Reflection Critical reflection: Reflecting upon my practicum experience, I have obtained an understanding of being a teacher and how it can be a a self-rewarding career Reflecting upon my practicum experience, I have acquired knowledge that has led me to believe that teaching is a dynamic and a self-rewarding career built on the ability to critically reflect. Critical reflection is an extension of “critical thinking” (MCHN, 2007) and for some teachers; this may be a difficult task, as it requires us to rethink our teaching pedagogy on a personal level. It is said that a good teacher is a “high quality teacher”(Merriam-Webster) whom presents dynamic characteristics and most importantly, is reflective. Hence the necessity for teachers to self-reflect on their teaching practices in order to seek ways to improve and inspire emerging learners. In turn, being reflective enables a teacher to assess their own strengths and weaknesses in relation to effective planning and classroom skills thus enabling students to have equal opportunities to successfully reach their academic potential. Throughout this critical reflection I will touch base on my professional placement with reference to the importance of the Australian professional standards for teachers and the role they play within children’s learning. It is through these standards that teachers within this rewarding profession have the power to reshape and reorganise their work for the better and ultimately create a difference within a child’s learning development. In order to continuously develop within my teaching practice, according to Hattie and Timperley (2007), quality feedback is imperative as “feedback is one of the most powerful influences on learning and achievement” (Churchill, 2016). Hence, being able to acknowledge feedback can promote self- reflection and success within my teaching practice. This notion correlates with the Australian professional standard 6.3, which states to ‘Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.’ highlighting the importance of receiving feedback to further obtain support and opportunities in order to improve future outcomes. Throughout the duration of practicum, my feedback has been predominantly optimistic as well as helpful in regards to the “improvement needed” comments. The suggested improvements criticism have been beneficial as it allows me to take a step back to understand what aspects need improvement and ways I can alter my teaching approach for “there is always room for improvements within teaching” (Churchill, 2016). Obtaining positive feedback from my supervising teacher is of great importance as it builds a sense of confidence, self-motivation and belief in my passion to teach. From conducting a small English reading lesson for my kindergarten class I received feedback that was centered on my ability to continuously keep the students engaged during the story ‘Fix it Bear’ by suggesting prompting questions and being able to match the pictures to the words on the page in order to stimulate cognitive thinking. My mentor took a likeness in my ability to control student’s behaviour in regards to the noise level and interaction with their peers and being that it was my first practicum experience she was very impressed with my efforts. She highlighted that my questioning skills were developing and the students were constantly engaged whilst I was reading a picture book as I emphasised words to capture their attention. Overall, my mentor could see that I had established a great rapport with the students as I recognised their pedagogical needs through continuously encouraging and helping them to do their best. However, some improvements were needed to be made as my mentor teacher proposed that when reading a book, to evaluate students understanding of more complex punctuation such as speech marks, exclamation marks as well as the use of onset and rime to further challenge the students learning abilities. Reflecting on this, I aim to integrate the teaching strategy of ‘Challenging the level of thinking and possibly mark a change to a higher order of thinking’ (Gast, 2013) within my lessons where required. Through the implementation of this teaching strategy it will enable me to understand what works for my students and what doesn’t in order to successfully cater for diverse learners and essentially enhance their learning outcomes. Throughout my practicum it has been an educational experience that has had a positive effect on my emerging teaching skills. It has enabled me to critically reflect on my professional placement school at St Michael’s, Baulkham Hills and the principles embedded in their ‘wellbeing policy’ (St. Michael’s, 2015). The policy essentially aims to ensure that St Michael’s is ‘a safe and happy place to learn and teach’ (St. Michael’s, 2015) which highlights the Australian Professional Standard 7.2.1, which is to, ‘Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.’ (AITSL, 2018). As a practicing teacher at this school it was my duty to assist students in developing learning skills as well as to encourage positive behaviour. Reflecting on my contribution at the school, I had successfully fulfilled the schools aim of ‘working together to enable our children to reach their potential’ as I led small group activities that targeted students who were struggling in literacy and numeracy. I was able to undertake one-on-one lessons with students in order to strengthen their understanding. This closely interlinks with St. Michael’s mission to cater for diverse learners in that everyone has a right to learn. Throughout my professional experience, I especially enjoyed working with kindergarten students that required one on one attention in tasks such as guided reading or as simple as writing a sentence. Reflecting on this, I feel that I have worked well to meet the expectations of the student well being policy in providing opportunities for students to display success within various classroom activities and ultimately made a difference in their studies. Within my professional placement experience I expected to be open to new pedagogical knowledge and materials such as the use of ICT to further expand my teaching strategies and organisation skills. Interestingly enough, it proved to be successful as I participated in different tasks over the five-practicum days that have allowed me to reflect on the ways I can further evolve. The Australian professional standard 2.6, ‘Implement teaching strategies for using ICT to expand curriculum-learning opportunities for students.’ closely correlates to my teaching practice as it promotes exploring new learning approaches with the use of various ICT resources. The implementation of ICT enables teachers to encompass a dynamic and creative nature in the classroom and ultimately inspire students to have a more positive and fun outlook towards their learning. My supervising teacher for her kindergarten class incorporates the use of IPads and a PowerPoint projector to engage students in their learning of literacy and numeracy, as technology is something that they are familiar with. According to factual evidence, ‘the use of technology in education contributes a lot in the pedagogical aspects in which the application of ICT will lead to effective learning’ (Procter, J 2013). Thus, reflecting upon this statement, ICT is proven to be a great way to build on existing knowledge as it goes beyond traditional pedagogical practice. This practical teaching approach has evolved within schools, as children now-a days are more eager to explore the use of technology in the classroom. In concluding my critical reflection of my practicum experience, I have successfully built an understanding of various skills and teaching strategies that will assist me throughout my course. Through acknowledging various teaching strategies advised by my mentor, with reference to the professional standards, it has enabled me to reflect and essentially seek ways to improve my teaching practice for the benefit of my future students. References: AITSL, (2018). Australian Professional Standards for Teachers. Accessed 19th May 2018. https://www.aitsl.edu.au/teach/standards Churchill, R, Godinho, S, Johnson, N, & Keddie, A. (2016). Teaching: Making a Difference, 3rd Edition. John Wiley & Sons. Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-191. Accessed 22nd May 2018. https://files.eric.ed.gov/fulltext/EJ1105224.pdf Bullock, M. (2007). What Makes a Good Teacher? Exploring Student and Teacher beliefs on Good Teaching. Accessed 21st May 2018. http://www.smcm.edu/mat/wp-content/uploads/sites/73/2015/06/Bullock-2015.pdf MCHN. (2007). Reflective practice; a critical reflection framework. Accessed 22nd May 2018. http://www.education.vic.gov.au/Documents/childhood/professionals/support/reffram.pdf Gast, G. (2013). NSEAD Effective Questioning and Classroom Talk. Accessed 22nd May 2018. http://www.nsead.org/downloads/Effective_Questioning&Talk.pdf St. Michael’s. (2015) Wellbeing and code of conduct policy.Accessed 22nd May 2018. http://www.stmichaelsbhills.catholic.edu.au/SiteData/162/UserFiles/Policy/Wellbeing%20 and%20code%20of%20conduct%20policy.pdf Standard 2 2.6: Implement teaching strategies for using ICT to expand curriculumlearning opportunities for students. The following artefact which integrates the use of ICT refers to the Graduate Australian Professional Standards for Teachers 2 2.6, which is to, ‘Implement teaching strategies for using ICT to expand curriculum-learning opportunities for students (Australian Institute of Teaching and School Leadership, 2018). As evident in the artefact, a PowerPoint eLearning template projector has been implemented as a way to incorporate ICT within the classroom. The application of a PowerPoint projector is a useful tool as it links with effective teaching strategies, enabling various learning opportunities for students with different learning abilities. Moreover, this was a whole class activity for a kindergarten class, which consisted of watching ‘Let’s learn about the alphabet’ phonic song clip by Jack Hardman. The students were familiar with this sing-along video, as they knew the words to the song, which made it easier to learn the alphabet. In turn, it provided the students with the opportunity to learn the order of the alphabet, ways to write upper and lower case letters and the different sounds each letter produces. According to research, “ICTs have become so persuasive in society that there are growing expectations of their utilisation in the classroom” (Churchill, 2016). Hence the use of ICT within classrooms to be beneficial as it allows for an interactive approach enabling students to gain a better understanding of what is being taught to them. Furthermore, students were at advantage as they were able to visually see and hear each letter, which allowed them to distinguish between a range of letters and their sounds. The use of ICT is not only beneficial for students but for teachers as it promotes creatively for teachers to explore other materials instead of just writing. It further provides an insight to each students capabilities and likeness to different learning approaches. Essentially, the use of ICT as a teaching strategy is an effective way to prompt students’ to be more engaged and ultimately develop a more dynamic attitude towards their own learning. References: Churchill, R, Godinho, S, Johnson, N, & Keddie, A. (2016). Teaching: Making a Difference, 3rd Edition. John Wiley & Sons. AITS, (2018). Australian Professional Standards for Teachers. Accessed 20th May 2018. https://www.aitsl.edu.au/docs/default-source/apstresources/australian_professional_standard_for_teachers_final.pdf Standard 3: 3.2: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies The artifact below refers to the Graduate Australian Professional Standards for Teachers 3.2, which is to, ‘Plan, structure and sequence learning programs’ (Australian Institute of Teaching and School Leadership, 2018). This standard is a reflection of a Kindergarten English lesson, which focused on guided reading and writing. It is known that reading is an important aspect within literacy education as it is the foundation for all other knowledge to be absorbed and essentially expressed through writing. The lesson was built upon students’ prior practice and knowledge of reading a book and in this case, ‘Fix it Bear’ written by Joy Cowley followed by having the class draw their favorite part of the book and write a simple sentence describing the picture. The objective of this lesson was for students to view and represent what they heard. Through reading aloud, it appeals to children and essentially improves their listening skills for “children imitate what they see and hear” (Hill, 2006). This idea was achievable as students were able to participate during the reading, as prompting statements/questions were proposed in order to stimulate cognitive thinking and ultimately expand their knowledge on literacy. Ideas that were discussed include the use of patterns in words, onset, rhyming words, punctuation focus – capital letters, full stops, commas and question marks. A variety of teaching strategies were put in place throughout the lesson including whole class and individual work. Following on, students were engaged in this activity as ‘Fix it Bear’ was a book that they were familiar with and thus were confident in participating in class discussions. Similarly, having the students reflect on the book afterwards through writing and drawing allowed them to have a better understanding and enabled myself to gain an insight on children’s learning abilities. From teaching a kindergarten class it made me realise that the lessons need to be engaging, creative and interactive so that children within this age group can remain task focus. Milkova (2012) states that a successful lesson plan addresses and incorporates the following aspects, the objectives for student learning, teaching/learning activities and strategies to check student understanding. Hence through the process of planning and conducting a well-rounded lesson consisting of reading to stimulate previous knowledge as well as undertaking a writing activity, my students were able to absorb what was being taught to them. Artefact is a lesson plan you’ve made for your placement References: AITS, (2018). Australian Professional Standards for Teachers. Accessed 21th May 2018. https://www.aitsl.edu.au/docs/default-source/apstresources/australian_professional_standard_for_teachers_final.pdf Milkova, S. (2012) Strategies for Effective Lesson Planning. Accessed 18th May 2018. https://www.keansburg.k12.nj.us/cms/lib02/NJ01001933/Centricity/Domain/63/Strategies%20for%20 Effective%20Lesson%20Planning%20copy.pdf Hill, S (2006). Developing early literacy assessment and teaching, 2nd ed. Standard 6.3: Seek and apply constructive feedback from supervisors and teachers to improve teaching practices Mentor teacher feedback on lesson. The following artefact displays the feedback I received from my mentor teacher which was centred on an English reading lesson for a kindergarten class. This interlinks with the Australian Professional Standards for Teachers standard 6.3, ‘Seek and apply constructive feedback from supervisors and teachers to improve teaching practices’ (Australian Institute of Teaching and School Leadership, 2018). Through the feedback provided, it allowed me to self-reflect and further explore ways to incorporate the criticism into my emerging understanding of teaching. In my English lesson, I read the students a book called ‘Fix it Bear’. The students were required to listen carefully to not only the storyline but be aware of patterns in words and sentences and punctuation – capitals, full stops and commas. As indicated in the artefact, my mentor teacher was pleased overall at the way I introduced the book by having the students see that the picture matched the words on the cover page. Although, as I read the book, my supervisor stated that perhaps I could ask students about the punctuation used in the story such as speech marks, exclamation marks, and question marks in order to stimulate cognitive thinking, as I only touched base on capital letters, full stops and commas. From this suggestion, it made me realise that it is important to be aware of all my students learning abilities by becoming familiar with the syllabus content and standards to better my understanding as I assumed they were unaware of the more complex punctuation. This is evident in Sharyn O’neill theory that ‘in every classroom there will be a range of student abilities and aptitudes’ (O’neill, S). Teachers should be able to recognise all student’s individualities to cater work based on their academic level. On the other hand, some positive comments were made regarding my effective questioning skills, which enabled my students to constantly be engaged and further share ideas. Through this experience I could reflect on ways I could improve my teaching strategies such as projecting and emphasising my voice when reading to show more emotion and appeal to my audience. From this feedback, I gained an insight into the expectations of what it takes to be a successful teacher and intend on using this critical feedback to reflect and develop my teaching pedagogy to ensure that my future students have equal learning opportunities. References: O’Neill, S. Effective teaching; an initiative of the director general’s classroom first strategy. Accessed 19th May 2018. https://www.education.wa.edu.au/documents/43634987/44524721/Effective+Teaching.pd f/5dcc8207-6057-3361-ade8-cf85e5a2c1ab AITS, (2018). Australian Professional Standards for Teachers. Accessed 20th May 2018. https://www.aitsl.edu.au/docs/default-source/apstresources/australian_professional_standard_for_teachers_final.pdf Standard 7: Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage St Michaels Baulkham Hills School Discipline Policy This artifact is based on St Michaels ‘Well-being Policy’, and is the foundation for students, parents and future educators like myself as it provides guidelines and expectations that need to be met in regards to the welfare of students under my responsibility. The artifact shown below interlinks with the standard 7.2, which is to, ‘Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.’ (Australian Institute of Teaching and School Leadership, 2018). Within schools, teachers, have a liability to apply the school’s policies into the classroom and within their own teaching pedagogy. With reference to St. Michael’s well-being policy it aims to promote care, respect and provide a safe environment for all students, parents and teachers through developing a sense of belonging, self-confidence and motivation towards learning. The idea of belonging reflects Dreikurs belief that when students are not able to gain their genuine goal of belonging they turn to a series of mistaken goals (Dreikurs, R. 1972). As part of the schools well-being policy, its intentions revolve around commemorating faith in having God close to our hearts whilst also portraying a sense of community by working together in order for children to reach their academic goals. In order to successfully promote positivity, St Michaels has implemented a ‘RESPECT’ codes of conduct to ensure students and teachers encompass the rights to learn and work, to fairly, rationally and consistently apply the code of conduct within their roles. The codes of conduct are as follows; Respect yourself, others and property, Everyone has the right to learn, Strive to be the best you can be, Play safe; be safe, Earn St. Michael’s a good name, Cooperate with all members of St. Michael’s community and Think before you act. The abbreviation is established as an accessible reminder for both teachers and students of the expectations that the school community should up hold. A sense of accomplishment is fortified through the school’s focus on supporting and rewarding appropriate behaviour. However, St. Michael’s also stresses the importance that negative behaviour has consequences hence the school aspiration to teach children to be responsible and accepting on the outcome of their actions. St Michael’s regulations interlinks with Dreikurs theory that “discipline is based on mutual respect, which motivates students to behave constructively” (Dreikurs, R. 1972). Thus, this theory reflects my own teaching pedagogy of ‘treat others as we would want to be treated’ in that positive behaviour can be achieved through encouraging respect for everyone. References: AITS, (2018). Australian Professional Standards for Teachers. Accessed 20th May 2018. https://www.aitsl.edu.au/docs/default-source/apstresources/australian_professional_standard_for_teachers_final.pdf Dr Bill Rogers, (2017). Adler and Dreikurs. Accessed 20thMay 2018. https://www.gloucestershire.gov.uk/media/18290/29-adler-and-dreikurs-2017.pdf
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