Table of Contents

STANDARD 3:
Plan For And Implement Efective Teaching And Learning
3. E!ta"li!h challenging learning goal!
3.# Plan$ !tr%ct%re and !e&%ence learning program!
3.3 '!e Teaching Strategie!
3.( Select And '!e Re!o%rce!
3.) '!e efective cla!!room comm%nication
3.* Eval%ate and improve teaching program!
3.+ Engage parent!,carer! in the ed%cative proce!!
Standard 3
Plan for and implement efective teaching and learning
3.1 Set learning goals that provide achievable challenges for
students of varying abilities and characteristics.
3.2 Plan lesson sequences using no!ledge of student learning"
content and efective teaching strategies. #$%& Standard '.2(
3.3 )nclude a range of teaching strategies.
3.' &emonstrate no!ledge of a range of resources" including
)CT" that engage students in their learning.
3.* &emonstrate a range of verbal and non+verbal communication
strategies to support student engagement. #$%& Standard '.2(
3., &emonstrate broad no!ledge of strategies that can be used
to evaluate teaching programs to improve student learning.
3.- &escribe a broad range of strategies for involving
parents.carers in the educative process.
/ac to Table of Contents
3.1 Set learning goals that provide achievable challenges for students of
varying abilities and characteristics.
0e1ective 2ournal 3ntry4 #Parents( 28
th
August 2014
5aving consulted the relevant policies via the 3ducation
6ueensland !ebsite" 7See
http4..education.qld.gov.au.curriculum.frame!or.p+12.8"
mentor and ) designed lessons to guide all of our students
to!ards the goal of learning for each lesson. The goal of
the lessons !ere for student to 90ecognise the letters of the
alphabet and no! there are lo!er and upper case letters:
#$C3;$1''<(.
)n our class" there !ere students !ith varying abilities and
characteristics. The $ustralia Curriculum" $ssessment and
0eporting $uthority #9$C$0$:( inclusivity requires a teacher
to continue curriculum planning" implementing all aspects
of the curriculum #Corbett" 2." 2<<1(.
=y lessons accounted for current inclusive education
policies and legislation" !hich apply in all $ustralian
schools.
Students !ith educational needs" formally documented in
an 3ducational $d>ustment Program #3$P( #3ducation
6ueensland !ebsite. $pril" 2<1'( entitles students !ith a
disability to get reasonable ad>ustments in the class
program.
To achieve challenging learning goals students need to be
engaged in the lesson and one variable to assist !ith this is
the goal of establishing e?cient classroom management
processes #;yons" @ord" $rthur+Aelly" 2<11(.

Re-erence:
Corbett" 2 2<<1 Supporting )nclusive 3ducation4 $ Connective Pedagogy" 0outledge @almer"
;ondon.
;yons" @ord" $rthur+Aelly #2<11( #3rd 3d( Classroom =anagement. Creating positive learning
environments. Cengage ;earning(
Re-erence:
Corbett" 2 2<<1 Supporting )nclusive 3ducation4 $ Connective Pedagogy" 0outledge @almer"
;ondon.
;yons" @ord" $rthur+Aelly #2<11( #3rd 3d( Classroom =anagement. Creating positive learning
environments. Cengage ;earning(
0e1ective 2ournal 3ntry4 #;anguage ;esson( 20
th
Aug 2014
Today I taught literacy language lessons to the two separate groups (Emus and Possums
!ollowing lesson se"uences #ased on the $nowledge o! student learning and teaching strategies% It
seems to #e gelling more &uidly than #e!ore% 'entor (er#ally ga(e !eed#ac$ stating that she has
noticed a (ast impro(ement in teaching and #eha(iour management% This is something #oth
mentor and I ha(e #een wor$ing on in order !or students to #e more engaged) and learn more
in!ormation%
3.2 Plan lesson sequences using no!ledge of student learning"
content and efective teaching strategies.
3.3 )nclude a range of teaching strategies
3., &emonstrate broad no!ledge of strategies that can be used to
evaluate teaching programs to improve student learning.
0e1ective 2ournal #;anguage( 20
th
Aug 2014
Today ) observed mentor teach the math group and !e both
agreed the students !ere slo!ing do!n the pace and
although the lesson !as completed it required more energy.
)t felt nearly the same for my language and spelling
lessons today" ho!ever there !as only one !ay for!ardB
that is to teach and eep teaching to help reduce
behaviours and return the students engagement along !ith
maintaining a steady pace and varying tone.
)mage of !or
)mage of !or
)mage of !or
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Range of teaching strategies to increase lesson
engagement include:
1. Varied pace, tone, pitch and body language.
2. Make the lesson fun, exciting and entertain the
children.
By planning lessons seuences you gain a prior
kno!ledge of the content, kno!ing !hat ne!
information is coming up and predict assessment
expectations !hich increases efficient and uality
deli"ery according to students needs.
#o e"aluate a teaching program a teacher needs to ha"e
kno!ledge of the lessons including ne! topics, !here
students are at !ith their learning and assessment
results and ensure the results are inline !ith $%$R$
outcomes and &ational based assessments criteria such
as &$'($&. )ithin *irection +nstruction teaching
programs are e"aluated freuently and e"ol"ing.
$mended lessons are made and for!arded to teachers
through the coach
3.3 )nclude a range of teaching strategies.
'.3 &emonstrate no!ledge of practical approaches to manage
challenging behaviour.
'.2 &emonstrate the capacity to organise classroom activities
and provide clear directions
0e1ective 2ournal 3ntry #/ehaviour( 4
th
Aug 2014
*ith mentors !eed#ac$ I wor$ed on managing class #eha(iours% +rom lining up outside children were
as$ed to put up their daily attendance ,oc$ets and then sit on the &oor legs cross% 'ost o! the
children -ust scattered and started playing around% .ecause o! this I re"uested all the children to
return into line !ormation outside the room with the goal !or them to /listen to teacher instructions
the 0rst time1% This time they impro(ed with only two children slighting mis#eha(ing on the &oor%
A!ter completing the roll and setting e2pectations (sit on their seats waiting patiently !or the lesson to
commence% 3n se(eral occasions I used non4(er#al communication) waiting in silence until all
mem#ers were reengaged which wor$ed also
Photo4 Class !oring
collectively together
Photo4 Class !oring
collectively together
Photo4 0eading group !oring
collectively together eCample
1
Photo4 0eading group !oring
collectively together eCample
1
0e1ective 2ournal 3ntry
#/ehaviour( ,
th
Aug 2014
I taught Emus 5anguage lesson using
a dou#le point system
(teacher6student points !or responding
on my signal (non4(er#al hand in air
and wor$ing well as a team and
indi(idual points !or remaining in
learning position and #eing respect!ul%
It seemed to wor$ well% 3ne o! the
children that tend to mis#eha(e was
mostly the well #eha(ed child%
Additionally I used (arious (oice tones)
!acial e2pressions) signalling with
hand) included images and eye
contact% 7lass mem#ers appeared
engaged in the lesson as I !ocused on
the positi(es using a ratio o! 891 which
re"uires ignoring some negati(e
#eha(iours% *e were a#le to complete
the lesson and commence the ne2t
lesson% I rarely li$e to o(er pro-ect my
(oice unnecessarily and the a#o(e
teaching strategy pro(ed help!ul%
3.' &emonstrate no!ledge of a range of resources" including
)CT" that engage students in their learning.
0e1ective 2ournal 3ntry4
#;esson !ith )CT( 8
th
Aug 2014
Identi!ying lowercase !rom
uppercase using electronic
documents using the
pro-ector and white#oard%
:tudents could identi!y and
say capital letters o! the
alpha#et #y watch an A.7
youtu#e (ideo !or the
duration o! 1942min% ;on
electronic modes were
included such as as$ing
"uestions li$e /*ho can see a
7APITA5 letter on the class
walls<1 and ha(ing each
person 0nd a 7apital letter on
the wall while I handed out a
wor$sheet with capital letters
!or them to trace (Aa) 4 =g
then their spelling #oo$s !or
students to write the letters
(Aa) 4 =g% The students
appeared (ery engaged
throughout the entire lesson
including their independent
wor$ (wor$sheet and spelling
#oo$
)mage4 DouTube Eideo of Capital ;etters
)mage4 DouTube Eideo of Capital ;etters
)mage4 Forsheet
pro>ected on
!hiteboard
)mage4 Forsheet
pro>ected on
!hiteboard
3.* &emonstrate a range of verbal and non+verbal
communication strategies to support student engagement.
0e1ective 2ournal 3ntry4 #;esson !ith )CT( 1>
th
?une
2014
.e!ore commencing a se"uence o! lessons my responsi#ility
is to complete a roll call) chec$ uni!orm) tuc$shop orders and
then read a #oo$ o! a students choosing% ,eading a #oo$ is
!un and engaging #ecause I li$e using narration in my
readings #y lea(ing the last word !or students to guess% In
this way they are a part o! the narration) learning and
reading% I !eel they are engaged and it appears they do too%
There are times during the narration that a student or two
start mis#eha(ing% 3ne way to #ring them #ac$ to the
narration is #y e(entually discontinuing the reading and
loo$ing at the child(ren who are causing the disruption% I!
my non(er#al communication did not catch their attention)
peer students swi!t commentary to the disrupting child(ren
did) which allowed me to progress with the narration
0e1ective 2ournal 3ntry4 #;esson !ith )CT( 1>
th

?une 2014
@uring math lesson I practiced some (er#al and non4
(er#al communication% The (er#al communication
included positi(e praises ie #eing more speci0c a#out
my praise li$e /great response on my signal AnameB1
rather than /great stuC or /well done1% I li$e to use
(arying tones and pitches also as it helps emphasise
what I want the student to understand%
A non4(er#al e2ample was using eye contact with
students who were doing well and !or e2ample
putting their hands on their heads ready !or the ne2t
"uestion) recei(ed a win$ !rom me while waiting !or
other students% This helped the recipient !eel
ac$nowledged !or completing tas$ and #eing patient
!or ne2t tas$% :e(eral students would answer without
putting their hands up 0rst (as a class rule and
rather than going o(er class rules I simply put my
hand up to #loc$ the childs (iew !rom mine and sort
the answers !rom those that had their hands up% 3n
occasion I added to the students who continued to
#rea$ the class rule /hands up 0rst1 and proceeded
to see$ the answers !rom those !ollowing class rules
3., &emonstrate broad no!ledge of strategies that can be
used to evaluate teaching programs to improve student learning.
0e1ective 2ournal
3ntry4 #;esson !ith )CT(
1D
th
?uly 2014
As part o! my philosophy)
colla#oration with other
teachers is a
communication process o!
raising diCerent
perspecti(es and
interrogating such
perspecti(es until a mutual
understanding is reached
#etween the parties% It is
not a one way perspecti(e
nor discussion (EeeCe) '%
F 7arrington) :%) 200>% 'y
mentor encourages
colla#oration to raise
eCecti(e awareness and
any amendments to my
pedagogical practices and
philosophy%%
0e1ective 2ournal 3ntry4 #;esson !ith )CT( 1D
th
?uly
2014
7olla#orating with colleagues outside the classroom pro(ed
eCecti(e) as I was a#le to o#tain a diCerent #ut mutual and
respect!ul perspecti(es on classroom management)
pedagogical practices and lesson ideas !or success!ul student
learning% It is clear that each colleague has a color!ul #ut
(arying pedagogy and philosophy to contri#ute to classroom
conte2t% (7oo$) '%A% (2008%
+or e2ample colla#oration with students to chec$
understanding pro(ed important% Through a !ormati(e
assessment process I was a#le to re(iew and re&ect with
students a#out how they understood the instruction and tas$ o!
learning the direct instruction language% *hile se(eral students
en-oyed the learning) se(eral others struggled with the
instruction and moti(ation% A!ter colla#orating with my mentor
and struggling students we settled on impro(ements such as
inclusi(e participation while using a more entertaining mode o!
teaching and awarding immediate points !or good #eha(iours
!or #oth male and !emale students
Re-erence:
.oo/$ 0.A.$ and .oo/$ A.P. 1#2234. Wittgenstein in the classroom: Notes
on teacher refection. .%rric%l%m and Teaching$ #314 #536

7eefe$ 0. and .arrington$ S.$ 1#22+4. Schools and Diversity (2nd Ed).
Pearson Education Australia
Re-erence:
.oo/$ 0.A.$ and .oo/$ A.P. 1#2234. Wittgenstein in the classroom: Notes
on teacher refection. .%rric%l%m and Teaching$ #314 #536

7eefe$ 0. and .arrington$ S.$ 1#22+4. Schools and Diversity (2nd Ed).
Pearson Education Australia
3.- &escribe a broad range of strategies for involving
parents.carers in the educative process..
0e1ective 2ournal 3ntry4
#Positive %otices( 22
nd
Aug
2014
'entor has allows me to login
into her /3ne :chool1 to add
positi(e notices into the rele(ant
childs record% It a strategy used
to assist teachers to remain in
touch with parents) help parent
!eel in(ol(ed and record the
contact acti(ity% It is a good
system in place as I can see how
I may neglect to $eep up the
contact with parents which
seems so (ital in this industry
//71 (:tudent name remo(ed
has #een trying e2tra hard to
remain !ocus and sitting in his
learnerGs position during lessons
this wee$% Through this he has
gained more learning and !ound
lessons more en-oya#le
//'1 (student name remo(ed
recent transitioned into our class
with three other students and
adapted to the class well% :he
has participated in lessons while
#eing attenti(e%1
)mage4 Positive Card to
Parent
)mage4 Positive Card to
Parent )mage4 Student 9=:
$!ard
)mage4 Student 9=:
$!ard
)mage4 Gne School Positive 0ecord
3ntry
)mage4 Gne School Positive 0ecord
3ntry
,trategies to in"ol"e parents-carers include:
1. Report cards
2. .pen days
/. ,port days.
0. 'ositi"e notes-cards
1. 'arades
2. 'hone calls
3. 4ome "isits
5. $fternoon teas-BB6
7. &e!s letters.
)mage4 School Sports &ay
)mage4 School Sports &ay