3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
I believe that teachers need to develop holistic approaches to education by developing a whole picture of their students including, their physical, personal, social, emotional, spiritual and cognitive characteristics. Through these developed understandings teachers are able to develop achievable challenges for students depending on their varying abilities and characteristics.
Throughout my teaching career I will endeavour to develop holistic understandings about my students to allow me to create challenging learning goals that further my students learning. The challenging goals will be implemented to ensure all students can succeed. By doing this I will be creating high expectations for my students learning by encouraging them to learn to the best of their abilities.
I will aim to implement lessons that provide students with opportunities to use their higher order thinking skills and to think outside the box. I will encourage students to try new activities and to learn a variety of new concepts.
Through these lessons and the challenging learning goals that will be established, I will aim to encourage students to believe in themselves and know that anything is possible if they dare to believe it is.
3.3 – Include a range of teaching strategies.
When planning for student learning it is necessary to include a range of teaching strategies. These teaching strategies should promote students to undertake problem solving and critical and creative thinking.
Some teaching strategies include; modelling, explicit instruction, scaffolding, group work, presentations, KWL charts, graffiti boards, brainstorming, investigations, shared reading, discussions, mind maps, Venn diagrams, role play, reflective journals, Six hats and think pair share among many other strategies.
A range of strategies should be implemented in every lesson teachers teach to ensure that the content is being effectively conveyed to students.
The Quality Teaching Framework also offers strategies and guidelines that teachers can use as they plan their lessons. The framework addresses a number of areas that teachers should include in their lesson and unit plans for an effective, productive, supportive and safe learning environment for students and teachers.
Areas included in the Quality Teaching Framework include; deep knowledge, deep understanding, problematic knowledge, higher-order thinking, metalanguage, substantive communication, explicit quality criteria, engagement, high expectations, social support, students’ self-regulation, student direction, background knowledge, cultural knowledge, knowledge integration, inclusivity, connectedness and narrative.
Throughout my teaching career I will continue to expand upon my knowledge of teaching strategies.
3.4 – Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
From planning and implementing lessons on my practicums, I have developed an understanding of the importance of selecting and using appropriate resources to extend upon students’ knowledge.
It is important that teachers know where to find a range of resources that will engage students and further their learning. Resources can include a range of ICT equipment such as; computers, videos, audio and smart board applications. It also extends into other media such as; books, newspapers, paintings, puppets and a range of other manipulatives.
Having a range of resources available to convey concepts to students is necessary for student engagement and learning. It is also necessary for teachers to have knowledge of different resources that can be used to teach students with special needs.
The range of resources used by a teacher should cater to students’ needs and be effective in teaching the chosen content. Some resources may be better equipped for some content over others. Teachers need to make decisions about the appropriateness of resources to ensure that they are aiding the learning of students.
Throughout my teaching career, I will continue to research useful resources that can be used to engage and assist the learning of my students.
3.5 – Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Communication is an essential part of every classroom. Through studying a Bachelor of Education: Early Childhood and Primary, I have discovered the importance of positive and effective communication both through verbal and non-verbal means.
The quote “The way we talk to children, becomes their inner voice” Peggy O’Mara, is something that I think about when I am communicating with students as I believe that positive communication is very effective for students learning. When teachers speak positively and with encouragement to students they are far more likely to want to achieve to the best of their ability. This positive communication is also achieved through non-verbal communication, as positive body language and gestures can also encourage student learning.
Teachers need to communicate with clarity to students to ensure that they can successfully convey concepts to students and so that students and teacher can be a part of a positive and well managed classroom.
To do this, teachers need to use a number of strategies for verbal and non-verbal communication such as; tone, tempo, volume, gestures, facial expressions, cues and signals.
I have used a number of different communication techniques while on practicum and I will continue to develop my knowledge and skills in this area.
3.6 – Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Once lessons have been taught it is imperative that teachers evaluate their teaching and the lesson that is taught. This evaluation is part of the teaching and learning cycle that will inform further teaching.
A strategy to evaluate programs is to ask yourself questions about the; teaching strategies, learning environment and resources to see if these were effective in helping teach content and for students to meet the learning objectives.
Using an ecological tool to evaluate the teaching and learning environment is a valuable tool that allows feedback from other teachers and narrows the focus of where teachers can improve.
Looking at student’s results from the lesson is also an effective strategy to evaluate the lesson, as the main focus of any lesson is to teach students and if little to no learning took place then the lesson needs to be improved.
Asking for student feedback is another way to evaluate a lesson. This can be done through choral response, hand gestures, post-it-notes or exit slips.
Whatever method is used to evaluate teaching programs, it is important that the areas that need improvement are improved upon for the next lesson so that quality lessons can be delivered to students.
3.7 – Describe a broad range of strategies for involving parents/carers in the educative process.
Student’s families are the most important people in their lives. Student’s families are their first teachers and evidence has shown that increased family participation with their child’s school and class has improved students results.
Through working in a Preschool and Out of School Hours setting, as well as through my studies, I have developed an understanding of the importance of building strong, respectful, meaningful and positive relationships with student’s families as they know their child best.
Teachers are required to inform parents of their child’s progress regularly throughout the school year, which can occur informally or formally. I believe it is important to make phone calls or send letters home to parents stating the achievements of their child. Phone calls and letters home should not wait until the child has misbehaved or there is a problem.
Families should be invited to participate in classroom activities such as; volunteering for reading groups, attending excursion, canteen helper and presentations about specific skills parents may hold.
It is important that parents/carers are informed about school and classroom decisions and should take part in any decisions made about their child.
Throughout my teaching career I will endeavour to use a broad range of strategies to involve parents/carers in the educative process.
I believe that teachers need to develop holistic approaches to education by developing a whole picture of their students including, their physical, personal, social, emotional, spiritual and cognitive characteristics. Through these developed understandings teachers are able to develop achievable challenges for students depending on their varying abilities and characteristics.
Throughout my teaching career I will endeavour to develop holistic understandings about my students to allow me to create challenging learning goals that further my students learning. The challenging goals will be implemented to ensure all students can succeed. By doing this I will be creating high expectations for my students learning by encouraging them to learn to the best of their abilities.
I will aim to implement lessons that provide students with opportunities to use their higher order thinking skills and to think outside the box. I will encourage students to try new activities and to learn a variety of new concepts.
Through these lessons and the challenging learning goals that will be established, I will aim to encourage students to believe in themselves and know that anything is possible if they dare to believe it is.
3.3 – Include a range of teaching strategies.
When planning for student learning it is necessary to include a range of teaching strategies. These teaching strategies should promote students to undertake problem solving and critical and creative thinking.
Some teaching strategies include; modelling, explicit instruction, scaffolding, group work, presentations, KWL charts, graffiti boards, brainstorming, investigations, shared reading, discussions, mind maps, Venn diagrams, role play, reflective journals, Six hats and think pair share among many other strategies.
A range of strategies should be implemented in every lesson teachers teach to ensure that the content is being effectively conveyed to students.
The Quality Teaching Framework also offers strategies and guidelines that teachers can use as they plan their lessons. The framework addresses a number of areas that teachers should include in their lesson and unit plans for an effective, productive, supportive and safe learning environment for students and teachers.
Areas included in the Quality Teaching Framework include; deep knowledge, deep understanding, problematic knowledge, higher-order thinking, metalanguage, substantive communication, explicit quality criteria, engagement, high expectations, social support, students’ self-regulation, student direction, background knowledge, cultural knowledge, knowledge integration, inclusivity, connectedness and narrative.
Throughout my teaching career I will continue to expand upon my knowledge of teaching strategies.
3.4 – Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
From planning and implementing lessons on my practicums, I have developed an understanding of the importance of selecting and using appropriate resources to extend upon students’ knowledge.
It is important that teachers know where to find a range of resources that will engage students and further their learning. Resources can include a range of ICT equipment such as; computers, videos, audio and smart board applications. It also extends into other media such as; books, newspapers, paintings, puppets and a range of other manipulatives.
Having a range of resources available to convey concepts to students is necessary for student engagement and learning. It is also necessary for teachers to have knowledge of different resources that can be used to teach students with special needs.
The range of resources used by a teacher should cater to students’ needs and be effective in teaching the chosen content. Some resources may be better equipped for some content over others. Teachers need to make decisions about the appropriateness of resources to ensure that they are aiding the learning of students.
Throughout my teaching career, I will continue to research useful resources that can be used to engage and assist the learning of my students.
3.5 – Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Communication is an essential part of every classroom. Through studying a Bachelor of Education: Early Childhood and Primary, I have discovered the importance of positive and effective communication both through verbal and non-verbal means.
The quote “The way we talk to children, becomes their inner voice” Peggy O’Mara, is something that I think about when I am communicating with students as I believe that positive communication is very effective for students learning. When teachers speak positively and with encouragement to students they are far more likely to want to achieve to the best of their ability. This positive communication is also achieved through non-verbal communication, as positive body language and gestures can also encourage student learning.
Teachers need to communicate with clarity to students to ensure that they can successfully convey concepts to students and so that students and teacher can be a part of a positive and well managed classroom.
To do this, teachers need to use a number of strategies for verbal and non-verbal communication such as; tone, tempo, volume, gestures, facial expressions, cues and signals.
I have used a number of different communication techniques while on practicum and I will continue to develop my knowledge and skills in this area.
3.6 – Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Once lessons have been taught it is imperative that teachers evaluate their teaching and the lesson that is taught. This evaluation is part of the teaching and learning cycle that will inform further teaching.
A strategy to evaluate programs is to ask yourself questions about the; teaching strategies, learning environment and resources to see if these were effective in helping teach content and for students to meet the learning objectives.
Using an ecological tool to evaluate the teaching and learning environment is a valuable tool that allows feedback from other teachers and narrows the focus of where teachers can improve.
Looking at student’s results from the lesson is also an effective strategy to evaluate the lesson, as the main focus of any lesson is to teach students and if little to no learning took place then the lesson needs to be improved.
Asking for student feedback is another way to evaluate a lesson. This can be done through choral response, hand gestures, post-it-notes or exit slips.
Whatever method is used to evaluate teaching programs, it is important that the areas that need improvement are improved upon for the next lesson so that quality lessons can be delivered to students.
3.7 – Describe a broad range of strategies for involving parents/carers in the educative process.
Student’s families are the most important people in their lives. Student’s families are their first teachers and evidence has shown that increased family participation with their child’s school and class has improved students results.
Through working in a Preschool and Out of School Hours setting, as well as through my studies, I have developed an understanding of the importance of building strong, respectful, meaningful and positive relationships with student’s families as they know their child best.
Teachers are required to inform parents of their child’s progress regularly throughout the school year, which can occur informally or formally. I believe it is important to make phone calls or send letters home to parents stating the achievements of their child. Phone calls and letters home should not wait until the child has misbehaved or there is a problem.
Families should be invited to participate in classroom activities such as; volunteering for reading groups, attending excursion, canteen helper and presentations about specific skills parents may hold.
It is important that parents/carers are informed about school and classroom decisions and should take part in any decisions made about their child.
Throughout my teaching career I will endeavour to use a broad range of strategies to involve parents/carers in the educative process.