Week 1 of Block - 3

THIS WEEK I:

• Had a focus on getting to know my students.
• Planning for the coming weeks.
• Getting to know the school and its values and integrating this into my teaching educational philosophy.
• I taught a few classes and team taught with my mentors in the rest.
• Attended/observed in Parent-Teacher Conversations.
• Attended a Faculty Meeting within the Religious Education Subject.

  

THIS WEEK I LEARNT:

My Classes were finalised…

• Year 8 Religious Education
• Year 9 Religious Education
• Year 9 Home Economics (Food & Nutrition)
• 10 BLUE Pastoral Care
• Year 11 Child Studies

 
Block Planning
Throughout this week, consultation with my mentors took place to continue the planning process.
I have been interacting with students and planning for coming week’s lesson.

• Year 8 Religious Education
  • Students finished working on last assignment in first class.
  • From Wednesday (this week) onwards, I will be taking the class with a focus on ‘Ways We Pray'. Starting their summative assessment piece as well.
• Year 9 Religious Education
  • Frist class was just observing and then from there I took over as the teacher and have been working and helping students finish their Saints unit.
• Year 9 Home Economics (Food & Nutrition)
  • Have had the opportunity to get to know some the student through helping them with their work.
  • Hope to be able to gain experience grading practicals.
  • From Week 3, Thursday I will be taking the practicals.
• 10 BLUE Pastoral Care
  • Currently observing the class and interacting with the students to get to know them.
• Year 11 Child Studies
  • Currently – Team Teaching
  • Will take over class in Week 2, began my planning of lessons, where students will continue practical preparation. My project setting them up for success in the practical. I will cover what successful practicals look like, the importance of time planning and then help assess practical application group task. TIME PLANNING FOR SUCCESS!

 
FREE Time is Important
I have seen the value in the free time within a teacher's schedule. My Week A timetable is more loaded than my Week B and the first three days are more packed. This is where my scheduled free time comes into play to help me plan and prepare for the upcoming day's lessons, even those that are coming up throughout the week. It is clear more than ever that a lot of a teacher job involves planning and organisation and without planning and organisation, it is hard for them to be effective and successful teachers.
 
Different Approach to Junior School
Most of my experience within a classroom is within Year 10, 11 and 12. So the year 8 and 9 classes, will be a bit more challenging. I when planning reflected on the different approach that would be required for Year 8s and 9s. I as a result when into my first lesson with the intention to step out the process more and give explicit constant instruction to enable the student's success in my class.
 
Structure
This is important for the success of a lesson.
I see teachers at my placement spending a lot of time setting up the lesson and providing learning intentions to students before they begin an activity. They also tend to give verbal and written instruction, my placement school has a high level of EALD2+ students. There will also be individual instruction once you have explained to the whole class, this helps with their own comprehension and understand and enables success within the task.
Once the student knows what they are expected to do, they can and will succeed. The setup needs to be strong.
 
Teacher as Mediator / Confidant
Through observations, it has been noted that teachers play a vital role in conflict resolution and management within a school. Teachers in the classroom will build up rapport and a strong relationship with their students and then in turn students will know that no matter the situation they can approach their teachers. I saw this occur during lunch whilst on duty a student approached one of my mentors and they confided some issues of bully and harassment. The teacher could then liaise and communicate with appropriate parties in order to resolve issues, I have seen it is important that the students want this action to occur and must be on board.
 
Parent Teacher Conversations
The general structure for a parent-teacher conversation used by a couple of my mentors is.

• Grades
• Performance Standards
• Show work
• Challenges
• Journey
• Any questions/comment

Conversations may not always focus on all of these aspects depending on the students. It is also noted that even if there are negative aspect to feedback, feedback is completed and given in a structured, positive and constructive way.
 
Teaching Standards
Reflection on Teaching Standards is presented within the Teaching Standards – uploaded after completion of placement and documented in notebook.
  
NEXT WEEK I WILL: 

• Add an additional class / Child Studies
• I will continue to bond and build rapport with my students to ensure they feel comfortable with me in the role of teacher and using me like they would use their normal class teacher.
• I will take on board feedback from mentors and look to implement within my classroom to further develop myself throughout my teaching journey.