Critical reflections:

Standard One - Know students and how they learn:

There are students that will come from diverse backgrounds that all learn
in the same classroom and to teach in a one-size-fits-all approach does
not meet all the learning needs (Murray, Shea, & Shea, 2004). Having
diverse range of students, also includes students with an Aboriginal and
Torres Strait Islander backgrounds, where these students definitely do not
fit into this approach. Although, not yet experienced by the educator, it is
acknowledged to be culturally sensitive and adopt teaching strategies that
will meet the needs of Indigenous students. Price (2012) has found that
Indigenous students experience of education is delivered in abstract
forms only, and therefore disconnected from their lived experiences.
Culture has an incredible impact on Indigenous learners and in order to
turn this negative experience around, educators must provide learning
experiences that are culturally appropriate such as including music,
dance, language and visual arts (Price, 2012) into their learning needs; as
this was shown in artefact two.
In Australia, many classrooms will include one or more students with a
diagnosed disability (Foreman, 2011); thus it is essential for educators to
have a broad knowledge and understanding in how to support students
with a disability. This is reflected in artefact three that was provided,
specifically addressing students with autism. This particular student had
limited understanding with the concept of time, this was overcome by
creating a sequenced timetable. It allowed the student to have
understanding of what was going to take place throughout the day. This
simplistic yet, effective teaching strategy provided support for
participation and ease of learning for the student.

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