Classroom Management
My approach :
I believe students deserve to work in a fair and equal environment. Behaviour management should begin with focusing on students positive behaviour, however, I also believe that students need to learn about consequences of their actions. I try to follow a non-intrusive flow of consequences from verbal warnings to exclusion from the classroom (Bill Rodgers).
I believe mutual respect is important in the classroom and that each day students deserve a clean slate (excluding extreme circumstances). Relationships need to be built with students to better understand their behaviour and reactions.
Experience:
One of the major benefits to being a casual teacher is that you get to experience a wide variety of classroom environments and see how other teachers manage their classrooms. While in London it was amazing to see most schools using the same technique. A variation of traffic lights of visually displayed names that could be moved up or down depending on a students behaviour with extrinsic rewards at the top (either school based or supplied by the classroom teacher). I would hope to use a similar method in my own classroom. I like this method because it shows a visual representation of where students behaviour is and give students clear warnings.
In connection with students understanding consequences and thinking about their actions I often use a think sheet when students get to the second warning, this encourages students to think about their behaviour and how to better improve for the future.
During my practical experiences I have used other behaviour strategies such as, comments and concern boxes (stage 3), raffle tickets (stage 2 and 3), Class Dojo points (All stages), circle time (all stages) and behaviour books (all stages for difficult students).
I believe in trying to minimise students bad behaviours with open class discussions, seating plans and developing good parent teacher communication.
I believe students deserve to work in a fair and equal environment. Behaviour management should begin with focusing on students positive behaviour, however, I also believe that students need to learn about consequences of their actions. I try to follow a non-intrusive flow of consequences from verbal warnings to exclusion from the classroom (Bill Rodgers).
I believe mutual respect is important in the classroom and that each day students deserve a clean slate (excluding extreme circumstances). Relationships need to be built with students to better understand their behaviour and reactions.
Experience:
One of the major benefits to being a casual teacher is that you get to experience a wide variety of classroom environments and see how other teachers manage their classrooms. While in London it was amazing to see most schools using the same technique. A variation of traffic lights of visually displayed names that could be moved up or down depending on a students behaviour with extrinsic rewards at the top (either school based or supplied by the classroom teacher). I would hope to use a similar method in my own classroom. I like this method because it shows a visual representation of where students behaviour is and give students clear warnings.
In connection with students understanding consequences and thinking about their actions I often use a think sheet when students get to the second warning, this encourages students to think about their behaviour and how to better improve for the future.
During my practical experiences I have used other behaviour strategies such as, comments and concern boxes (stage 3), raffle tickets (stage 2 and 3), Class Dojo points (All stages), circle time (all stages) and behaviour books (all stages for difficult students).
I believe in trying to minimise students bad behaviours with open class discussions, seating plans and developing good parent teacher communication.
Inclusion and Differentiation
My approach:
I believe every child deserves to be given an education that strives to fit their individual learning needs. Whether they are gifted and talented, special needs or just an average student. I use Carol Tomlinson's theory to inform my practice on differentiation and try to use content, product and process to manage students different needs and expectations. I also use a variety of metacognitive strategies to inform my teaching such as Gardner's multiple intelligences to allow students to use their strengths and evaluate how to best teach students. I believe that students need to be assessed before, during and after learning to inform my teaching . Finally I believe that all students should be included in the classroom wherever possible. This can sometimes take form in specific subjects or by using mixed groups and pairings among other things. I also believe every student has a right to feel ownership of their learning and classroom, this can be achieved by displaying students work and involving students in classroom decisions and layout.
Experience:
- While teaching in London I've had the privilege of teaching prepared lessons that include excellent examples of differentiation through group work, expectations and process. This has given me experience working with a variety of students at different stages of learning within the same year group.
- During my practical experiences I have prepared lessons and used groups, metacognitive strategies and peer mentoring to see students succeed at outcomes. For example, an english lesson with students separated in ability levels and given tasks that suit their ability level. Another example is giving students a multiple intelligences grid to work from where they choose their own tasks to complete for independent reading tasks during guided reading e.g. draw a flow chart to show the plot points, draw what would happen after the book.
- I have worked with special needs students and enjoyed finding ways to include them as often as possible. My favourite example is in P.E and having a wheelchair bound student involved by playing wheelchair versions of games such as sitting volleyball or chair soccer, by deliberately embracing his disability the student in question felt included and a valued part of his team while outcomes were still being met.
I believe every child deserves to be given an education that strives to fit their individual learning needs. Whether they are gifted and talented, special needs or just an average student. I use Carol Tomlinson's theory to inform my practice on differentiation and try to use content, product and process to manage students different needs and expectations. I also use a variety of metacognitive strategies to inform my teaching such as Gardner's multiple intelligences to allow students to use their strengths and evaluate how to best teach students. I believe that students need to be assessed before, during and after learning to inform my teaching . Finally I believe that all students should be included in the classroom wherever possible. This can sometimes take form in specific subjects or by using mixed groups and pairings among other things. I also believe every student has a right to feel ownership of their learning and classroom, this can be achieved by displaying students work and involving students in classroom decisions and layout.
Experience:
- While teaching in London I've had the privilege of teaching prepared lessons that include excellent examples of differentiation through group work, expectations and process. This has given me experience working with a variety of students at different stages of learning within the same year group.
- During my practical experiences I have prepared lessons and used groups, metacognitive strategies and peer mentoring to see students succeed at outcomes. For example, an english lesson with students separated in ability levels and given tasks that suit their ability level. Another example is giving students a multiple intelligences grid to work from where they choose their own tasks to complete for independent reading tasks during guided reading e.g. draw a flow chart to show the plot points, draw what would happen after the book.
- I have worked with special needs students and enjoyed finding ways to include them as often as possible. My favourite example is in P.E and having a wheelchair bound student involved by playing wheelchair versions of games such as sitting volleyball or chair soccer, by deliberately embracing his disability the student in question felt included and a valued part of his team while outcomes were still being met.
Planning and Assessment
As a newly qualified teacher my experience with extensive programming and assessment is limited and is one of my short term improvement goals. I have experience with writing unit plans, lesson plans and daily assessment through my practical university experiences and working as a supply/casual teacher in Sydney and London. Below are some examples from my practical experiences at university.
|
|
Technology
My skills include:
- Confidence using Microsoft systems and Macintosh.
- Confidence using Interactive Whiteboards (IWB's). While teaching in London and across Sydney I have used both Prometheus and Smart Boards and used a variety of softwares linked with it (flipchart, notebook, powerpoint). I have designed lessons on both systems and always strive to use the board in an interactive way when possible. A IWB is not only a projector.
- I have used both laptops and desktops across all stages for a variety of lessons. Technology needs to be integrated as much as possible for 21st century learners. I have taught kinder to type and used software such as Eggy Words to integrate sight words. I have used laptops for research projects for the upper years. While at university I practiced skills in making class websites, using collaborative software online such as shared google documents and applications that allow students to share ideas from any internet connected device.
- Ipads and Ipods can be a great tool in the classroom. I enjoy finding new apps to use in the classroom. While on kinder I have used them for sight word, letter writing and math practice during group time. I have used QR codes as a fun and innovative way to give students tasks in groups and link them directly to websites or information they need for a task. I have used Ipads to create multi-media presentations utilising the camera and video features.
- Cameras both video and still are a great asset in any subject for the teacher and students. While in London I used cameras to record student work for assessment when they were doing hands on tasks. I have also used them to create slow-mations in the classroom and for speaking and listening assessments across all year groups.
- Confidence using Microsoft systems and Macintosh.
- Confidence using Interactive Whiteboards (IWB's). While teaching in London and across Sydney I have used both Prometheus and Smart Boards and used a variety of softwares linked with it (flipchart, notebook, powerpoint). I have designed lessons on both systems and always strive to use the board in an interactive way when possible. A IWB is not only a projector.
- I have used both laptops and desktops across all stages for a variety of lessons. Technology needs to be integrated as much as possible for 21st century learners. I have taught kinder to type and used software such as Eggy Words to integrate sight words. I have used laptops for research projects for the upper years. While at university I practiced skills in making class websites, using collaborative software online such as shared google documents and applications that allow students to share ideas from any internet connected device.
- Ipads and Ipods can be a great tool in the classroom. I enjoy finding new apps to use in the classroom. While on kinder I have used them for sight word, letter writing and math practice during group time. I have used QR codes as a fun and innovative way to give students tasks in groups and link them directly to websites or information they need for a task. I have used Ipads to create multi-media presentations utilising the camera and video features.
- Cameras both video and still are a great asset in any subject for the teacher and students. While in London I used cameras to record student work for assessment when they were doing hands on tasks. I have also used them to create slow-mations in the classroom and for speaking and listening assessments across all year groups.
Communication skills between School, Parents and Community
My approach:
I believe teachers need to have good communication with other teachers, students, parents and the community. There are a variety of ways to develop these relationships including, websites, notes, phone calls and emails. I believe that good communication is key to good education, without support from parents and community our children will have a much harder time in life, so its my job as an educator to facilitate and help develop these relationships.
Experience -
- Working closely with volunteer kindergarten mothers for reading with students on a Friday afternoon. Helping them to know what to focus on and to change over home readers.
- Asking for parent helpers though notes and in person as well as utilising them for small groups and hands on activities. I would love to have a classroom where parents can use their own unique skills to help further students education. E.g. sport training, professional qualifications, real world connections.
- While in London working with teaching assistants was a large part of my job. As a casual teacher the teachers aide becomes an important person to build a relationship with as they know the students and the routines. Teaching assistants in your own school can be a great help when you need an extra pair of hands and to build relationships with students that may be special needs, eal/d or just in need of a little extra attention.
- Creating opportunities for parents to contribute is very important. During my practical experiences I have taken part in various ways in activities such as Harmony Day bake sales, sporting gala days with parent volunteers, community days and fair activities on the school grounds, assemblies and special historical school events and celebrations.
- I hope when I have my own classroom I will have direct communication with parents in ways such as sending home notes, creating a website, talking to parents after school, giving parents email or phone access for urgent concerns or inquires.
I believe teachers need to have good communication with other teachers, students, parents and the community. There are a variety of ways to develop these relationships including, websites, notes, phone calls and emails. I believe that good communication is key to good education, without support from parents and community our children will have a much harder time in life, so its my job as an educator to facilitate and help develop these relationships.
Experience -
- Working closely with volunteer kindergarten mothers for reading with students on a Friday afternoon. Helping them to know what to focus on and to change over home readers.
- Asking for parent helpers though notes and in person as well as utilising them for small groups and hands on activities. I would love to have a classroom where parents can use their own unique skills to help further students education. E.g. sport training, professional qualifications, real world connections.
- While in London working with teaching assistants was a large part of my job. As a casual teacher the teachers aide becomes an important person to build a relationship with as they know the students and the routines. Teaching assistants in your own school can be a great help when you need an extra pair of hands and to build relationships with students that may be special needs, eal/d or just in need of a little extra attention.
- Creating opportunities for parents to contribute is very important. During my practical experiences I have taken part in various ways in activities such as Harmony Day bake sales, sporting gala days with parent volunteers, community days and fair activities on the school grounds, assemblies and special historical school events and celebrations.
- I hope when I have my own classroom I will have direct communication with parents in ways such as sending home notes, creating a website, talking to parents after school, giving parents email or phone access for urgent concerns or inquires.
Creative Arts
My Skills include:
- Experience teaching a wide variety of visual art lessons with different mediums e.g. paint, pencil, pastels, clay etc.
- Personal experiences creating major artworks, using photography, sculpture, film and paint.
- Experience teaching art to students in non-formal school settings, across all age groups Kinder to Year 10.
Examples:
- Experience teaching a wide variety of visual art lessons with different mediums e.g. paint, pencil, pastels, clay etc.
- Personal experiences creating major artworks, using photography, sculpture, film and paint.
- Experience teaching art to students in non-formal school settings, across all age groups Kinder to Year 10.
Examples:
KS1 - Art Colour (Notebook File) | |
File Size: | 6693 kb |
File Type: | notebook |