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Overall, I think I did very well for a first visit. The practice did reinforce the fact that I have made the right decision however it
did potentially adjust my view on what year level I wanted to teach. It was a highly enjoyable experience and I have learned a
lot in a short time. I am looking forward to returning to the class and seeing how they have progressed and demonstrating
how I have.
Lesson Reflections
Lesson One: Small Group Mental Maths (Tuesday) level c. Introduction to daily
metal maths. Short time frame limited discussion although worked through a
couple of the trickier questions with the students. Try to utilise the time more
effectively to give a chance for more Q&A. Small group works well with students
of lower ability. Time allow you to actually spend some 1 on 1 time to help with
advancement of concepts. Need to ensure that I am over the methodology used
to teach the concepts to ensure the discussion aligns with classwork
Lesson Two: Letters and Sounds (Tuesday) this was an ad-hoc lesson that I
offered to take as Dan got a visitor when lesson started. Very structured plan
with little flexibility. It was interesting to see that the whole school split on ability
not on year group or simply in class ability. Structure was a little shaky at first but
got into the swing quickly. Students know the format and were happy to help.
The Letters and Sounds program focuses on phonics to help English concepts.
Level of Literacy is relatively low across the class with many students working at
a level below their age group. Intro by fire to non-verbal cues in behaviour
management. Often I fell back to trying to talk over the dim. Have identified this
and will endeavour to work on it in future lessons
Lesson Three: Group Mental Maths (Wednesday) level d higher level than
yesterday and definitive gap in ability. This group was much more capable (in
general). Still some struggle with basic concepts around time. Encouraging
students today to check answers and actually go back and work out where they
went wrong as opposed to simply marking right or wrong.
Lesson Five: Group Mental Maths (Thursday). Level e. Top group maths today and
it was very interesting to compare these students with others. They were all very
confident and no problems asking if they struck an issue. Allowed more time for
discussion at the end as all of the students finished well within their allocated
time. Overall average score was much higher despite the more difficult content.
Small BM issues but again this was due to early finishing leading to talk as
opposed to actively disruptive.
Lesson Six: Maths (Level 3) (Thursday) Level 3 Maths. This was the toughest
lesson of the week. Although the content was 100% prescribed and at a level
below the age group delivered to, dealing with the lower end of the knowledge
spectrum introduced its own issues. Firstly many of the students didnt
understand the concept, and I am unsure if it was due to them not understanding
the prior concepts and this flowing through or if the lesson was a little confusing.
Many of the students requested or needed individual attention to get through the
activity many of which didnt finish. The tight time/structure doesnt allow much
time for individual help. Dan outlined effective strategies to maintain BM whilst
assisting individuals
Lesson Seven: Last Post History, Appreciation and Thoughts (Friday) I built this
lesson around a couple of concepts that the students had been looking at during
the week, music appreciation and emotive writing. All of the students identified
the piece of music and the discussion around the type of music and how it made
the students feel seemed to engage the students. Next time get the students to
write their sentence before the discussion as prior discussion led to nearly all of
the sentences being identical. I need to work on timing of delivery as it ran a
little short, but back up plan of discussion on music leading to emotion was ok
with more participation than expected. Focused this last part around some of the
more disruptive kids interests (sporting teams) which reduced the impact of their
disruption which worked well.
Lesson Eight: Last Post History, Appreciation and Thoughts (Friday). Second go
at the lesson which was a great learning opportunity. This class has less physical
disruptors but plenty of almost over keen answerers so a different challenge.
Switching up the discussion to after the individual writing worked well. Also
allowed them to discuss their outcomes with their groups prior to full class
discussion.
Student Assessment
maths mental
spelling
maths
Notes
gender
Ailaina F e pink 6 ? Ailaina was a quite interesting student. She doesnt come across as one of the more
capable students but is very conscientious and achieves good results. She is in the higher
groups across all disciplines. She has a cheeky sense of humour which sometimes leads to
some distraction in her group. Very friendly with a couple of the other students
Putu F e purpl 6 ? Originally from Bali ESL. Quiet and conscientious. One of the more capable students in the
e class. Will ask questions when not understanding a concept. Potential subject for EDN612
assignment. Will monitor
Teliesh F e purpl 6 ? Took a little bit for her to warm to me being in the class but after that was very keen to be
ia e involved and help where she can. Showed a lot of interest in this assignment. Suspect has
some underlying health issues with regular hospital visits but not confirmed. Works at a
high level but did miss 2 days of class.
Blake M c yello ? 3 Main class disruptor. Seems to have always been the case so behaviour management
w spectrum escalates very quickly for him. More into sports than school and is identified as a
talented soccer player. Using PE/Fitness as an incentive has worked. Although when he is
contributing has shown that he is more than capable. Leaving the class at the end of the
semester to another school.
Jade H F c yello ? 3 Keen to contribute but struggling across the board. Three days off after needing surgery for
w a broken elbow offered limited time to assess. Suspect being treated very much like an
adult at home with the attitude often portraying as such. Parent interaction shows
apparent limited literacy also.
Ellie F e blue 6 ? Quiet but very smart. Avoids distraction well. Handwriting is probably the best in the class
but still in the lower group in Literacy which I found confusing.
Taiawh M d purpl 6 ? NZ. Tai is a very interactive capable student. He actively seeks to participate and provide
io e answers to most questions (more so when it is something of interest). He is easily
sounds letters &
name
maths mental
spelling
maths
Notes
gender distracted or is the distractor (not aggressively but has a group of followers who
encourage) and as such his work appears to have suffered. Another talented sportsman.
Seems to be really into lessons with an ICT focus. Particularly when the use of video and
computer/ipad and during the Sphero coding lessons
Kail M c purpl 5 3 North American? Smart kid. Suspect has the potential to really succeed but is easily
e distracted. Kail will often do the working in his head and only write answers, which was
occasionally to his detriment. He has no problem explaining his process. Will increase
Maths level if he pays attention.
Blaze M b oran ? ? Blaze has a recognised learning disability currently learning at or near a year 1 level.
ge School has suggested Blaze be enrolled in the collocated ESC but mother wants him with
kids his own age. Has EA 3 days a week and attends some different classes
Jayden M d blue ? ? Hard to determine. Was only in class 2 days before crashing bike and spending the rest of
the week in hospital. Pretty quiet.
Caysie F c gree 5 3 New to the school. Has had an issue with bullying at previous school so very low
n confidence. Keen to learn but very quiet/wary (or tired?). Missed two days during prac due
to illness
Wayde M c gree ? 3 Wayde was very disruptive during the week with multiple infractions. Apparently not his
n usual behaviour and something confirmed as going on at home although I was not privy to
the discussion. Suspect he is an ok student but didnt really get to see it during the week.
Aleish F c purpl 6 3 Very confident but sometimes rushes to finish which can work against her. Will answer
a e when asked but avoids actively chasing answers.
Brayde M e pink 6 5 Very smart young boy but easily distracted. I think he is keen to have the more popular
n boys like him so occasional play up esp. when co-located. Was suffering from a nasty
eczema breakout on his face during my visit which he was very conscious of.
Suzan F c gree ? 3 Middle eastern student. ESL. Super quiet. As per cultural norms doesnt speak to men
ne n openly including teachers even to ask questions. Avoids eye contact if possible.
Keira- F e pink ? 5 TWI. One of the top students in the class I think she really has the capacity to achieve good
sounds letters &
name
maths mental
spelling
maths
Notes
Jayne gender things if given the opportunity. She likes to ask questions when lessons are being delivered
and will seek one on one help when individual work is being conducted if she doesnt
understand. She is relatively quiet.
Thoma M c yello 5 ? Missed the first couple of days. Short attention span and very easily distracted. Acts the
s w clown to try and get a laugh (esp Brayden). One of the youngest in the class (and smallest)
and I think he is keen to be liked by the other kids. Achieving and a mid to low level
Mikayl F e purpl 6 5 Very clever. Art interests (drawing, unicorns etc.) higher levels on maths and literacy.
a e Mikayla will often get involved in class discussions offering well thought out answers or
opinions.
Jayme F d blue ? 3 Limited observation as she was off for the first three days of prac
Courtn F c gree ? 3 Suspected learning disability but nothing official. Very friendly with adults but a bit of a
ey n loner in the playground. Keen to impress and often says she understands although she
doesnt.
Jade L F c yello ? 3 AS. Very keen to impress often offering answers or approaching the teacher during class.
w Currently in a lower level Maths class but keen to move up. Often needs correction on work
due to rushing more than anything. Works extremely well when paired with one of the
quieter high learners (Telieshia or Ellie) but tends to fall back to Shariah (who is her cousin)
Sharia F c gree 5 3 AS. Easily distracted and not keen to ask questions. Appears to grasp concepts well when
h n explained one on one but I suspect is also keen to get positive feedback so will feign
understanding even when unsure at times. Distraction often involves talking with other
students at a low level then playing the it wasnt me card.
Tajh M e purpl ? 5 Can be highly disruptive/ bit of a class clown more than intentionally disruptive. Very
e social. I suspect that he is a very intelligent boy who disrupts when he is bored, when
engaged he finished his work very quickly with high results. Very into ICT focused, but
quick to get off track unless monitored. Strong maths also with high mental maths
results.Very into sports and a talented soccer player
Erin F e blue 6 5 Quiet conscientious worker, she is from Aus. /Pilipino parents. Contributes in class but only
sounds letters &
name
maths mental
spelling
maths
Notes
gender when certain of the answer. Happy to answer when called on. Interested in music and sport
(soccer)
Mentor Assessment
To be brutally honest I could not have planned for a better mentor than Dan. We immediately clicked after our initial meeting.
I think being similar ages, from similar backgrounds and sharing similar interests and styles we were very well suited. He
actively went out of his way to make me feel welcome in his classroom, giving me the opportunity to take as much
responsibility for the class as I felt I was capable of and offering strong constructive critiques after each lesson. I had the
taught lessons in line with his existing outline, stepping into maths, English and HASS lessons and then had the ability to
create a completely new lesson in a blank period which was a combination English, HASS and Music which was a little outside
of my comfort zone. I was lucky to deliver this lesson twice (we were in an open classroom). This allowed an opportunity to
reflect, assess and critique the delivery and the chance to re-deliver using the feedback to improve the lesson as well which
was great. Throughout the week I observed 6 different teachers (Dan and Megan, in our class; The Science, Music and Art
specialists as well as a substitute teacher) all of whom had different delivery styles and some really different ways of
behaviour management.
Avatars
I found the use of TeachLive an interesting experience however for me it offered little in the way of benefit bringing the
experience I had with the delivery of lessons to a group.
Pros:
I think for someone with little to no exposure to group delivery and public speaking this offers a great introduction to
public speaking and could help settle the nerves
The people running the avatars in the background are fantastic. I got to experience two different players and the
consistency with which the characters were delivered was great
Cons:
I found the inability to achieve multiple simultaneous interactions a little bit lacking but can understand the limitations
of the system to achieve such a result.
The scheduling was a little bit disappointing with most of the sessions scheduled for times when we should be in
workshops (EDN5501) or lectures (EDN 563). Again I realise that this is a bit out of the universities control and should
hopefully be better when local rights are allocated.
The ability to use non-verbal material for the lessons is a downside. Using ICT (video, presentation) or hard copy
(handouts, worksheets) is an integral part of many lessons. I dont know how this could be fixed but it does provide a
limitation to the experience.
I think overall it is a positive experience. With some tweaking and moving the back office to a local site (maybe on campus
would be best?) some of the cons could definitely be addressed