Sargent, D

Student details

Name Darcie Sargent

Course Teaching; Primary Education

Unit details

Unit code EDP 155

Unit name Understanding Learning

Unit lecturer or tutor Lynne Quartermaine

Assignment details
Topic Assignment 1- Part A – Weekly Journal
Part B- Reflective Essay

Due date 09/02/2011 Word count Part A- 4015

Part B- 1074

Extension granted □ No □ Yes Extension date N/A

Is this a resubmission? □ No □ Yes Resubmission date N/A

Declaration
I certify that the attached material is my original work. No other person’s work or ideas have been
used without acknowledgement. Except where I have clearly stated that I have used some of this
material elsewhere, I have not presented this for assessment in another course or unit at this or any
other institution. I have retained a copy of this assignment. I have read and understand the Curtin
University of Technology document Academic Integrity at Curtin: Student guidelines for avoiding
plagiarism.

Name/signature Darcie Sargent Date 09/02/2011

ASSIGNMENT CHECKLIST

I have named my assignment correctly in the following style:

Surname_Firstname_EDPXXX_AssignmentX.doc Yes

I have put in my Surname and Initial into header of this document.

Yes
I have used Arial 11pt font, double spaced and justified the text for my assignment.
Yes
Sargent, D

EDP 155 Assessment B- Marking Rubric

Sargent, D

Criteria Missing Deficien Proficie Exempl Total

0 t nt ary
1-2 3-4 5
Academic Does not self- Little Evidence of Consistentl
reflectively evidence of reflective y employs
Engagem examine being a thoughts reflective
ent teaching and reflective and learning
Evidence of learning learner practices strategies
self- issues
reflective
examinatio
n of
learning
issues
Synthesis Does not New ideas Some new Explanation
offer any are not propositions s are
Evidence of
NEW clearly , ideas and thorough,
synthesis propositions, expressed, insights are innovative
of multiple ideas or sound or presented and are
concepts insights well supported
and supported with
sources of by the research of
information literature the theories
of learning
Classroo Does not Connections Makes some Consistentl
make between valid y makes
m connections theories connections valid and
Connectio between and between insightful
n theories, practice are personal connections
personal unclear or experience between
Evidence of
experience rudimentary and personal
connection and classroom experience,
s between classroom environmen theories
theory and practices ts and
practice classroom
environmen
ts
Academic Presentation Rudimentar Work is Consistentl
of work does y use of presented in y applies
Presentat not meet APA a logical appropriate
ion acceptable referencing, sequence standards
Evidence of standards in with little with of
ability in literacy or attention attention presentatio
academic referencing paid to paid to n in
writing academic literacy and referencing
standards APA and literacy
referencing (including
spelling,
grammar
and
sentence
structure)
/20
Ass 1B total
Ass. 1 A total /40

Ass. 1 A + B total /60

Sargent, D
Sargent, D

Assignment 1 A&B

Darcie Sargent

15208048

Lynne Quartermaine

Word count (Part A- 4838; Part B- 1109):

Final Word count (Part A- 4015; Part B- 1074):
Sargent, D

Weekly Journal EDP 155

Darcie Sargent
15208048

Week One-

Part One

I feel that the video ‘when I become a teacher’ (Srahn, 2006), demonstrated the
unprofessional attitudes of prospective teachers. One gentleman states that she wants
to ‘lecture all day’ (Srahn, 2006), however from my own schooling I believe that
lecturing does not stimulate or engage students to learn. Rather than ‘quit learning’
(Srahn, 2006) I want to make sure I stay informed and current with practices and
procedures to maximise learning. the video was meant to be satirical..

The second video ‘did you know?’ (Ggakk, 2008) was very inspiring and thought
provoking. It highlighted how fast technology is changing, and how it needs to be
embraced to make teaching relevant to students. However the section that mentioned
there are 540’000 words in the English language, five times as many as in
Shakespeare’s day (Ggakk, 2008) made me wonder if technology is helping us that
much. I feel that Shakespeare’s language was poetic and complex, opposed to
language today.Of course Shakespeare was a genius, so it is hard to make a
comparison. The average Elizabethan person was far less able! The point of this
statement was to show how language has grown, yet perhaps it has not. Although
technology has helped those who would normally have been left behind (eg- Steven
Hawkins), perhaps to some extent it has forced a decline in creativity or learning such
as with the use of spell-check, or using Google for research.
Or perhaps not!! How much easier is it?

References

Srahn. (2006, September 5). When I Become a Teacher.

Retrieved from http://www.youtube.com/watch?v=590PNSh6g_4

Ggakk. (2008, November 16th). Did you know? Technology.

Retrieved from http://lms.curtin.edu.au/webapps/portal/frameset.jsp?
tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype
%3dCourse%26id%3d_56968_1%26url%3d

Part Two
Sargent, D

A professional teacher shows commitment to their role (Eggen, 2010, p. 4),

demonstrating a strong knowledge of teaching and it’s complex nature. Killen (2005, p.
34) suggests that teachers ‘are never satisfied with what they know; they always want
to learn more’, therefore showing commitment to improve and keep learning. In
addition to knowledge, Preston (1993, p. 8) refers to the professional skill of making
‘professional judgments’. Eggen (2010, p. 5) expands on this, explaining that teachers,
as professionals, should be proficient at making decisions on unusual and ‘I’ll defined’
problems.

Professionalism impacts on the teaching process before the teacher enters the
classroom. The level of professionalism will be determined by a teacher’s very nature,
commitment, enthusiasm and genuine care (Whitton, 2004) provide the motivation to
increase knowledge, reflect and refine skills. Within the classroom, professional
decisions and knowledge are implemented.

As a professional teacher I intend to plan, reflect, and continually increase and

improve my knowledge. I believe professionalism comes from the heart, and your
passion for teaching is your driving force to create a difference between those who
pass on information and those who teach.
Good! (4)

References

Eggen, P., & Kauchak, D. (2010). Educational psychology: Windows on classroom

(8th ed.). Upper Saddle River, New Jersey: Pearson Education.

Preston, B. (1993). Teacher professionalism: Implications for teachers, teacher

educators and democratic schooling. Independent Education 23(4), 4-12.

Whitton, D., Nanking, P., Sinclair, C., Nosworthy, M., & Katrina, B. (2004). Learning for
teaching teaching for learning. South Melbourne, Thomson.
Get your punctuation right in your reference section (see APA)

Week Two-

Part one-

In my experience heredity is physical, like having my fathers crooked toes. However,

when people say ‘oh you’re just like your mum’, I wonder if it is because I have learned
my personality from my mother, or if it is a case of heredity.
Sargent, D

One example that resonates with me of development as being ‘orderly and predictable’
(Eggen, 2010, p. 30) is how doctors determine foetus development to an established,
predictable timeline. However, the gestation period in the UK is 266 days (Web
Dictionary, 2010) yet is 280 days in Australia (Better Health Channel, 2009), so even
with this tried and tested method development is not always at the same rate. Hmm-
not too sure about this one...

Similarly, two friends have a child each of the same age. One of them is talking,
however the other is not. This is supporting the third principle that children develop at
different rates (Eggen, 2010, p. 30). How can we structure classrooms based on age if
this is the case? Yes- have a look at the Keith richardson video for comments on
thisWhen I am a teacher I shall consider both environment and heredity as reasoning
behind differing development in students.

References

Eggen, P., & Kauchak, D. (2010). Educational psychology: Windows on classroom

(8th ed.). Upper Saddle River, New Jersey: Pearson Education.

Web Dictionary. (2010) Retrieved December 3, 2010, from

www.webdictionary.co.uk/definition.php?query=gestation

Better Health Channel. (2009). Retrieved December 3, 2010, from

www.betterhealth.vic.gov/bhcv2/bhcarticles.nsf/pages/Baby_due_date?OpenDocument

Part Two

An example of a preoperational child was with a girl, aged two, who would get
extremely upset when anyone would call her mother by her name. She would scream
'No! She's mummy not Jackie!’. This demonstrates a concrete concept (Eggen, 2010,
p. 38) of her mum only being called 'mum'. It also shows that she is still egocentric
(Eggen, 2010, p. 39), not understanding that anyone else has a relationship with
Jackie. According to Piaget (cited in Eggen, 2010, pp. 34- 44), the upset shows her
disequilibrium, causing assimilation to her 'mum' schema.

Thinking back, I have seen scaffolding within the ‘zone of proximal development’
(Eggen, 2010, p. 47) when I gave my cousin a drink in a glass, with a straw. I saw her
put the straw in her mouth and tip the glass as if she was drinking normally. So I used
Sargent, D

modeling (Eggen, 2010, p. 47) to show her 'how Darcie does it', and demonstrated the
action of using a straw. I left her to it only to find her covered in juice again. This time I
‘adapted instructional material ‘(Eggen, 2010, p. 47) and held the glass down while she
used the straw. Different methods of scaffolding were used to assist. She was within
her zone of proximal development (Eggen, 2010, p. 47) as when she was assisted, she
was able to use it correctly.
Good (4)

Reference-

Eggen, P. & Kauchak, D. (2010). Educational psychology: Windows on classroom

(8th ed.). Upper Saddle River, New Jersey: Pearson Education.

Week Three

Part One

Whenever I receive praise for my efforts I tend to work harder. I feel reassured and
valued, with my new confidence. I push harder almost to show off my skill and reinforce
my understanding. I remember watching the Oliver Twist musical and being so
impressed with Nancy’s singing that I tried for weeks to sound as she did. I think that
through praise, inspiration or admiration we want to strive harder to impress others,
ourselves or be like someone else. These feelings can fade and it takes new inspiration
or reinforcement to bring it back. That’s why constant praise can lose its effectiveness,
almost as if too much of it desensitises you. Therefore, in a teaching environment there
needs to be a balance to the amount of praise, so that when given it is genuine and
has a positive effect on the students receiving it.

Part Two

I can relate well to the case studies outlined. In my case my behaviour in maths was
different to my other subjects. I would sit at the back of the class to avoid answering
questions, consequently my teacher would never ask me. He would never check my
understanding nor push me to get involved. From an operant perspective my behaviour
was negatively reinforced, as there was no aversive stimulus (Eggen, 2010, p. 169)
such as prompting me.
Viewing this case from a classical conditioning (Eggen, 2010, p. 165) stance, I was
conditioned by my failure to avoid participation in maths. The ‘unconditioned stimulus’
(Eggen, 2010, p. 165) was failure, and the ‘unconditioned response’ (Eggen, 2010, p.
Sargent, D

165) was withdrawal. The ‘neutral stimulus’ was maths, which evolved into the
‘conditioned stimulus’ Therefore the ‘conditioned response’ (Eggen, 2010, p. 165) was
my despondent and uninvolved behaviour in maths.
In this case it did go differently. In my final year at school I had a new teacher, and a
new positive classroom environment (Bennet & Smilanich, 1994). He took the time with
students to reinforce each attempt at answering with praise or another prompt (Eggen,
2010, p. 174). Through scaffolding (Eggen, 2010, p. 47) and an initial continuous
reinforcement schedule (Eggen, 2010, p. 171) my behaviour changed. Perhaps it was
not just extinct (Eggen, 2010, p. 171) but re-conditioned.

References

Bennet, B. Smilanich, P. (1994). Classroom Management: A Thinking & Caring

Approach. Bookation, Toronto.

Eggen, P. & Kauchak, D. (2010). Educational psychology: Windows on classroom

(8th ed.). Upper Saddle River, New Jersey: Pearson Education.

Week Four

Part One

There are many strategies that I use to take in, understand and recall information.
These strategies range from repetition, visualization or writing a list. Writing things
down doesn't necessarily allow me to understand or remember the information. For
example, when I write directions I constantly refer to them, however if I visualize
directions as if I am driving right there and then I can remember. In contrast, my study
method relies on making notes in my own words to give meaning, so perhaps when
you give information meaning you can remember it, such as relating it to your own
personal experience. However that doesn’t explain how things such as songs or smells
can prompt a memory we didn’t even know existed, not like a first kiss memory but an
unimportant conversation. Perhaps all memories are stored in our brain, but only a
certain few (perhaps the ones with most meaning) can be recalled in memory.
Different people use different strategies to understand , organize and recall information.
There may not be enough theories available to explain what works for whom and why.
In a learning environment, relating new info to real life will help students to understand
and recall.

Part Two
Sargent, D

The term ‘perception’ (Eggen, 2010, p. 208) explains how I can have a different
understanding of topics to others. When learning information students use existing
knowledge to actively interpret and make meaning. So when something not
understood, it is usually subject to our perception trying to make sense of the
information. During study, metacognition (Eggen, 2010, p. 217) must be used to ensure
you understand the intended message (123Helpme.com, 2010).

Meaningful learning (Eggen, 2010, p. 202) explains how I can easily remember
directions when I visualise the way, highlighting the importance for teachers to relate
tasks to prior knowledge. For example, relating 'learning the time' to a typical school
day. All students can understand they wake up and eat breakfast at specific times on a
school day. They can therefore relate telling the time to specific routines in their school
day.

In relation to recall and forgetting, remembering information depends on the context in

which it was learned (Eggen, 2010, p. 216). This is in line with cue dependency
(123helpme.com, 2010) theories, which suggests it is beneficial for exams to be sat in
the environment where the information was learned. Studying in the same office can
help me to recall information.

References

123HelpMe.com. (2010, 20 December) Cue-Dependent Forgetting Theory by

Tulving. Retrieved from http://www.123HelpMe.com/view.asp?id=149603

Eggen, P. & Kauchak, D. (2010). Educational psychology: Windows on classroom

(8th ed.). Upper Saddle River, New Jersey: Pearson Education.

Week 5

Part One

In my position as an advertising representative for a local newspaper my colleague and

I was asked to create a new advertising feature to attract new business types. Upon
discussing the topic we found that car auto parts were the newspapers weak spot.
However in order to sell advertisements in this genre we needed a strong base
knowledge of the area. Initially we thought that we would have to conduct interviews
and research online to gain some understanding of auto parts, yet when we begun to
discuss our initial thoughts we found that we actually had a strong knowledge already. I
Sargent, D

explained how I accidentally put water in the oil of my car, and my colleague explained
why it was bad from the knowledge that her father had passed on to her as a child.
Working collaboratively helped us to turn our basic knowledge into something solid,
which allowed us to go on and sell the advertising feature.

Part Two

In a traditional classroom students listen to the instructor or teacher (Vincent, n.d), they
can often become bored or disengaged (Hallingp, 2008). Teachers tell students the
learning objectives while the class sits, listens and is expected to understand in unison.
Activities usually consist of drill and practice, narration and taking notes while the
teacher lectures and writes on the blackboard. Assessments are usually formal, such
as an end of unit test or a pop quiz, which can cause much anxiety and unease. In a
traditional classroom students are quiet, they sit in rows facing the front and are still.

A constructivist classroom is much different. Learning objectives allow for individual

responses and construction of memories from students offering their own unique
opinions (Fetherston, 2007, p. 153). Activities are based on real world tasks (Eggen,
2010, p. 233) through problem based learning (Fetherston, 2007, p. 186), where
assessment is both during learning activities (Eggen, 2010, p. 24) and formal. A
constructivist classroom is buzzing and electric, students are free to move, interact and
discuss. Creativity and expression is encouraged. One may think that these
classrooms are disorderly, however they are engaged, and helping each other.
Teachers facilitate the excitement, motivation and skills for ideas to bloom.

References

Eggen, P. & Kauchak, D. (2010). Educational psychology: Windows on classroom

(8th ed.). Upper Saddle River, New Jersey: Pearson Education.

Fetherson, T. (2007). Becoming an Effective Teacher. Edith Cowan University.

Hallingp. (2008). Traditional teaching [Video file]. Retrieved from

http://www.youtube.com/watch?v=C-S54bbXeA

Vincent, J. (n.d). The Disadvantages of a Traditional Classroom. Retrieved from

http://www.helium.com/items/1296189-disadvantages-traditional-classroom

Week 6
Sargent, D

Part One

My friend has been a teacher for ten years and loves it, after talking to her she
encouraged me to begin my studies. Her enjoyment, optimism and encouragement
acted as a huge motivation for me to embark in my journey to becoming a teacher,
along with my passion to be a teacher from a young age.
At present, the knowledge I obtain about the teaching role motivates me, as I find the
content intriguing and interesting. I understand the benefit of having knowledge, and
enjoy wondering how I will apply it in my classroom. After looking into Behaviourism
(Eggen, 2010) I also think that positive feedback from tutors or peers in a comfortable
environment makes me feel even keener to put my best effort in.
Although motivation may vary, to keep it strong I feel that I will need to keep feeling as
though I am achieving, managing my work load and understanding the content I need
to know. This requires more metacoginition (Eggen, 2010) on my part to ensure I am
putting in the required effort and attention when studying.

References

Eggen, P. & Kauchak, D. (2010). Educational psychology: Windows on classroom

(8th ed.). Upper Saddle River, New Jersey: Pearson Education.

Part Two

I learn best and stay motivated when I feel confident and when tasks are achievable
and interesting. Intrinsic motivation is the most desirable for learning. If this is created
students are self-motivated to learn through interest and enjoyment. In EDP 155 it may
be beneficial to use personalised discussion. For example personalised discussion on
characteristics, such as personality or mannerisms that are similar to a parent can
instigate thoughts on heredity and development.
Wang (2009) suggests that providing challenges just beyond student’s skill level
increases motivation. In EDP 155 understanding learning this can be achieved by
asking open-ended/opinion based questions. This provokes thought and creates
challenge while also offering room for feedback. Feedback that indicates ‘competence
that is increasing’ (Eggen, 2010, p. 341) promotes motivation and act as verbal
persuasion, such as ‘you did a good job on that blackboard essay, but how might you
structure it more effectively?’. This maintains self-efficacy by reinforcing to the learner
that they are capable whilst also helping self-determination by allowing choice on
improvement of structure.
EDP 155 has small challenging tasks, allowing creativity in assignments and an
abundance of feedback. Students were welcomed to the course and many reflection
topics relate to real life.
Sargent, D

References

Eggen, P. & Kauchak, D. (2010). Educational psychology: Windows on classrooms

(8th ed.) Upper Saddle River, New Jersey: Pearson Education.

Wang, S. Han, S. (2009). Six C’s of Motivation. Retrieved from

http://projects.coe.uga.edu/eplt/index.php?title=six_C%27s_of_motivation

Week 7

Part One

When students in my class at school were not paying attention or were misbehaving,
the teacher would sometimes just give them a look. This was as if to say ‘I know, you
know that I’m watching you. Stop it and listen’. I feel that this was a fast and effective
way of diffusing misbehaviour. Usually this strategy worked, but some students would
be sent out of class, work would continue as normal until such a time when the teacher
could leave us alone while they dealt with the student outside, I feel this created an
orderly environment with little disruptions.
My teachers over the years ranged from kind and soft to strict and firm. However, I
always remember feeling safe. What these teachers had in common was care and
integrity. Although their personalities were quite different they were consistent. All
students knew what to expect from each teacher, so they knew how to behave and so
there was a feeling of safety and predictability.

Part Two

My grandfather would always be where he said, when he said and always do what he
promised exactly. I had great respect and trust in him. He demonstrated 'following
through' (Eggen, 2010) which created integrity. In a classroom teachers need to apply
this theory to every aspect, from being there to help if you say you will be, to reinforcing
rules.
Keeping interventions brief (Eggen, 2010) is another important principle in classroom
management. I remember that my mother simply had to look at me and I’d know been
naughty. Bennett (1994) describes these strategies as ‘low-key responses. Perhaps if I
didn’t know that what I was doing was wrong the look may have been ineffective,
implying that teachers must ensure their students understand rules clearly.
Withitness (Eggen, 2010) was demonstrated to me recently at a friend’s house. Her
two children were playing in the room next door while we chatted; she suddenly went in
and told her son to share his toys. I asked her how she knew he wasn’t sharing, she
Sargent, D

said she had learned to hear her children in the background. To demonstrate withitness
practice and experience is required.

References

Eggen, P., & Kauchak, D. (2010). Educational psychology: Windows on classrooms

(8th ed.). Upper Saddle River, New Jersey: Pearson Education.

Bennett, B., & Smilanich. (1994). Preventing and responding to misbehaviour through
low-key responses. Classroom management: a thinking and caring approach.
Bookation, Toronto

Week 8

Schools aim to include all students with learning disabilities, while striving to eradicate
discrimination and victimsation (Disability Standards for Education, 2006). Many policy
guidelines on integration merely parroted the requirements of teaching in a modern
classroom. Describing such ideas as inclusiveness (Briggs & Potter, 1999; Bennett &
Smilanich, 1994), expressing the need to create positive classroom environments
(Whitton, 2004) and outlining basic professional requirements (Marsh, 2008). For
example the ‘Students at Educational Risk’ (Section 4.2.5, 2001) document makes
mention to student centred, welcoming and supportive environments. Teachers should
already understand these concepts and be using them in their typical classroom
structure.
As with any child, the choice of school is dependent on many factors, price, resources,
morals, location and performance. The benefit of integrating children with individual
differences seems only for social integration. Most schools are underfunded and ill-
equipped to give the required attention to gifted and learning disabled students,
resulting in behavioural issues. One blogger said of her own child ‘My son’s teacher is
very supportive and helps as much as she can, but she has 27 other children to cater
for so I can’t expect much from her. It would not be fair on those other children for her
to give my son extra attention’ (dalyaelbably, 2011), we can easily get lost and forget
about other students. The YouTube video from Quest Academy (Kovich, 2010)
suggests that gifted and talented students benefit from a separate school. This video
showed children in a typical engaged and buzzing classroom, where they are
encouraged to be creative, have the confidence to learn and are surrounded by like-
minded individuals. Also supporting separate schooling was Brabantfeatures (2010),
saying that typical schools always gave ‘more of the same’ work, instead of making it
Sargent, D

more advanced. Now in a separate school, the student finally feels he can connect with
his peers. Gifted and talented schools don’t aim to be elitist, but merely let students
express and develop their own talent. Aiming to turn them from troubled youths to the
confident relaxed and happy children they deserve to be.
If students learn and grow from their peers, then do students in special needs schools
have less capable examples to learn from? Are they ostracised from the rest of the
world? Integrating learning disabled students into typical schools helps them to learn
from more capable peers, however bullying is a factor which changes the classroom
environment and students confidence to learn (HorizonAcademyKS, 2010). Again, as
with the gifted schools, students in special needs schools feel comfortable in these
specifically structured environments, free from judgment. The ‘My Life with a Learning
Disability’ (thefletcheracademy, 2008) video gives a great insight into what it is actually
like for someone who ‘learns slower than everyone else’. I wonder if he would have the
same feelings in a special needs school? However, this again depends on the severity
and type of the learning disability.
Although integration into typical schools helps with integration into society and also
educates other students on differences, I feel that schools need great support both
financially, and in teacher training. Although effective teachers are able to incorporate
and adapt to include students with individual differences, and I personally would be
more than happy to help develop and advance any child regardless of race, gender or
ability, I can’t help but feel individually different children don’t get the attention they
need to truly flourish while being integrated into typical schools.

References

Bennett, B., Smilanich, P. (1994). CLASSROOM MANAGEMENT: A Thinking &

Caring Approach. Bookation, Torronto.

Brabantfeatures. (2010). Gifted children’s bad behaviour cured by smart classes

[Video file]. Retrieved from http://www.youtube.com/watch?v=T4-A6hEqRPA&NR=1

Briggs, F., & Potter, J. (1999). The early years of school. Australia: Pearson.

Dalyaelbably. (2011, January 24). Week 8; Individual Differences [Web log

comment]. Retrieved from http://edp155testcase1.wordpress.com/instructions/

Disability Standards for Education. (2006). Commonwealth Disability Discrimination

Act 1992. Barton, ACT: Commonwealth of Australia.

HorizonAcademyKS. (2010). Horizon Academy- Helping Children With Learning

Sargent, D

Difficulties Be Successful In School [Video file}. Retrieved from

http://www.youtube.com/watch?v=yE-DCEEizaI

Kovich, L. (2010). Independent School Gifted Student Chicago, Gifted &

Talented School Chicago [Video file]. Retrieved from
http://www.youtube.com/watch?v=byLxiqzAMYk

Marsh, C. (2008). Becoming a teacher (4th Ed.). French’s Forest: Pearson.

Students at Educational Risk. (2001). Department of Education. The Government of

Western Australia.

thefletcheracademy.(2008). My Life with a Learning Disability [Video file]. Retrieved

from http://www.youtube.com/results?
search_query=my+life+with+a+learning+disability&aq=f

Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., & Nosworthy, M. (2004). Learning
for Teaching Teaching for Learning. South Melbourne: Thompson.

Week 9

Much dedication and skill goes into creating a safe, caring and respectful culture in our
classrooms. A positive culture is a powerful element to effective teaching, and is a
silent art that is undetectable to students.
The Teachers Talk report (2008) shows how reactive measures and high control
serves to destruct a school culture. Eggen (2010) says that safety is essential for
students to learn, but the presence of security guards and metal detectors in these
schools detract from this. I feel that the common problem is overcrowding, as the
current situation offers no chance to implement the strategies needed in creating a
positive environment. Large volumes of students reduce the amount of personal
attention needed for them to feel valued and cared for while large classes don't allow
students to have choice or control that Glasser (cited in Albon, 2011) suggests makes
students feel responsible and included.
One blogger said that she felt that bullying was inevitable regardless of the classroom
environment (natashamorris, 2011). Yet I believe if a positive classroom environment
has been successfully created bullying shouldn't happen often. Biglic & Yurtal (2009)
studied the connection between classroom environments and bullying, they found that
a classroom environment had a strong relation in defining victims and bullies. The main
point I understood was that the bullies did not have good relationships with their
teachers, and as a whole both bullies and victims wanted care from their teachers. This
Sargent, D

proves that care is an essential factor in classroom environments, and perhaps bullies
feel they receive less care, resulting in their behaviour.
Classrooms need to be constantly managed, and this management needs to work in
seamlessly with your classroom environment. Careful planning ensures that this can be
implemented properly. Kounin (1970) talks of lesson smoothness and momentum to
keep students engaged and allows less opportunity for disruptions. Eggen (2011)
states that ‘rules are tools that every teacher should use to develop an orderly
classroom…’ Creating rules as a whole class is useful in ensuring that students carry
the responsibility to abide by them. Bennett and Smilanich (1994) outline low-key
responses and preventative measures in managing classrooms, in which keeping
emotion low and punishment brief allows minimum disruption and maximum learning.
When I was at school I had a teacher who appeared very fractious and stressed, over a
period of time the number of misbehaving students rose. She would spend a long time
publicly reprimanding any of these students, nothing was learned and no-one was
engaged. I believe that as a professional teacher you should ‘act cool’ as if you are on
top of everything, such as the skill of ‘withitness’ described by Whitton (2004). This
communicates to students that you are competent and worthy of their respect.
A positive classroom environment needs to be interwoven with effective classroom
management skills. There should be a warm caring environment, regulated by skilled
classroom management techniques. Before you attempt this, ‘you will need to decide
what sort of teacher you will be’ (Whitton, 2004). In addition, Albon (n.d) asks ‘do you
want to control or manage your classroom?’ this is an important question for pre-
service teachers deciding on their classroom philosophy.

References

Arthur-Kelly, M., Lyons, G., Butterfield, N., & Gordon, C. (2007). Classroom
Management: Creating a Positive Learning Environments (2nd ed).
Melbourne: Thomson Learning.

Albon, R. (N.d). Week 13. Creating & Managing Positive Learning Environments.
Retrieved from
http://dbs.ilectures.curtin.edu.au/lectopia/lectopia.lasso?ut=31&id=15349

Bennett, B., & Smilanich, P. (1994). Preventing and responding to misbehaviour

through low-key responses, Classroom Management; a thinking and caring approach.
Bookation, Torronto.

Eggen, P., & Kauchak, D. (2010). Educational psychology: Windows on classrooms

(8th ed.). Upper Saddle River, New Jersey: Pearson Education.
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Natashamorris. (2011, January, 29). Re: Week 9 Positive Learning Environments [web
log comment]. Retrieved from http://edp155testcase1.wordpress.com/positive-learning-
environments-week-9/

Sullivan, E., & Keeney, E. (2008). Teachers Talk; School Culture, Safety and Human
Rights. National Economic and Social Rights Initiative (NESRI) and Teachers Unite.

Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., & Nosworthy, M. (2004). Learning for
teaching: teaching for learning. South Melbourne: Thompson.

Week 10

Assessment for learning enables teachers to understand how well their students have
learned, and therefore how effective their strategies are. It is believed that students
learn through formative assessment, such as feedback and classroom interaction
(Eggen, 2010). Yet summative, standardised tests are defining our schools success.
Publishing NAPLAN results provides parents with the ability to make an informed
choice on where to send their children, or to gage where their child’s school sits
academically compared to others. This knowledge is dangerous to schools as it can
lead to a ‘white flight’ phenomena where, based on school results, parents will remove
their children from schools and take them elsewhere. Pit (2010) believes this kills
community as local students no-longer go to similar schools, consequently funding then
moves to schools with more students (Viller, 2010). How is any school expected to
recover from the effects of low test results with less funding? As a counter to this, the
myschool (n.d) website advises parents that results should not be solely used in
deciding where to send your child, things such as mission statements, facilities and
programs should be considered. However, many parents do not know this, nor do they
understand the implications of what NAPLAN tests are actually telling us, or in fact
what they aren’t telling us. Such as the qualitative information, improvement,
confidence, sporting or social ability.
My mother always used to tell me that exam results simply showed how well you could
sit a test. At the time this did not make sense, however after comparing NAPLAN to
other forms of assessment it is just that. What NAPLAN neglects is the insurmountable
diversity of every single student, and although the curriculum is the same, their
knowledge and understanding of topics will never be. This should not mean that they
are not as smart as others, which grades would reflect; it simply means that their
strengths are not being measured. This again leads back to Sir Ken Robinson (2010)
and his belief that schools have not yet shifted away from the industrialised production
line that is our current education system. The quantitative data produced by NAPLAN
testing simply places numbers on students, creating generalizations as to their ability
and categorises them. Where does this testing reflect good quality teaching or student
improvement?
Assessment is a necessity to incite improvement and maintain standards, yet it needs
to reflect true learning through formative assessment. Cobbold (2011) suggests
parents, students and teachers should all be involved in assessing their schools. This
way the education department would be able to monitor and assess schools, while
teachers and students would be free from test stress and have more time to formatively
assess and actually teach. Finnish schools place their entire assessment within
constructivism, not only providing them with qualitative views of their student and
school progression, but also helping the students to benefit and learn whilst being
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assessed. Much emphasis is placed on teaching constructively, yet assessment does

not reflect this.

References

Cobbold, T. (2011, January 2). Save our Schools; Fighting for Equity in Education
[web log post]. Retrieved from http://www.saveourschools.com.au/choice-and-
competition/learning-from-finland

My School. (n.d). Information for parents. Retrieved from

http://www.myschool.edu.au/Resources/pdf/B10_0012_My%20School
%20Brochure_03.pdf

Pit, H. (2010, December, 17). More to a school than good results [web log post].
Retrieved from http://www.smh.com.au/opinion/politics/more-to-a-school-than-good-
results-20101216-18zil.html

Robinson, K. (2010, 14th October). Changing education Paradigms [Video file].

Retrieved from http://www.dontwasteyourtime.co.uk/elearning/video-sir-ken-robinson-
changing-education-paradigmd-rashimate

Villler, A. (2010, May). Labor and education: Gillard’s counter-revolution [web

log post]. Retrieved from http://www.solidarity.net.au/24/labor-and-education-gillards-
counter-revolution/

1000 Word Reflection

Understanding educational psychology gives teachers the knowledge of how and why

learning takes place, this knowledge is then adapted to facilitate learning. The unit

‘understanding learning’ uses these principles in its online classroom, creating real-life

examples and experiences that pre-service teachers can learn from.

The tasks in understanding learning encouraged students to apply their own

experiences to the theory being learnt, such as reflection of times where theories were

demonstrated in their lives. This side of constructivism is based in cognitive views of

learning, which suggests that 'meaningfulness is the key to retrieval' (Eggen, 2010, p.

216), so when information is relevant to student’s lives they are engaged and more

likely to retain and understand information. As a result, learning in this way cements

new knowledge deeper for students, especially for those who have been lucky enough

to have had an array of experiences. This explains why constructivism works very well
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in mature age learning environments, as adults have many experiences of which to

draw upon along with well-developed beliefs to share. Yet how would some students

benefit without having had many life experiences? Perhaps they have never been to

the zoo, educational centres, or their culture doesn't align with other students. This is

why teachers need to know their students (Eggen, 2010), so they are able to identify

and create examples fro learning that all students can relate to. Strategies such as

role-play or interest based research (Barry, 1998) may also be used to demonstrate

concepts or create experiences.

Just as teachers need to adapt their strategies for typical students, they need to adapt

for students with exceptionalities. The main argument during a blogging exercise

seemed to be that students with individual differences must be integrated into typical

schools for the purpose of equal rights, and to assimilate into ‘typical’ society. But what

exactly is classified as typical, and why do those who don’t fit the mould get left

behind? Sir Ken Robinson (2010) highlights the education system’s method of

standardisation according to age, based on what is developmentally appropriate. With

this in mind he is therefore implying that students who are labelled as different, whether

an ability or disability, are penalised through the current education system for simply

not being able to be categorised. This is also evident in the use of standardised testing,

where language and cultural contents of tests fit a specific group (Eggen, 2010).

Education needs to move away from grouping, standardising and quantifying, to a

system that embraces diversity. Instead of accommodating differences, anticipate and

nurture them. Carr (n.d) suggests that children today have a choice and a lifestyle, with

the video from theRSAorg (2010) showing that children are experiencing more control

in their lives through technology. Is self-paced online education is the answer? Where

students can self-assess and monitor their progress on their own work, away from

being ostricised and judged. Eggen (2010) would agree they would need the skills to

self-regulate and the ability to be motivated and metacognitive for success.

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This incited contemplation of how online learning affects a classroom environment.

Could personal relationships such as humour and care that create a positive classroom

environment be formed in an online classroom? Perhaps so, as the understanding

learning classroom had a very strong, positive and supportive environment, which was

created by student and tutor interaction. The tutor was always available, polite and

diplomatic in handling situations, which showed integrity, care and created respect. A

large aspect of this may have been due to modelling on the tutor’s behaviour as the

social cognitive theory suggests (Eggen, 2010); therefore teachers should continually

demonstrate appropriate and acceptable behaviours that resonate with student’s

culture and language.

Resonating with mature aged student’s culture and language was a difficult task due to

different perceptions. Eggen (2010) suggests that perceptions are a product of our life

experiences, and for that reason mature aged students have many different

experiences, and consequently different perceptions. To combat this, well-presented

and explained ideas (Eggen, 2010) are needed to get everyone thinking in the same

way. In this instance the examples and guidelines were provided clearly, such as

rubrics, peer assessments and etiquette rules. Despite this information, some students

were simply inexperienced with online learning. Which in itself highlighted the

importance for teachers to professionally develop gaining confidence with technology

to resonate with students who are technology savvy (Shelley, 2010). Students are

joining our schools ready with the skills to communicate effectively online. In which

case teachers must adapt their rules to include technological aspects. Whitton (2004)

suggests confiscation of mobile phones, due to their photography capabilities. Where

teachers need to monitor and regulate the way they are portrayed on social networking

sites such as Facebook or MySpace. Care must be taken that the way they are

portrayed maintains dignity and respect, especially with students, colleagues and

parents (Groundwater-Smith, 2010).

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Teachers themselves can use many of the strategies and theories in educational

psychology to learn and develop. For example, teachers must understand the impact of

their own personal self-efficacy and beliefs to overcome psychological obstructions of

competence and ability. Whitton (2004) suggests teachers must be enthusiastic about

their student’s ability to learn; this applies to a teacher’s own beliefs too. Teacher

enthusiasm will then transfer through to students vicariously (Killen, 2005) and

contribute to the classroom environment. A good motivational strategy used in the

understanding learning unit was through a ten-week journal that was given initial marks

after two weeks, providing feedback on their progression. This personally acted as

motivation for me from good grades, aligning with behaviourist views of positive

reinforcement (Eggen, 2010) and achievement motivation as described in Marsh

(2008). Feedback and grades may be more suitable as motivation for older students,

as Paiget‘s (cited in Eggen, 2010) stages of development would suggest. Children

cannot foresee the link between effort, grades and a future career. For teachers of

younger aged students, visual or instant types of rewards may be necessary such as a

gold star chart displayed on the wall, or allowing free time.

Learning about learning allows teachers to further gain the all-important knowledge

required for teaching. It is not about knowing truth or fact, but about knowing how, why

and what enables students to learn. The most important message in understanding

learning is that teachers facilitate and elicit learning, they shepherd and usher students

towards the ultimate goal of learning, managing their classroom instead of controlling it

(Albon, n.d). Although teaching skills become more refined with experience, a sound

knowledge of educational psychology is important to initially understand the intricate

web that is teaching. Understanding how and why students learn, behave and feel is a

strong foundation upon which to begin.

References.
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123HelpMe.com. (2010, 20 December). Cue-Dependent Forgetting by Tulving.

Retrieved from http://www.123HelpMe.com/view.asp?I’d=149603

Albon, R. (N.d). Week 13- Creating & Managing Positive Learning Environments.

Retrieved from

http://dbs.ilectures.curtin.edu.au/lectopia/lectopia.lasso?ut=31&id=15349

Barry, K., & King, L. (1998). Beginning Teaching and Beyond; Developing teaching

strategies

(3rd ed.). Katoomba, NSW, Social Science Press.

Carr, K. (n.d). Children of the 21st Century. Retrieved from

http://www.buzzle.com/editorials/9-8-2005-76362.asp

Eggen, P., & Kauchak, D. (2010). Educational psychology: Windows on classrooms

(8th ed.) Upper Saddle River, New Jersey: Pearson Education.

Groundwater-Smith, S., Ewing, R., & LeCournu. (2006). Teaching: Challenges and

Dilemmas. South Melbourne, Victoria.

Killen, R. (2005). Programming and assessment for quality teaching and learning;

Quality Teaching and Learning. Southbank, Victoria. Thomson Learning.

Marsh, C. (2008). Becoming a teacher: knowledge, skills and issues. Pearson

Education Australia.
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On Purpose Associates. (n.d). Retrieved from

http://www.funderstanding.com/content/control-theory

Robinson, K. (2010, 14th October). Changing education Paradigms [Video file].

Retrieved from http://www.dontwasteyourtime.co.uk/elearning/video-sir-ken-robinson-

changing-education-paradigmd-rashimate

Shelley,G., Gunter,G.A., & Gunter, R.E. (2010).Teachers Discovering Computers:

Integrating Technology and Digital Media in the Classroom, 6th Ed. USA: Course

Technology, Cengage Learning

theRSAorg. (2010, 24th May). The Secret Powers of Time [video file]. Retrieved from

http://www.youtube.com/watch?v=A3oIiH7BLmg

Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., & Nosworthy, M. (2004). Learning

for teaching: Teaching for Learning. South Melbourne: Thompson.

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