Francesca Kidd, 2181379

TPA 4
STANDARD 3.3 and 3.4
3.3 – Using Teaching Strategies
3.4 – Select and Use Resources

Within the recorded video, I have used both verbal, written and visual instruction and demonstration of
agreed classroom expectations and the skill of the lesson (wrapping yarn). This provides opportunities for
students with various learning styles to absorb and understand the information and technique of the new
skill. I recognise and acknowledge that students are at different stages of their sculpture at the start of the
lesson and ask if students have any questions at the end of my explicit instruction. This was ineffective as
students lined up straight after to ask me questions.

Area for improvement:

- I only mentioned to students that there were written step by step instructions with corresponding
process images uploaded on SEQTA (the schools’ learner’s management system) to assist students
to construct their sculpture. Reflecting on this, I should have showed students where it was located
on the board and scroll through it as a class, and explicitly stated that this is their first port of call
before asking for assistance. This may have helped the students to improve their self-regulation
skills and allowed more time for me to observe students’ progress and assessing their ability and
confidence.

STANDARD 3.5 and 4.1

3.5 – Use Effective Classroom Communication
4.1 – Support Student Participation

See above regarding explicit instruction and demonstration.

Reflecting from the previous lesson where students struggled to create their sculpture out of armature
wire, students within this lesson were encouraged to use newspaper, alfoil, and masking tape to build their
armatures if they had not done so already. This differentiated practice was to encourage students who
were not confident manipulating the wire to be successful in the activity of creating their sculpture.

Area for improvement:

- Rather than referring to the cohort as ‘guys,’ I need to try use a more gender neutral and inclusive
term – such as ‘everyone’ or ‘year 8’s.’ This is important as my pedagogy values and supports
inclusivity and diversity, but currently I am not using the correct terminology that reflects these key
principles.
- Students were asked if they had any questions at the end of my explicit instruction. After discussion
with my mentor, I should change my language choices and ask students what questions they have –
it may encourage students to feel more confident asking.

STANDARD 4.2 and 4.3

4.2 – Manage Classroom Activities
4.3 – Manage Challenging Behaviour

I started off the lesson with the same routine I complete every lesson. First, I would take the role, and then
remind students of the negotiated classroom expectations and consequences with appropriate visuals.
Routines are effective for students within the classroom who suffer from poor mental health as well as
students who have experienced trauma. Classroom Expectations and Consequences were created with
student contribution and negotiation and are integrated into the lesson routine. The expectations and
Francesca Kidd, 2181379
consequences are repeated regularly, aiming to improve students task engagement, learning and
behaviour. Students who have experienced trauma demand this structure and consistency, as well as
positive reinforcements and growth mindset statements throughout the lesson to improve resilience and
behaviour.

One student came into class late and was greeted in a non-confrontational manner. The student was
approached after the formal explicit teaching concluded and other students have been instructed to
disperse and completing their individual set work. Following mentor guidance, this is the best strategy for
this student who has experienced trauma to reduce possible problematic behaviour. For this student, I
avoid using authoritative directives and try to embed choice in my directions, attempting to prevent poor
reactions.

Every lesson I provide the lesson progression on the projector, in which students follow throughout the
period. This assists students to improve their self-regulation skills, learn how to manage their time and take
ownership over their learning.

Area for improvement:

- In some moments during the lesson, students were waiting in line for my assistance which could
have led to off task behaviour. Reflecting on this, I will create and place a visual ‘flow chart for
assistance’ poster in the classroom that students can refer to before they resort to asking me. This
would look somewhat like this:
1. Refer to SEQTA step by step instructions with process video and images,
2. If still unconfident, ask your neighbour,
3. If they are unsure too, ask the class expert (experts asked for consent to be named as
experts),
4. If they are busy or unsure how to assist, ask Miss Kidd.

STANDARD 6.3
6.3 – Identify and Plan Professional Learning Needs

Within my lesson, I provide multiple mediums in which students can access information and demonstration
depending on their learning style. Due to the nature of the activity, I provided gloves for students who may
experience sensory concerns in which they wear if needed. The process of wrapping yarn around the
sculpture for the entirety of the lesson was quite meditating for students, especially students who are
often heightened, anxious or overstimulated. As the task was hands on, it lent towards students who
recognise as spatial and kinaesthetic learners. The students who have been identified as having cogitative
delays, autism, and complex social, emotional, and learning needs all specified that they were visual and
physical learners in their pre-assessment survey at the start of the term. Therefore, this task enabled them
to be successful with limited intervention.

The 3D aspect of the task encouraged students to develop critical thinking skills when they inevitably ran
into problems, as well as enhancing their communication, observational and manipulative skills –
considering all sides of the artwork.