Supervisor and Pre-service Teacher Feedback & Reflection School Placement 26/6/19, 9(06 pm

Name of pre-service teacher

Ali-Rose Langer
Course Name
B. Education (Primary)
School
Phoenix Primary School
Date of Lesson
26/06/2019
Feedback & Reflection on Teaching

Standard Supervisor Feedback Key pointers to Pre-Service Teacher Reflection

assist pre-service
teacher reflection.
It is not necessary
to answer all the
questions.

Standard 1: Know Ali-Rose demonstrates genuine care
the students and and interest in her students to
how they learn understand their strengths and
weaknesses. She has documented
their differences and been planning
carefully to include the students
with particular needs into her
classes.
Did you know At this point in my Prac experience
your students? at Phoenix, I feel as though I have
What evidence do really gotten to know the students
you have to show both personally and academically. I
that you know have grown to understand the
your student and different students' individual needs
how they learn? as well as expectations I need to set
How did data for them in order to get the task
collected enable done to the best of their ability.
you to plan Knowing that the students respond
differentiated teach well to play-based learning and
ing and learning games, I focused this lesson on the
activities for your theme of pass the parcel, which they
students? seemed to really enjoy. Weeks ago I
collected data based on issues that
students were having with their
emotions, and allowed that to
influence my planning through my
verbal reinforcement that all
emotions are okay to feel.

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Supervisor and Pre-service Teacher Feedback & Reflection School Placement
Standard 2: Know Ali-Rose is working hard to develop
content and how to her content knowledge and is
teach it gaining confidence in presenting
this knowledge to the class. She has
developed a repertoire of
instructional strategies and knows
where to find appropriate
information pertaining to the year
group she is teaching.
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26/6/19, 9(06 pm
Especially in PATHS lessons, I try
to gauge where students are at in
terms of their understanding and
feelings towards the lessons in order
to go forward with engaging,
beneficial future lessons. I try to
make all of my lesson tasks fairly
open-ended so that all students can
complete the work to their greatest
ability, however Alena needs
differentiation. She is great with
recalling information and drawing
what she knows, so I had her use
our "Paths Feelings Poster" to fill in
my template with a drawing of the
emotion, as well as a drawing of a
situation where she felt this
emotion. She did a great job at this
and exceeded my expectations by
copying down the name of the
emotion, which I did not expect.
Did you have the I have gotten to know the PATHS
required content program over the past term of taking
knowledge to on weekly lessons. I have made an
teach your lesson effort to engage with the content of
effectively? the lessons from the planner while
How could your adapting and altering the planned
lesson have been lessons to suit my own style of
improved? teaching. I would improve my
lesson by reinforcing the reason
why we need to be able to recognise
what a certain emotion looks like as
a facial expression or body
language. This would then have
given more meaning to the game
activity so they understand that
when you can recognise what an
emotion looks like, you can
appropriately respond to peers
feelings in an empathetic,
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Supervisor and Pre-service Teacher Feedback & Reflection School Placement
Standard 3: Plan Ali-Rose’s lesson plans have clear
for, and implement and defined objectives, which relate
for effective well to the assessment she plans to
teaching and conduct. She has tried to ensure
learning each activity within the lesson flows
nicely from one the next and that
each lesson within the week builds
upon the previous. Ali-Rose
understands the importance of
forward planning for the direction of
a sequence of lessons and will
adjust them accordingly if the class
needs extension or revision.
Standard 4: Create Ali-Rose has developed positive
and maintain relationships with the students
supportive and which helps her to manage the
safe learning behaviour of the class. Coupled with
environments becoming more assertive, she has
developed in this area. Ali-Rose has
also shown initiative in
implementing other strategies to
encourage and discipline, such as
the use of the behaviour chart.
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26/6/19, 9(06 pm
understanding way.
Did your planning All students were able to meet this
enable you to objective as I taught it. They each
teach your got my tick of approval between the
objectives steps of the task so I could ensure
effectively? that they completed each step to the
How will you best of their ability. They were able
modify future to name an emotion, relate it to their
planning? own experience, and draw what it
looks like. As we have come to the
end of the formal PATHS lessons I
will not be doing anymore future
planning specifically for this unit.
However, the social/emotional side
of PATHS has informed how I will
create a safe, supportive
environment in future lessons of the
same concept.
Did the learning While there were a few technical
environment difficulties and weather getting in
support your the way of completing my lesson
lesson? outside as planned, I believe that the
What physical and emotional environment
improvements if within the classroom was very
any would you supportive of my content within this
make to the PATHS lesson. The students were
learning engaged and (mostly) listening to
environment in the one another speak as they put
future? forward ideas. Even when Lily got
upset about her work, the other
children continued to play the pass
the parcel activity as I tried to
console her separately. In the future,
I would perhaps set clearer
guidelines and expectations
(directed at some of the boys in the
classroom) for how we must listen
to one another when someone is
speaking and to respect certain
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Supervisor and Pre-service Teacher Feedback & Reflection School Placement
Standard 5: Ali-Rose has conducted a variety of
Assess, provide assessment for her classes, taking
feedback and anecdotal notes and giving written
report on student feedback. She is aware of what all
learning this data can tell her as a teacher and
is collating all of this information
for her mentors.
Standard 6 and 7: Ali-Rose has used feedback and
Engage in experience to continue to develop
Professional weaknesses and build on strengths
Learning; Engage over the term. She has made an
professionally with effort to be immersed in
colleagues, opportunities and other professional
parents/carers and experiences to garner more
the community knowledge as a pre-service teacher.
Please seek Ali-Rose’s ability to reflect on her
feedback from the practice has been exceptional as this
mentor regarding has led her to setting some specific
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26/6/19, 9(06 pm
thoughts and feelings that people
may choose to share.
Did your I created a checklist to ensure all
assessment show students completed all 3 parts of the
the scope of your activity and objective expectations.
students? This assessment showed me that all
How could your students can do the work although
assessment they will do it to different standards.
practices be I have been making a conscious
improved? effort to collect all of the correct
How do you know data so that I can monitor students
that your progress as well as make sure my
assessments are activities I ask the students to
valid? complete are worthwhile. All of my
Did you moderate assessments are now up to date on
your assessments my Weebly page and it is really
in any way? interesting to see the work samples
and how students have progressed
with support. PATHS is a tough one
to assess because most of what is
assessed is verbal participation and
recognition of more social,
emotional aspects of learning. I
managed to assess students that
were engaged and included all
aspects I expected of them, and
most of them achieved highly in this
way.
What engagement I have formed good relationships
have you had with with other staff members which has
professional allowed me to take a lot of feedback
learning? and advice from them about both
the personal aspects of teaching as
well as different ideas I have picked
up along the way for lessons. Today
in particular I had a great chat with
the year 1 teacher who inspired me
to implement the 6 thinking hats
into my literacy lesson next week. I
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Supervisor and Pre-service Teacher Feedback & Reflection School Placement 26/6/19, 9(06 pm

Standards 6 and 7. short term and long term goals for have also attended all staff meetings
the future. and engaged in a moderation
practice when my mentor teacher
and another teacher were comparing
student work samples for Bright
Path.

At this point is the pre-service teacher at risk of failing the professional experience?
No
I understand that if the at risk box has been ticked the Professional Experience Office must also be notified opp@nd.edu.au
Name of supervisor
Louise Moroney
Proposed Date of next visit

Actioned by Ali-Rose Langer (20171845) on 26/06/2019 7:18:55 PM

Actioned by Louise Moroney (300727) on 26/06/2019 9:05:33 PM

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