included a Māori learner in my group of students, integrating Te Reo Māori into my teaching practices; I could specifically support the educational aspirations of Māori learners, taking shared responsibility for these learners to achieve academic success as Māori.
GOAL 3:
GOAL 3:
Goal- Extend my Te Reo Māori vocabulary and confidently incorporate it into my classroom interactions and teaching practices.
S, A, R) Engage with Te reo Māori resources, such as online language courses, language apps, books, and videos.
S, A, R,) Regularly practice listening and speaking the language to enhance vocabulary and pronunciation.
S, A, R) Intergrade Te Reo Māori into the daily routine
S, A) Consciously incorporate words and phrases into daily interactions in the classrooms. Greet students and give instructions in Te Reo.
07/06/2024
Teachers can express their dedication to honoring Māori culture by deepening their understanding of Tikanga Māori, incorporating Te Reo Māori into their greetings, instructions, and praise, and actively working on improving their pronunciation of Te Reo Māori words and phrases. Incorporating Karakia, which are traditional Māori prayers or incantations, is essential for integrating Te Reo Māori, the Māori language, into the classroom environment. Having learned about the significance of Karakia through my studies, I made it a practice to begin my group lessons with a powerful Karakia, honoring the tradition and setting a respectful and focused tone for the learning session. In the base class where I teach, I always have the privilege of having Māori students present. It's a source of pride for me to serve as a role model for these students and promote the use of the Māori language and culture among all the students in my classroom.
Whenever I have free time, I make it a point to engage in regular and consistent practice to enhance my pronunciation skills. As part of my language learning journey in Te Reo Maori (101), I diligently review my notes and dedicate myself to practicing the sentences and words covered in the tutorials. This dedicated approach not only helps me improve my pronunciation but also strengthens my overall grasp of the language.
14/06/2014
When incorporating Te Reo Māori into the classroom, waiata plays a vital role in language learning. Waiata often contains numerous fundamental words in Te Reo Māori, making them an effective tool for language acquisition. Teachers can promote language learning instead of traditional vocabulary instruction by engaging students in singing waiata, allowing them to absorb new words while enjoying music and rhythm. Today, just before starting our numeracy lesson, I took some time to assess my students' ability to count in Te Reo Māori. I noticed that while a few students could count, some struggled. Wanting to reinforce their understanding, I played the engaging Māori number song for them, which I found on YouTube. My students enjoyed singing the song with dancing movements.
Connections to the standard
I am confident enough to demonstrate the standard of Te Tiriti o Waitangi partnership by practicing and developing use of te reo and tikanga Māori. Prior to each group lesson, I incorporate Karakia to encourage my students to use te reo Māori. Since my pronunciation isn't very strong, I spend time practicing by using the te reo Māori online dictionary as a helpful resource. There are numerous resources for learning Te Reo Māori available on YouTube. I incorporate these resources into my lesson plan to exemplify the standard of Design for learning that aligns with the Ti riti o Waitangi partnership.
Semester B
GOAL 1:
GOAL 1:
Goal: Teaching to the whole class
A, T) I will get my base school's principal approval to teach a class ( maths support) before term 3.
S, A)I will use effective teaching strategies to keep the class connected and actively involved.
S, A) I will seek feedback on my lesson to improve my whole class teaching
S, A)I will use questioning check students' prior knowledge and extend their learning.
S, A) I will use inclusive, student - centered approaches (ex: using movements to facilitate learning)
27/06/2024
My base school has a math support class, and I am passionate about teaching mathematics. Math has always been an area where I feel deeply confident, and I saw an opportunity to showcase my skills and build my confidence by offering to teach math lessons to the entire class. I took the initiative to email the principal requesting permission to lead lessons in the math support class. To my delight, the recipient of my email showed genuine interest in my proposal and scheduled a meeting to discuss it further. After the meeting, it was decided that I would be allowed to co-teach in that class alongside another teacher.
15/08/2023
This is my first whole-class teaching lesson. This is not my base classroom. This is a maths support and extension class. Students from different classes will attend this class for math support and an extension. I taught a probability lesson. My main goal is to improve my confidence in front of the class. The vital thing I identified while observing other teachers teaching the class is keeping the class connected and actively involved. Here, I used the questioning method to keep the class involved and connected. It worked well; questioning helps me to identify the knowledge that they already have and extend their knowledge. I want to keep using the questioning method because, rather than a teacher's instruction, using questioning helps to keep the class engaged.
Moreover, I used grouping to work together on assigned question cards; after they had completed their question card, one of the students from the group should come to the front, read the question card, and explain the answer. This method worked well and helped me improve students' confidence, and I could also identify their level of understanding of the topic. Throughout the activity, I used movements to support students who needed assistance and keep them focused on the activity.
During my whole class maths lesson, I sought the guidance of my mentor teacher, asking her to observe my teaching. Following the observation, she took the time to provide me with a comprehensive feedback letter. Her feedback was invaluable as it allowed me to gain insight into my teaching methods and pinpoint areas that required improvement.
29/08/2024
Today, I taught a math lesson to the whole class. I prepared the lesson with a PowerPoint presentation to help students visualize the questions I had planned to ask during the session. The lesson went well, and students engaged enthusiastically. During the activity, I used movements to support students who needed assistance and keep the class engaged. After students had completed their activity, we all discussed and shared answers. The confident students came to the front and shared their answers, showing and demonstrating how to solve tricky questions. This lesson made me think about preparing extra activities for students who finished their learning tasks earlier than others. This will help me keep those students quiet and not bother students who still need to finish the task.
18/09/2024
18/09/2024
Today, I conducted a whole-class Te Reo Māori lesson. This is my first whole-class Māori lesson. In my role as a trainee teacher, I successfully met the Teaching Profession standard of Te Triti o Waitangi partnership by teaching of Te Reo Māori in my classroom. This initiative not only contributes to honoring the principles of the Treaty of Waitangi but also fosters a supportive and inclusive learning environment for all students. This lesson has been incredibly beneficial in allowing me to actively practice and enhance my proficiency in using Te Reo Māori. All the students, including Māori students, showed enthusiasm for practicing Te Reo Māori.
Connections to the standard
As a student teacher, developing confidence in leading whole-class instruction is crucial for effectively engaging and educating my students. This involves honing my ability to command attention, deliver content engagingly, and effectively manage the classroom dynamic during group instruction. Before each lesson, In preparation for my lessons, I dedicate ample time to meticulously planning the resources, outlining specific learning objectives, selecting effective teaching methods, and arranging post-activity follow-ups. These thorough preparations are essential in ensuring I meet the Design for Learning standard. Utilizing diverse teaching strategies, approaches, learning activities, and technologies to cater to individual and group learning needs. Continuously adapting and modifying these methods based on the specific requirements and progress of the learners, ensuring that learners are provided with regular and constructive feedback and assessment information, and supporting them in utilizing this information to steer their further learning and development help me to achieve the standard of teaching. I always foster an inclusive and supportive environment that respects and celebrates the diverse identities, languages, cultures, and abilities of all learners. In my classroom, I have the privilege of teaching a diverse group of students, including some of Māori heritage. I must create an inclusive and supportive environment for all my students, so I actively incorporate Te Reo Māori into my lessons. By doing so, I aim to celebrate and honor their culture and language and to make them feel proud of their heritage. All these practices have helped me achieve the standard of a learning-focused culture and a Triti o Waitangi partnership.
GOAL 2:
GOAL 2:
GOAL: Extend my Te Reo Māori vocabulary and confidently incorporate it into my classroom interactions and teaching practices.
S, A, R) Engage with Te reo Māori resources, such as online language courses, language apps, books, and videos.
S, A, R,) Regularly practice listening and speaking the language to enhance vocabulary and pronunciation.
S, A, R) Intergrade Te Reo Māori into the daily routine
S, R) Consciously incorporate words and phrases into daily interactions in the classrooms. Greet students and give instructions in te Reo.
T, A) Attend to Te Reo Māori PD sessions in my base school.
A, R) Seek feedback and support.
When I'm reviewing my course material for my 101 paper, I make a point of writing down keywords and important sentences in a separate book. This method really helps me actively practice and improve my pronunciation.
14/08/2024
In the Te Tiriti o Waitangi partnership standard, it is crucial to actively engage in the practice and development of te reo Māori and Tikanga Māori. Tikanga Māori encompasses the behavioral guidelines governing how individuals live and interact. Today, I had an enriching discussion with my students about Manakitanga, and I furthered their understanding by encouraging them to brainstorm ways to demonstrate Manakitanga in our classroom environment. I am committed to continuously deepening my knowledge of tikanga Māori and integrating it into every lesson, dedicating a few minutes to teaching my students its significance.
I received this book from my base school. It helps me learn the basics of the Māori language by practicing for 30 minutes daily. I have to self-study to find the meaning of some words. These words have been written and broken into parts to make us pronounce them easily.
05/09/2024
My base school provides a 30-minute professional development session every Thursday for Te Reo. I made it a point to attend this session because it allowed me to practice speaking Te Reo Maori and learn traditional Maori songs. I believe that actively participating in a language is crucial for improving pronunciation and gaining confidence in speaking that language.
18/09/2024
18/09/2024
Today, I conducted a whole-class Te Reo Māori lesson. This is my first whole-class Māori lesson. In my role as a trainee teacher, I successfully met the Teaching Profession standard of Te Triti o Waitangi partnership by teaching of Te Reo Māori in my classroom. This initiative not only contributes to honoring the principles of the Treaty of Waitangi but also fosters a supportive and inclusive learning environment for all students. This lesson has been incredibly beneficial in allowing me to actively practice and enhance my proficiency in using Te Reo Māori. All the students, including Māori students, showed enthusiasm for practicing Te Reo Māori.
As a teacher of Māori learners, I was able to show manakitanga by demonstrating integrity, sincerity, and respect toward Māori language. I tried my best to use accurate pronunciation. I think my Māori learners will see me as a teacher who uses te reo Māori in class and encourages them to speak Māori if they want, and their whanau will see me as a teacher who respects their Māori language.
18/09/2024
During my Te Reo Māori lesson, I sought the guidance of my mentor teacher, asking her to observe my teaching. Following the observation, she took the time to provide me with a comprehensive feedback letter. Her feedback was invaluable as it allowed me to gain insight into my teaching methods and pinpoint areas that required improvement.
Connections to the standard
I am dedicated to upholding the Te Tiriti o Waitangi partnership standard by actively integrating and enhancing te reo and Tikanga Māori in my teaching practice. Before each group lesson, I incorporate Karakia to encourage my students to engage with te reo Māori. As I am still improving my pronunciation, I use the te reo Māori online dictionary as a valuable tool. I am furthering my knowledge through the 101 paper, practicing with relevant materials, and consistently participating in my base school's Te reo professional development sessions. Furthermore, I am committed to engaging in continuous professional learning, effectively applying this knowledge in my teaching, and actively seeking and responding to feedback from my colleagues, all of which collectively demonstrate the standard of professional learning. To ensure that my teaching practices align with the Te Triti o Waitangi partnership, I have integrated a variety of resources for learning Te Reo Māori from YouTube into my lesson plans, exemplifying the standard of design for learning
GOAL 3:
GOAL 3:
Goal: TEACH 111 (Teaching Literacy to a group of students)
S, A, R, T) I will refer to NZ curriculum website to understand the level and achievement objectives prior to every lesson planning.
S, A, R) I plan to enhance my knowledge by immersing myself in the TEACH 111 literacy paper materials and utilizing the resources available on the Literacy online website. I am committed to educating myself thoroughly through these valuable learning materials.
S, A, R) I will observe my mentor teacher to learn about her approaches and strategies for supporting students in reading and writing.
S, A, R) I will use twinkle website to get effective resources for reading and writing.
S, A, R) I will use learning assessments to identify Literacy needs of students.
14/08/2024
Today, I led a reading lesson to help students develop independent reading skills. The lesson involved students working in pairs to complete a comprehension worksheet, allowing them to engage in collaborative learning. At the end of the lesson, we reviewed the answers as a group, encouraging students to think critically and articulate their responses. In planning the lesson, I drew upon insights from my literacy paper and referred to the curriculum document to ensure that the learning outcome and key competencies were aligned. I utilized questioning techniques throughout the lesson to deepen students' understanding and assess their prior knowledge. I also made a point of praising students to keep them motivated and actively participating.
Additionally, I used movements to support students whenever need my assistance; this also helped me to observe students informally and identify whether they were working on the right track. I also made sure to create an environment where students felt comfortable asking about any challenging words they encountered while reading and encouraged them to seek clarification on word meanings. As a result of these strategies, the lesson was successful, and students were able to achieve the intended learning outcome.
The following observation aims to help me understand the specific methods employed by my mentor teacher to establish a classroom environment that prioritizes learning and is characterized by respect, inclusivity, empathy, collaboration, and safety. The lesson's focus is independent reading, and the learning intention is to make meaning of increasingly complex texts by identifying their main and subsidiary ideas.
Connections to the standard
I am confident in my ability to demonstrate the standard of teaching by conducting continuous literacy lessons with a group of students. The literacy paper provided valuable information about teaching literacy, including insights into pedagogical approaches and strategies for fostering literacy skills. Lesson planning is an essential aspect of the teaching profession, and I have taken great care to integrate the best learning outcomes, strategies, and teaching approaches into my practices. This involved thorough research, including referencing Ministry of Education websites and incorporating the teaching styles of my mentor teacher. After each lesson, I reflected on the learning outcomes and student engagement, allowing me to adapt and improve my teaching methods for the next session. I understand the vital role of assessment information in gauging students' current abilities and tailoring the next steps in their learning journey. This has led me to be more conscious of creating inclusive and differentiated learning experiences that meet the diverse needs of my students. Regarding the Design for Learning standard, I have meticulously selected teaching approaches, resources, and learning and assessment activities based on a comprehensive understanding of curriculum content, pedagogy, and progressions in learning. This has allowed me to create a stimulating and supportive learning environment catering to my students' individual needs.
Four-week placement
GOAL 1:
GOAL 1:
Goal: Lessons planning & preparing resources.
S, A, R, T) I will refer to NZ curriculum website to understand the level and achievement objectives prior to every lesson planning.
S, A, R) I will prepare differentiated learning activities for students depend on their level.
S, A, R) I will use twinkle website to get effective resources for reading, writing , maths and spelling.
S, A) I will gather, analyze and use appropriate assessment information to identify next step for learning.
A, R) I will plan extra fun learning activity sheets for students who finish their post activity early.
S, A R, T) I will plan lesson topics for each week before the week starts.
S, A, R) I will integrate Te Reo Māori into my lessons.
I designed a comprehensive Excel worksheet specifically for planning weekly lesson topics. Every week, I begin by outlining the lessons for each day, ensuring that I have a structured approach before the week commences. This preparation allows me to align the topics with the curriculum and meet the needs of my students.
Lesson plans
The following lesson plan is designed specifically for the English learning area, emphasizing linking words. Linking words is essential as they help connect ideas and create coherence in writing and speaking. I consulted the relevant curriculum document to ensure the lesson was appropriately tailored to the student's needs. This allowed me to identify the corresponding level and the specific achievement objectives that should be met during this lesson. The goal is to effectively enhance students' understanding of linking words, ultimately improving their overall communication skills.
The following lesson plan is designed specifically for the Mathematics learning area. I utilized this lesson for the whole class. I referred to the curriculum document to determine the level and achievement objective for this lesson. This lesson is about ratios. I planned and implemented it in a full-class setting. To ensure that the lesson aligns with educational standards, I consulted the curriculum document to identify the students' appropriate level and achievement objectives.This lesson, which focuses on the concept of ratios, a fundamental aspect of mathematics, is designed to be practical and applicable to real-world situations. During the session, I aimed to cover a comprehensive range of topics related to ratios, including:
1. **Understanding Ratios**: Introducing the concept of ratios and explaining how they represent a relationship between two quantities.
2. **Simplifying Ratios**: Guiding students through simplifying ratios to their lowest terms, using examples to illustrate each step.
3. **Real-life Applications**: Presenting word problems that involve ratios to help students understand how to apply their knowledge in practical situations. This includes scenarios such as mixing ingredients in cooking or comparing quantities in different contexts.
By the end of the lesson, I intended for students to have a solid understanding of ratios, enabling them to simplify ratios effectively and apply their skills to solve various word problems. This lesson is about covering the aspects of ratios, engaging students, and enhancing their mathematical reasoning and problem-solving abilities.
The following lesson plan has been specifically developed to enhance students' understanding and appreciation of the English learning area, focusing on Haiku poetry. The lesson will explore the structure, themes, and cultural significance of Haiku, enabling students to both analyze and create their own poems. To ensure that the lesson aligns with educational standards, I carefully reviewed the curriculum document. This review allowed me to identify the appropriate student level and the achievement objectives to guide the lesson's outcomes. The objectives will focus on improving students' poetic skills, literary analysis, and creative expression through the writing of their own Haiku poems.
Worksheets
I downloaded the following worksheet from the Twinkle website, focusing on linking words. It provides a thorough approach to teaching linking words and phrases, enabling students to identify them and select the appropriate ones for various contexts. Additionally, the worksheet includes explanations and examples that enhance students' understanding of how these linking words function in sentences. Overall, it is a valuable resource for reinforcing this important aspect of language.
I downloaded the following worksheet from the Twinkle website, which will serve as an excellent follow-up activity after our Haiku lesson. This worksheet provides a clear and concise explanation of a haiku poem and a thoughtfully chosen example to illustrate the form and structure of this traditional Japanese poetry style. In addition to the informational content, the worksheet includes a dedicated planning sheet. This planning sheet is designed to help students brainstorm and organize their thoughts by helping them gather relevant words, verbs, and adjectives for crafting their own haiku poems. Furthermore, a separate worksheet provides ample space for the students to write their finished haikus. This sequential approach reinforces their understanding of the haiku format and encourages creativity and personal expression as they compose their poems. Overall, this resource is perfect for enhancing students' appreciation for poetry while providing the tools they need to succeed.
As a teacher, it is crucial to acknowledge and address the varying levels of abilities and strengths among students when designing lessons around the same topic. To ensure that each student remains engaged and challenged, I developed a series of worksheets tailored to my students' individual levels of achievement. This differentiated approach not only helps to maintain interest but also fosters a more productive learning environment, enhancing the overall learning experience for students. I've observed that some students lose focus and become disengaged when tasks are overly simplistic, as they need to find them stimulating enough. Conversely, some may feel overwhelmed and frustrated when confronted with too advanced activities for their current understanding. By carefully crafting worksheets that cater to these diverse needs, I aim to create an inclusive classroom atmosphere where all students can thrive, feel challenged, and stay motivated throughout the learning process. This targeted strategy keeps students involved and excited about their education.
In one of my lessons, I observed that students who finish their worksheets early often get bored because they have nothing to do. This lack of engagement leads to disruptive behavior that affects those still working on the post-wok sheet activities. To tackle this issue, I downloaded various worksheets from the Twinkle website, including a fun and creative option that can keep students occupied.
In preparation for this reading lesson, I took the time to choose a reading and comprehension worksheet specifically designed to engage a group of boys. The worksheet delves into the fascinating topic of how a car engine operates, breaking down the mechanics in a way that is both informative and accessible. I sourced this resource from the Twinkl website, known for its diverse educational materials tailored to different interests and age groups. As educators, we should always strive to select resources that resonate with our students' interests and enthusiasm for learning, as this can significantly enhance their comprehension and enjoyment of the lesson.
I downloaded the following worksheet from the Twinkle website. This worksheet is designed to help students improve their spelling and vocabulary by challenging them to identify the correct letters to form various words. The activity encourages critical thinking, as students must analyze the letters presented and determine which ones belong in each word. Students can enhance their language skills by working through this worksheet while enjoying a stimulating and rewarding learning experience.be included to make the correct word; this worksheet is challenging and enhances students' critical thinking and vocabulary.
Assessments
Before commencing the spelling lesson, I took the time to assess each student’s spelling skills individually. This involved administering a variety of spelling words that were appropriate for their grade level and complexity. I closely observed how each student approached the task during the assessments, noting their successes and challenges. This process allowed me to understand their specific spelling abilities better and areas that may require more focused instruction. By the end of this assessment phase, I was able to identify the diverse levels of spelling proficiency among my students, which will guide my lesson planning and tailor support for their individual learning needs.
Following the completion of the linking worksheet, I handed out a series of additional worksheets focused on sentence construction using specific linking words, such as "however," "but" and "for example." This exercise was designed to reinforce the students' understanding of how to effectively connect ideas within their writing and enhance their overall critical thinking skills. As they crafted their sentences, I closely assessed their work by analyzing their use of punctuation, spelling, and grammatical structures. This allowed me to gain insights into their writing abilities and identify areas where they may need further support or instruction. By engaging in this activity, students were encouraged to think more deeply about how their word choices impacted the clarity and coherence of their sentences.
The following worksheets were explicitly created for a math lesson that focuses on converting between various units of measurement, such as length, weight, and volume. I utilized these worksheets to evaluate my students' comprehension of the material and to determine if they met the established learning outcomes for the lesson. The assessment was based on two key criteria: the ability to accurately convert measurements from one unit to another and the application of division and multiplication skills involving the factors of 100 and 1000. By analyzing the students' responses, I aimed to gain insights into their understanding of metric conversions and their proficiency in using mathematical operations to facilitate these conversions. This information will inform my instruction and support any areas where students need additional practice or clarification.
After the students finished the linking word worksheets, I gave them a self-assessment sheet. This sheet was designed to help them reflect on their experience during the lesson. I encouraged the students to assess their enjoyment of the lesson and whether they had acquired any new knowledge. This feedback helped me gauge their engagement and informed my future lesson planning.
I employed the following assessment sheet to evaluate whether my students successfully achieved the learning outcome of linking words lesson. This assessment not only helped me gauge their understanding and progress but also enabled me to identify the appropriate next steps for their continued learning and development. By analyzing the results, I could tailor my instructional approaches to meet the individual needs of my students.
I designed following formative assessment specifically for one of my lessons focused on ratios. The primary goal was to evaluate the students' understanding and application of this mathematical concept. To achieve this, I assessed their abilities in three important areas:
1. Simplifying Ratios: I looked at how well students could reduce ratios to their simplest forms, ensuring they understood the fundamental principles behind this process.
2. Solving Word Problems: I tested their capacity to apply their knowledge of ratios in practical scenarios by presenting word problems. This practical application allowed me to gauge their ability to translate real-life situations into mathematical representations and solve them effectively, a crucial skill in their academic and future professional lives.
3. Achieving the Learning Outcome: I measured whether students met the overall learning objectives outlined for the lesson. This included their grasp of the concept and ability to apply it consistently.
Upon completing the assessments in these areas, I was able to identify each student's strengths and weaknesses through a comprehensive review of their performance. This information enabled me to determine the subsequent steps needed in their learning journey, ensuring that I can tailor my instruction to meet their individual needs and enhance their understanding of ratios.
In my lesson planning approach, I prioritize the integration of Te Reo Māori, as I believe it enhances the learning environment and enriches students' cultural understanding. One effective method I utilize is incorporating YouTube videos that feature Waiata (songs) and stories in Te Reo Māori. For instance, I frequently use engaging videos that present traditional Māori songs and include storytelling elements that highlight Māori culture and values. These resources serve as an excellent introduction to each lesson, allowing students to immerse themselves in the language and enjoy singing along. The lively nature of the videos not only creates a positive atmosphere but also encourages participation, making the learning process more enjoyable and effective. As a trainee teacher, I recognized the significance of achieving cultural competencies that support Māori learners. By weaving Te Reo Māori into my lesson plans, I created a more inclusive environment that acknowledges and respects the cultural identities of all students. This approach fosters a deeper appreciation for Māori culture among students and aligns with the principles of culturally responsive pedagogy.
Connection to standard
To achieve above goal, I placed significant emphasis on meticulously planning lessons and curating resources that would enhance students' learning experience and actively promote their involvement in the classroom. A key component of my approach was the integration of Te Reo Māori into my lesson as well. This involved teaching the language and incorporating cultural elements and values associated with Te Ao Māori, enriching the learning environment for all students. Through this thoughtful integration and planning, I fulfilled three necessary professional standards: Design for Learning, Professional Learning, and Te Tiriti o Waitangi Partnership. As an educator, I recognize that it is paramount to create well-structured and engaging lessons that empower our students to thrive academically and socially, and also assessing students' learning to decide next step for learning is vital. I aimed to create a conducive learning environment by cultivating an atmosphere where students feel present, are encouraged to participate in their learning journey and foster a sense of belonging within the classroom community. This comprehensive approach not only supports student achievement but also acknowledges and respects all learners' diverse backgrounds and identities.
GOAL 2:
GOAL 2:
Goal: Teaching to the whole class and groups
A, T) I will use deliberate act of teaching throughout my lessons.
S, A) I will use group work activities in my lessons to enhance collaborative skills.
S, A, T) I will seek feedback on my lesson to improve my whole class and group teaching.
A, R) I will use technology to deliver my lessons
S, A )I will use technology to keep the class engaged and actively involved.
Mainly I use PowerPoint presentations to deliver my lesson to the whole class. The following is one of examples of a PowerPoint presentation I utilize to deliver lessons to my entire class effectively. These presentations serve multiple purposes; they enable me to visually illustrate my instructions, making complex concepts easier to understand. Additionally, the slides often contain questions related to the topic, encouraging student engagement and interaction. By integrating these visuals into my teaching, I create a more dynamic learning environment that caters to various learning styles. PowerPoint enhances the educational experience by providing clarity and fostering discussion among students.
In the following video, I provide a detailed example of how I integrate deliberate teaching techniques into my instructional practice. Throughout the video, I showcase my methods of modeling, questioning, and explaining concepts to enhance student understanding. The questioning component is especially focused on two key aspects: first, assessing students' prior knowledge to understand their existing grasp of the topic, and second, extending their learning by challenging them to think critically and make connections to real-world situations. This second aspect is particularly crucial as it encourages students to go beyond the surface and delve deeper into the subject matter. This particular lesson is centered around the Math learning area, focusing on the Ratio. I illustrate various ways to teach this concept, ensuring that students grasp the fundamental principles and apply them in different contexts. This approach fosters a deeper understanding and encourages students to engage actively with the material.
The following video serves as a detailed example of how I integrate technology into my teaching practices. YouTube offers a vast array of high-quality instructional videos, and I chose one that focuses explicitly on Haiku poems to enhance my lesson. The video captured the students' attention, allowing them to actively engage with the content and follow along with the instructions provided.
In addition to using the video, I employed deliberate teaching strategies to deepen the learning experience. We held an interactive discussion, during which I encouraged students to share their thoughts and insights on what makes a good Haiku poem. This collaborative dialogue sparked creativity among the students and significantly improved their sense of participation and contribution in the classroom. By leveraging technology and fostering open communication, I aim to create a more dynamic and inclusive learning environment for my students.
In this video, I showcase a narrative writing lesson emphasizing collaboration and discussion among students. To facilitate this, I organized the class into pairs, encouraging each group to work together to brainstorm and develop their narrative ideas. I provided guidance on key elements of narrative writing, such as character development, setting, and plot structure. Throughout the lesson, I observed the students engaging with each other, sharing their thoughts, and building upon one another’s ideas. The collaborative approach not only fostered creativity but also enhanced their writing skills. The lesson was a great success, and the students produced impressive narratives due to their teamwork.
As teachers, we must recognize that learning is not only writing, reading, and doing math worksheets. Today, we have various opportunities to integrate technology into our lessons. Using these kinds of online learning activities will enhance students' engagement and active involvement. Blooket is a fun learning game that enables students to play a game. Educators must recognize that learning encompasses much more than traditional activities like writing, reading, and completing math worksheets. Today's educational landscape has many opportunities to integrate technology into our teaching methods. Incorporating online learning activities into our lessons can significantly boost student engagement, foster active participation, and tailor our instruction to meet diverse learning styles.One particularly engaging online tool I have found effective in my teaching practice is Blooket. This interactive learning game allows students to review and reinforce curriculum content in a fun and dynamic way. Blooket offers various game formats and challenges that encourage students to collaborate and compete, making the learning experience educational and enjoyable. I have seen firsthand how this gamified learning can capture students' interest and motivate them to participate actively in the lesson. This is just one example of how technology can transform our classrooms and enhance the learning experience for our students.
One effective teaching strategy I frequently implement is encouraging students to share their work with their peers or the entire class. This practice serves multiple purposes: it helps students build their confidence in presenting their ideas and receiving constructive feedback, which is essential for their growth. When students engage in sharing, they learn from each other and gain new perspectives that can enhance their understanding of the subject matter.Furthermore, I strongly emphasize the importance of self-reflection in the learning process. I guide my students to think critically about what they have learned, the methods they employed to acquire that knowledge, and the challenges they faced. This reflection encourages them to consider their successes and struggles, leading to deeper insights into their comprehension and mastery of the material.This process of reflection is invaluable, as it also provides teachers with crucial information about their students' learning experiences. By understanding where students excel and where they may need additional support, educators can tailor their instruction to better meet each student's diverse needs. Ultimately, these strategies foster a supportive learning environment and empower students to take ownership of their educational journey.
I reached out to my mentor teacher to request detailed feedback on my literacy lesson. I wanted to understand what worked well, what could be improved, and any suggestions for enhancing my teaching techniques in the future. Feedback on our teaching is vital for developing trainee teachers, as it provides them with specific insights into their strengths and areas for improvement. This constructive criticism helps them refine their instructional techniques and fosters a deeper understanding of effective teaching strategies. Trainee teachers can continually enhance their skills and become more effective educators by regularly receiving and reflecting on this feedback.
I reached out to my mentor teacher to request detailed feedback on my whole class lesson. I wanted to understand what worked well, what could be improved, and any suggestions for enhancing my teaching techniques in the future. Feedback on our teaching is vital for developing trainee teachers, as it provides them with specific insights into their strengths and areas for improvement. This constructive criticism helps them refine their instructional techniques and fosters a deeper understanding of effective teaching strategies. Trainee teachers can continually enhance their skills and become more effective educators by regularly receiving and reflecting on this feedback.
Teachers need a good flow of dynamic feedback from students about their teaching success to adjust the instruction flow. This allows them to give students the proper information. To continuously improve as an educator, teachers must receive ongoing, diverse, and comprehensive feedback from their students. This feedback enables teachers to gain valuable insights into their teaching methods, allowing them to adapt and refine their instructional approaches to cater to the needs and preferences of their students. By actively seeking feedback, teachers can fine-tune their strategies, provide tailored support, and offer the most effective guidance, ultimately enhancing the overall learning experience for students. Following above writing activity, I instructed the students to complete a detailed feedback form to gain a comprehensive understanding of my teaching methods and their impact on the student's learning process.
Connections to the standard
As a student teacher, developing confidence in leading whole-class instruction is crucial for effectively engaging and educating my students. This involves honing my ability to command attention, deliver content engagingly, and effectively manage the classroom dynamic during group instruction. Utilizing diverse teaching strategies, approaches, learning activities, and technologies to cater to individual and group learning needs. Continuously adapting and modifying these methods based on the specific requirements and progress of the learners, ensuring that learners are provided with regular and constructive feedback and assessment information, and supporting them in utilizing this information to steer their further learning and development help me to achieve the standard of teaching. I always foster an inclusive and supportive environment that respects and celebrates the diverse identities, languages, cultures, and abilities of all learners. In my classroom, I have the privilege of teaching a diverse group of students, including some of Māori heritage. I must create an inclusive and supportive environment for all my students, so I actively incorporate Te Reo Māori into my lessons. By doing so, I aim to celebrate and honor their culture and language and to make them feel proud of their heritage. All these practices have helped me achieve the standard of a learning-focused culture and a Triti o Waitangi partnership.
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