Day 1: Reflective Practice, Communication & Questioning in the classroom, Ethics & the Law

Reflective thinking: John Dewey we learn from experience and reflection on

experiences. Schon part of framing & reframing of beliefs.

o An essential practice, teachers are responsible for the quality of learning.

Workshop 1 - Personal History. Introduced workshop members, a diverse and intelligent

group, science & mathematics majors, experienced professionals, PHDs.

Communication 1000 interpersonal interactions per day, many variables power,

status, expectations, cultural issues. Practice, be assertive (not aggressive), seek out &

use feedback. Use assertive statements (control behaviour & direct conversation).

Questions prepare them (write out in lesson plan) & use them to stimulate thinking &

imagination.

Ethics & Investigations talk teachers are responsible, accountable for the welfare of

their students, accountable for their own actions. Mandatory to report anything

serious/illegal, welfare of students is foremost concern. Principal/deputy as first POC.

Must report if notified of criminal activity.

Investigations 1.4% of public school teachers in the last year investigated; many

reasons.

Secondary occupations must be approved (notify Principal, Department). Check in with

Principal or Department sites regarding the Code of Conduct.

Day 1 reflections: Introductory thoughts, ethics and reflective practice.

The only way to effectively accomplish reflective practice is to begin writing the

autobiography is a beginning. The intent of reflective practice is to become more aware of

performance by careful consideration post lesson/event, then determine and implement

improvements. Effective teachers review lessons afterwards, consider positive and negative

inputs and adjust lesson plans accordingly. Feedback can be sought from colleagues, students

(possibly their parents), mentors and through self-evaluation. A daunting suggestion, but with

permission, video recording may be a good tool for critical self-evaluation.

The presentation on Ethics from Angel was fascinating, also concerning that there is the 1.4% of

teachers that are investigated annually in the public schooling system. It is good to know that

staff include former police and Department of Child Protection staff, well equipped to handle

deception and consider childrens needs. It is surprising that after losing a job in the public

sector people can still head across to the private sector; while considering the human element

of people making mistakes, a degree of follow through may be appropriate. I would consider

that a severe lack of judgement is unlikely to be remedied quickly for those lacking it, and that

schools they are moving to would be best off being informed and able to address repeat

offences. I have experience of managing personnel with PTSD and would have preferred being

made aware of their history prior to their appointment; in a compassionate sense both parties

would then be better equipped and the students better protected.

Considering motivation methods, my own focus as a teacher will be to convey my passion and

experience into stories and conversations making the content real, applicable and memorable.
Day 2: Managing the Learning Environment Communication in an Ethical Environment

(workshop), Understanding Learner Diversity & Inclusivity, Motivating the Learner

Ethics revision & further conversation diary important, can be subpoenaed. Vital to

keep good notes! Details of informal conversations, classroom behaviour management.

Managing the classroom environment, 3 approaches covered aggressive, friendly and

firm but fair advised to aim for firm but fair, other options may suit certain situations.

Consequences discuss school policy (Principal), graduated consequences, be

consistent. Consequences are not linked to academic performance.

Keep own emotions in check if having a bad day, acknowledge but dont overreact.

There will be students that press buttons possibly displaying characteristics of your

own! (Learning more about yourself when considering what you dont like in others).

Provide a safe learning environment develop relationships, build respect, then teach.

Theory of bumps covered (links to graduated consequences), use of IT, phones, tablets.

Develop The Look, learn their names! Aim for correct pronunciation, get on with it.

It is an option to ignore disruptive behaviour (especially if theyre after a reaction).

Plan for class movement so that students are not all moving at once. Consider possible

disruptions, chaotic activities, motivating activities and clean-up.

Motivating: not all one type of activity, consider learning styles, questions to diverge or

converge on a point. Intrinsic motivators: task value, interests, goals & needs.
Day 2 Reflections: Cultural diversity, ethical communication, motivating learners

We considered cultural messages and the underlying assumptions we make, aiming to be

careful of what assumptions we make about our students and in framing our pedagogy. I can

see the importance of understanding the power in the classroom and the school environment.

In one of the ethics discussions the definition of gender as being a socially constructed role

came up; for teens, the high school setting is a crucial environment for the students developing

awareness of all aspects of diversity. I consider that this makes teachers a vital link in framing

social constructs and understanding appropriate behaviour in a diverse world. Equitable

responses from teachers will also help build trust and understanding across all groups, address

inclusivity needs and foster a safe learning environment for everyone.

In the discussion of intrinsic motivation (against extrinsic), task value is a vital component in

lesson plans, keeping the messages firmly grounded in reality and keeping the students

involved in the ongoing story. Discussing the First Fleet, mapping out the classroom as a boat

means much more than a picture; being in the story can convey much more than straight text.

Goal orientation can be a great influence for individuals to achieve but as an external pressure,

rather than an internal motivation, it also adds the potential to motivate students towards

cheating or other adverse behaviour. It is important to watch for the effects of stress.

The focus of conversation on the curriculum was to develop students through education,

making them more resilient and imparting self-efficacy. In Mathematics, rather than teaching a

set of abstract concepts the most helpful approach would be to have the focus on teaching

problem solving skills using a proven set of tools, finding intrinsic motivation in the solution.
Day 3: Curriculum in Australian Context, Family, School and Community Learning

Relationships, Role of Schooling

Reviewed ethics teachers must be fit & proper people (TRB link), apply ethical

standards in your daily business. Consider the value of a fail mark also be aware there

may be pressure to adjust scores. Consider context of all complaints & feedback.

Eismer: Explicit, Implicit (hidden in presentation) and Null (whats not mentioned) the

distinction between whats intended and actually being taught/learnt.

Ewing Ch2: Ryan Taylor four key aspects: Purposes, Content, Organisation, Evaluation.

All aspects are means to accomplish educational purposes.

Conflicting ideas in curriculum development objectives can be a means to an end

(Tayler) or a device to change students behaviour. It is historically a political issue, with

many recent changes.

Melbourne Declaration: to develop successful learners, confident and creative

individuals, active and informed citizens. Many influences, interested groups

complicated arrangements. Refer SCSA curriculum for WA.

Schools reflect community focus, families are diverse, relationships can be complex

(particularly in small communities).

Role of schooling: (Reimer) indoctrination, institutionalising, developing skills

alternatively democratic equality, social efficiency and social mobility (Labaree et al

ARC reference). Historically, also for population control and teaching citizenship.
Day 3 reflections: Adaptability, preparation, community interaction and being the authority

As a student of the 1990s Unit Curriculum framework I will have to ensure I am comfortable

with outcomes based learning implemented in 1998. From the Storylines reference (Ewing),

the rapidly advancing technology will continue to be a driver in determining skills and

knowledge vital to future students education; jobs changing and becoming obsolete or

facilitated by technology. I expect there will always be a need for problem solving skills.

One of todays stories that resonated strongly for me was the case of a teacher who appeared

to not do any classroom management as everything was already in order; activities were

already set up, problems were resolved before they became issues. What a great quality to aim

for! Its important to respond to inappropriate behaviour as being unwelcome, not the student.

There are many great ideas for parent/community involvement such as keeping parents

informed and aiming for the first contact to be positive, developing an interest inventory for

students, stretching, using stress balls to help reduce noisy fidgeting, changing locations and

addressing behaviours at the appropriate level.

The MAWA website is a useful link; there are many good resources available to use.

One comment in a presentation on the Role of Schooling that schools encourage students to

obey authority caused some lively but ironic debate; well be that authority! Reflecting that

intelligent, educated individuals are often the ones that challenge and precipitate change in our

society, it is encouraging to hear concepts challenged by future teachers. I look forward to

meeting more during the practical experiences and will continue to aim for crossover links into

other subjects.
Day 4: Diverse communities, curriculum, role of schools (workshops), Planning for Teaching

Teachers need to be adaptable in classes, create an inclusive environment:

o Qualities of the teacher: Impartiality, Empathy, Open-minded, Interested, Aware

& have a Consistent approach to learning. Be aware of single stories.

Ken Robinson TED talk: supporting creativity it doesnt need to be lost, but is stifled.

Younger students lack a fear of innovation, making mistakes; this fear is taught.

Intelligence is diverse, dynamic and distinct each quality enhances, is enhanced by

creative thought. Mentioned Gardiners theory of multiple intelligences.

Looked at practicalities of education, pragmatic approach (Reimer). Education is to

indoctrinate, institutionalise and develop skills, alternatively to empower, equip,

enlighten, inform.

Politics in Australian curriculum: teachers to adapt to changes many social & political

themes affect the Australian curriculum. Teachers to adapt & respond to changes

appropriately.

Planning vital for successful lesson delivery. SCSA search for content & curriculum

information and AITSL standards relevant to inclusive education.

Lesson plan components broken down; important to link forwards and backwards

(revise) on previous content, conclude with objective. Preparation for tomorrows

activity deliver a whole lesson, with all components, be aware of time.

Day 4 reflections: Diverse communities and single stories, Federalism, Lesson Planning

The Single Story TED talk was a powerful example of the need to appreciate diversity; the

emphasis in our discussion was that everyone should be encouraged to share their stories, and

that corrections to incorrect assumptions should be applied gently to ensure that we are still

building relationships rather than embarrassing or alienating our students.

The impact of federalism on education was of interest, that it can create change through

conflicting ideologies but also have a moderating effect on educational restructuring. With the

power struggles between state and federal political parties and conflicting agendas it seems

that the welfare of students is not always the highest priority, more a selling point to attract

voters. I consider the aims of values systems described and outcomes based learning principles

are logical but require some consideration and compassion when implemented in classrooms.

The value of lesson planning has been emphasised, particularly for new teachers. Im

comfortable taking this on board; Im very much aware that prior preparation has made a huge

impact on performance and where I might be tempted to improvise if Im comfortable with the

subject matter, I can present a more cohesive learning experience with detailed planning.

Lessons require a definite and detailed introduction, a clear and comprehensive body and a

concise but memorable conclusion.

In preparing for the subject Im about to teach I feel inspired by the content; when asking why

we are looking at the topic, the answer presents itself quickly and with clarity. There are many

ways to encourage, but also many phrases that create fear or shut down communication.

Words are powerful and secondary students are highly observant of unintended messages!
Day 5: Student presentations, Teaching in the 21st Century, General Information

Presentations from fellow students topics ranged from waltzing to water cycles.

Many topics: Maths, Drama, History, Biology, Chemistry and other fields such as past

experiences. Very interesting content & varied presentation styles (pedagogy).

Many students went over time it can be difficult to control a large class moving!

Difficult also to reach an outcome in time. Most effective ones had active participation.

The feedback received for my own presentation was that:

o the outcomes could have been made more clear (was intending to have a lesson

staged for teachers, started out addressing as a class of high school students.

o Dad jokes went well great to know! Keep & control level of humour.

Be careful of timing movement, talking all takes time. Always have a clear end state in

mind even prepare (write out) a strong finishing sentence linking forward.

Keep focused on curriculum items, always come back to the objective of the lesson

(AITSL link for lessons to be clear at beginning & end of lesson).

Lecture: Teaching in the 21st century: from notes - Technology in focus, adaptability

essential, different social arrangements (social media, screens, internet resources).

Social mobility enhanced by education, qualities of a good teacher discussed (empathy,

awareness, depth of knowledge, communication skills, adaptability and many others!)

Departing statements, that there will always be friction and a need for flexibility.
Day 5 reflection: Nerves, presentation methods and pedagogy, assessing retention

I can see that many student teachers struggled with nerves, myself included. Im aware from

experience that this doesnt necessarily go away for me, but with careful preparation and

awareness of the students needs I feel more calm, more energised & better prepared to

channel the nervous energy into useful discussion on the topic, enthusiasm for the material &

build rapport with the students.

I appreciated the way that other pre-service teachers presented their content, having the

students move about and complete tasks was fun, engaging & informative but also potentially

chaotic, disruptive and an opportunity to misbehave. Confident, clear presentation of content

was also informative, but still required a means of assessing how much was retained. A careful

balance and suitable control is required to keep the lesson on track.

I realised from my own presentation that the ending of a lesson is very important time well,

summarise or conclude with objectives, link forward, make a good statement or a challenge as

the departing line to make the lesson more memorable.

I believe I can focus more attention to ensuring that the lesson was learnt to plan to have

students carry out the task themselves, tackle a related problem or repeat the information as if

to explain it to someone else. In one discussion, the teachers role was to be a performer,

however educational goals centre around influencing the students behaviour rather than

providing entertainment. I am an optimistic, perceptive person who tends to see the

possibilities in others rather than their faults; I must systematically include assessing and

correcting within lessons to develop students to their highest potential.