PROFESSIONAL EXPERIENCE 4 WEEKLY JOURNAL REFLECTION

Preservice teacher Professional Experience Course Date

Shirley Satiti Week 2 04/09/2020
APST 6.4: Apply professional learning and improve student learning
Graduate level: Demonstrate an understanding of the rationale for continued professional leaning and the implications for
improved student learning
Context of placement: What did you experience on placement?

For this placement, pre-service teachers are expected to engage in 80% of the teaching load starting from
Week 2 onwards. As I have been placed in kindergarten, I was unsure of the expectations of supervising
teacher in order to fulfil the requirement. After much discussion, the role that I have to fulfil was clarified.

I had previously given the book, “Iggy Peck Architect” written by Andrea Beaty to read for my first group
time. I brought the book home to familiarise the storyline and to recognise any words that may be
challenging to pronounce. I felt anxious when I read the story to the group of children for the first time and
was unsure when and what to ask questions relating to the story for more children engagement. It was also
obvious to others who listen of my struggles pronouncing certain words, even if I have been practicing.

In this week, I had many opportunities to read aloud stories to the whole group and read other books
including “The Koala who could” written by Rachel Bright that relates to confidence and a non-fiction book,
“Bugs bugs bugs” written by Jennifer Dussling. The non-fiction book was child-led (observation week 2).

Major professional learning from placement: What went well? Positive impact that you have had on
student learning.

I received feedback from a co-educator on my performance with asking questions while reading a story.
The feedback given by the co-educator was for the story, ‘The koala who could’ and that, I was asking
similar questions multiple times which caused children to lose interest and increase in disruptions.
Additionally, I was told that I do not have to constantly ask children questions when reading a story as a
way of inviting children’s engagement.

After reflecting on those feedback, I sought for advices from supervising teacher regarding asking questions
to provoke children’s thinking when reading a picture book. An advice given is to recognise the intention of
chosen book or any other materials which I would want children to engage in. Supervising teacher
reassured that it is a skill that I would develop overtime with practice.

What were the challenges?

1. Identify when and what kind of questions to ask when reading books to provoke children’s thinking

2. Knowing which content to read from a non-fiction book to children that relates to their current interest

3. Confidently pronouncing certain words used in the story

Specific goals for next week/ placement: What do you need to learn more about and what skills do
you need to develop to further support student learning and well-being?

1. Recognise the intention of using and reading that particular book to children during group time

2. Start asking simple questions such as “what is this character doing in the picture?” or what a certain
word means. However, need to also recognise that I do not have to constantly ask questions.

Shirley Satiti 4/09/2020

Pre-service teacher sign/date