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Blake Chandler: 17534550

School ofPractice
Professional Education
3

102605 Professional Practice Community Engagement - Reflection

Pre-service Teacher Details

Pre-service Teacher Name: Blake Chandler Pre-service Teacher ID: 17534550

Pre-service Teacher Phone Number: 0427909952 Pre-service Teacher Email Address:


17534550@student.westernsydney.edu.au

Placement Details: If you haven’t complete 60 hours face to face you must provide a detailed statement of
how your experience meets the outcomes for Professional Practice 3. Attach evidence.

Placement Name: Penrith Valley School learning Placement Phone Number: 96237532
centre
Placement Address: Penrith Valley School, Lot 3 Placement Email Address:
Werrington Rd, Werrington NSW 2747 lachlan.mansfield2@det.nsw.edu.au
Contact Person: Lachlan Mansfield

Describe in 500-800 WORDS any features and benefits of the setting you attended. Consider number of
students, location details, age of students, types of educational programs offered and any other salient
aspects of the experience. Consider how this experience will contribute to your development as a beginning
teacher. (Remember theses can also be used in your Weebly so think carefully about your learning)

AITSL Standards

The criteria for pre-service teacher reflection focus, the first, second, third and sixth standards.
 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of
abilities
 2.2 Content selection and organisation
 3.1 Establish challenging learning goals
 6.3 Engage with colleagues and improve practice

Subsidiary questions:
What surprised you about your learning in your community setting?
What research about communities did you engage with before you commenced?
Why were you surprised about your learning?
What goals did you set for yourself in your service learning activities?
In what ways were you communicating with your community participants?
What do you believe the participants in your service learning project learned?
What did you learn? How will the experience shape you as a teacher in a classroom?
How would you help someone else learn what you discovered?

This form is to be completed and submitted to the notes/docs section of your profile within InPlace.
Students who do not submit on time (TBA on vUWS announcements) will receive an FNS.
Blake Chandler: 17534550

102605 Professional Practice Community Engagement – Reflection

Throughout my time at the Penrith Valley learning school there has been a number of changes in my

teaching approach and thoughts towards education due to the diversity of students, teachers and educational

settings that I have encountered. In this short time there have been great opportunities to help struggling

students and also deal with unwanted/challenging behaviour that I feel have developed me into a teacher

with a broader range of methods/practices because of these encounters. This experience has opened my eyes

to the different and diverse nature of education and how teacher must adapt to the surrounding environment.

In this reflection I will acknowledge the experiences, teachers and events that have occurred and how I am

now a more accomplished teacher after having attended Penrith Valley. I will also mention the impact on

student teacher relationships and the importance of creating the professional barrier inside and outside the

classroom.

On day one my duties included assisting the teacher and helping out in PDHPE lessons: in particular slider

hockey. During this day the same lesson was repeated across the age groups of 12-16 years, this was an

important group of lessons to witness as it allowed me to see the change in teaching strategies across all

ages. The students who were older tended to misbehaver and become disengaged very quick and more often,

as opposed to the younger students. The change in teaching approaches was to acknowledge the

misbehaviour for individual students as opposed to addressing the class as a whole. What I discovered is

how having a relationship, calling students by their names, while remaining calm and in charge has amazing

results. The students in the class all participated in the lesson, even though there was some misbehaviour it

was kept to a minim due to this teaching strategy.

Another important aspect that I have come to understand when it comes to teaching students with

challenging behaviours is the importance of trust. A teacher who is unable to build a trustful relationship

with students tends to misbehaviour or in my experience disengages. I have found reassurance and

encouragement to be a great way to shape the idea of trust. Students who lack self-confidence or come from

troubled/Brocken homes struggle to relay these emotions, hence inappropriate behaviour can occur. Through

consistence behaviour modification a teacher does have the ability to break down these types of actions and
Blake Chandler: 17534550
remove negative student behaviour in the long run. I have witnessed and been involved with students who

typically display this idea of lacking trust, it can commonly be witnessed if a student does not respond or

tries to remove themselves from any contact with certain teachers. However in my experience through

simply asking questions such as “are you okay today?” or “is there something troubling you?” it can

potentially have an amazing impact. As students come to realise the good intentions of the teacher and the

professional relationship can develop, in which case unwanted behaviour can be minimised. In my short

time as Penrith Valley I have used this method of reassurance and guidance. Even though at times it may

feel as if students do not respond over time is seemed to have strong results. While using this method some

students did display trust in myself and hence a professional teacher relationship was built.

In terms of Penrith Valley and their behaviour modification protocols there is one aspect that is very

important. That being the ‘check-sheet’ protocol (Refer to Appendices 1) that is the basis of most behaviour

modification for all students. The checklist utilises a point system that can gain a student at Penrith valley

‘play money’ that can then be used for rewards at the end of the term. The checklist looks at all types of

behaviour such as physical contact to inappropriate language. If a student displays any type of misbehaviour

that then is recorded on the ‘check-sheet’.

During my time utilising this system I have noticed it to be very good especially over a long period of time.

I believe that this system could be set in place for a small scale in any school practice to deal with child

modification and to remind student of the guidelines and rules within the classroom. Personally for my area

of PDHPE this could be used to encourage students who tend remove themselves for practical applications

of classwork. The reason being is it works by keeping students on track and giving students who improve

something to look forward to, which has been a major eye opened while I have been attending Penrith

Valley. This system also works through monitoring students and allowing teachers to reflect on students’

growth and change in behaviour, which is another benefit to this protocol.

In conclusion this experience has really opened my eyes to the importance of behaviour modification while

building professional relationships. If I was to give future teachers who attend a learning school advise it

would be to stay open to change such as; methods and practice while taking advice from superior teachers
Blake Chandler: 17534550
when possible. Another important aspect of this experience has been the ability to draw the line between

being a friend to students and still remaining as an authority figure. Personally I found this to be one of the

hardest aspects of this experience as it can become easy to get lost in the role that must be maintained in

order to effectively help students.

However I found with consistent self-observation of what practices and methods utilised with students, it

does become clear on what is considered effective or not in certain situations. Meaning it’s important to pick

the correct battles and analyse the situation, then self reflect to determine if the practiced used has worked

effectively. Overall I am so grateful for having had this experience and it has really opened my eyes to the

impact teachers can have on students with simple reflection and self-observation. I hope in the future to take

what I have leant and apply that knowledge to my future teacher practices, especially in terms of classroom

management, professional relationships and student behaviour modification.


Blake Chandler: 17534550

Appendices

Appendices 1:

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