Stronger Smarter Journal

Introduction
Going through this module allow me to gain some understanding about Stronger Smarter philosophy and
consider about my role of improving Indigenous students' learning experience as a teacher.

Standards for Teachers

This module allows me to link the Stronger Smarter philosophy and meta-strategies assist several of the National
Professional Standards for Teachers. It is essential for teachers to acknowledge students and know how they
learn. Indigenous students will learn in different way, they are visual learners. Therefore an effective lesson
should included mind map, imagery or 8 ways learning (a way to provide meaningful links to Aboriginal heritage)

The Stronger Smarter philosophy

The concept of the clip that resonates with me the most was the initiative to improve the level of literacy and
numeracy and empower students to have sense of Aboriginal identity.
As a Maths teacher, I'm touched to hear about the great progress and initiatives being delivered by amazing
educators across the country. It makes me feel confident of a future where Aboriginal kids able to take the most
of any opportunity.
As an early career teacher, it allows me expand my vision and helps me to design my teaching strategies to better
meet diverse learning needs and ability of students which also includes Aboriginal and Torres Strait Islander
students.

Changing the tide of low expectations

In school that I have been to, Indigenous students are treated equally with all other students. However
unintentionally when exam papers are marked, more leniencies are given to Indigenous students because of the
assumptions that they are more disadvantaged than other students. However I do not think it is a good way to
support Indigenous students because what if other students found out that Indigenous got special treatments,
what would they think of the Indigenous students?
This illustrates to a culture of pity towards any Indigenous students and it can prevent any real work and effort
being done to actually improve the students' outcomes.

End of part 1
The idea that resonates with me the most was the concept of "Changing the tide of low expectations" of
Indigenous students in schools around Australia. Teachers usually only set high expectations of 'top' students
which naturally includes class such as accelerated classes and extension subjects. This often result in the
alienation of many Indigenous students who do not have the acknowledgement of high-expectations which their
ability and strengths are disregarded.
A an early career teacher,I strongly believe I need to modify my teaching strategies and assumptions in order to
make students feel included, supported, motivated and appreciated for their efforts in class. Teacher should not
only acknowledge their achievement but also their progress of working hard. This helps to respect who they are
and acknowledge them as a valuable member of the school community. It can be as simple as giving merit
stickers or praising for completion of a difficult task.

Intercultural understanding
Teachers should act as a role model which can shape students' perspective and behaviours. Teachers' actions and
behaviours are observed by students and that will be reflected to how students will interact and replay a teacher
actions to the whole school community. It is crucial that teacher can show empathy and care towards students
and making an effort to identify and understand their learning needs will allow teachers to create a supportive
and positive learning environment.
To act as an agent and leader of change, I will try to use my knowledge and strengths to communicate change to
the school community. This can be done through a culture of positivity and encouragements regardless of
students' achievements. Students effort should be acknowledge ad praise by teacher no matter how small it is.
Because this small effort is a starting point for students to keep perform better and build on that in the future.

Deficit conversations
These kinds of conversations would impose a stereotypical judgement anyone that the majority of people would
look out for.
For example: During a conversation with the other teachers, they have mentioned about how a student
misbehaved in class. this would give a bad impression that the student is very naughty and other teachers would
probably be tagging and classifying their behaviours as bad because they have been warned about it before. This
can take away other aspects that might cause misbehaviours issues such as disengagement in learning contents
or teaching.

Changing deficit conversations

As a teacher we can start to change the patterns of conversations in my school and workplace. Teachers should
try to understand and identify why students are misbehave rather than assume they are always bad in class.
Misbehavior issues can happen because of disengaging with learning contents, knowledge gap etc.

Summary - Understanding school cultures

As a teacher, it is essential to find out and understand the school culture, the diverse backgrounds and needs of
students in order to implement effective teaching strategies. The school that I am working at, the culture is very
supportive and inclusive. More than 95% of school students comes from families whose English is not their first
language. There are many students have recently arrived to Australia (as my school has an Intensive English
Centre).
My school have a very small but growing population of Aboriginal and Torres Strait Islander students. The school
culture of management is about enabling students' strengths and ability, encourage, support and provide
opportunities for students to demonstrate their capacity. These ideas are recently strengthen at staff meetings
and school assembly.

End of part 2
- set high expectations for every student regardless their backgrounds and achievements.
- praise for students' effort
- create and maintain supportive learning environment.
- build inclusive classroom environment where every member is valued and appreciated.

Part 3: Strategies for Change

Areas where i am seeking strategies for change are: Positive student identity: Acknowledging, developing and
embracing a positive sense of Indigenous student identity in schools Indigenous leadership: Acknowledging and
embracing positive Indigenous leadership in schools and school communities

The curriculum
It is essential that teachers identify and embrace Aboriginal identities and culture so students can feel a sense of
belonging and valued for who they are. Regular reinforcement these ideas into practices and curriculum will
allow teachers to strengthen the student body about Aboriginal culture.

Summary: Positive student identity

In order to create and embrace a positive sense of Indigenous students identity, teachers have to be able to
acknowledge and understand Aboriginal cultures and beliefs. Lesson plans and teaching strategies can integrate
these ideas to make it more engaging and relevant to Aboriginal and Torres Strait students.

Working with the community

The community is where the school is physically at and the school should be able to connect with the local and
wider community.

Summary: Embracing positive Indigenous leadership

In order to embrace positive Indigenous leadership it is important that we committed to decrease the health,
social and economic gap between Indigenous and Non-Indigenous students. As a teacher i can connect with the
students' families to find out more about the students background and situation therefore acknowledge their
needs.

Monitoring performance
The statistic from NAPLAN result highlights the achievement gap between Indigenous and Non-Indigenous
students. Therefore teachers should set higher expectations for Indigenous students, as from my belief every
student has the ability to learn regardless their backgrounds and culture. By setting higher expectation students
can be motivated and try harder to achieve the expectations.
Summary: High expectations leadership
My school sets high expectations fro every students therefore I also do set high expectations for my students.
This is two-way street as it could easily turned into a negative thought if teachers do not have enough knowledge
and preparation about high expectations. Setting high expectations are not only about expecting every single
student to perform will and achieve above average mark. This can lead to negative pressure and students can
feel unmotivated if they do not achieve the expectation.

To me high expectation is all about believing in students and providing them confidence that they can do it and
able to be successful during their learning process. The idea of high expectation can be informed to parents and
careers at parent-teacher interview where teachers can explain a student's current performance, the school
expectation and how us as a teacher and school can support student during their learning journey.

Compare results
I am able to see some positive changes. I found the biggest changes are about acknowledge and understand the
Stronger Smarter philosophy and beliefs. It will be beneficial for me as an early career teacher to recognise and
value Aboriginal culture and also the contribution of Aboriginal students. By having high expectations on
Aboriginal students can help them to feel valued and belonged to the learning environment.