Professional Knowledge
1. Know students and how they learn
Reflective Commentary
Knowing students and how they learn is an essential element in becoming an effective teacher. It is imperative that students are catered for physically, emotionally, socially and academically in order to develop the whole child. As a teacher is is important to take into account and cater for students diverse needs. Recognising differences in linguistic, cultural, religious and socioeconomic backgrounds is vital in developing relationships and positive communication with students and their families. This will assist in helping students to learn.
As a teacher it is essential to cater for all students and their differing abilities. Research has identified that classroom are becoming more inclusive of every student. Through the movement of inclusive education, classrooms are becoming more diverse and teachers are required to meet the needs of all students in an inclusive manner. (Woodcock, Dixon & Tanner, pp, v, 2013). It is important to remain up-to-date with current research, legislation and regulations as there can be changes that greatly impact upon teaching. For example, the recent changes to Asperger Syndrome as seen in DSM -V.
During my practical placement I had a number of students with Individual Education Program (IEP) , Group Education Plans (GEP) and Individual Behaviour Plans (IBP). There were also a number of students who were working below the expected achievement level and others who were yet to be diagnosed by professionals. To cater for these students in an inclusive manner I programmed small group activities in Literacy such as Guided Reading sessions where students worked within their own reading levels. During Mathematics lessons I catered for students’ needs by proving both support and extension activities to facilitate learning outcomes.
I believe that recognising students’ diverse backgrounds is an essential component in helping them to learn. Students come to school with diverse linguistic, cultural, religious and socioeconomic backgrounds. It is important that these diverse backgrounds are taken into consideration to assist in students’ learning. Bronfenbrenner’s social ecological model focused highly on the influences in which the student’s microsystem, mesosystem, exosystem and macrosystem impact upon their learning and development. (Bowes, Grace and Hayes, 2012). The background information section completed for my portfolio allowed me to gain an insight into the socioeconomic background of the students in my class and be mindful of their potential situations. For example, when exploring bikes and changes in our bikes I was aware that not all students would have had a new bike or even have a bike to ride. During my lessons I carefully constructed my questions to be inclusive for all students and not exclude any students.
Both the OECD (2013) and Melbourne Declaration on Educational Goals for Young Australians (2008) illustrate the importance of raising performance and attainment for Indigenous youth. I believe that through increasing school attendance and higher education there will be greater opportunities for Indigenous students and “close the gap” between non Indigenous students. The National Curriculum provides opportunities and experiences for teachers to explore Aboriginal and Torres Strait Islander Histories and Cultures. This will allow “all students to engage in reconciliation, respect and recognition of the world’s oldest continuous living cultures.” (ACARA, accessed 2016).
As a teacher it is essential to cater for all students and their differing abilities. Research has identified that classroom are becoming more inclusive of every student. Through the movement of inclusive education, classrooms are becoming more diverse and teachers are required to meet the needs of all students in an inclusive manner. (Woodcock, Dixon & Tanner, pp, v, 2013). It is important to remain up-to-date with current research, legislation and regulations as there can be changes that greatly impact upon teaching. For example, the recent changes to Asperger Syndrome as seen in DSM -V.
During my practical placement I had a number of students with Individual Education Program (IEP) , Group Education Plans (GEP) and Individual Behaviour Plans (IBP). There were also a number of students who were working below the expected achievement level and others who were yet to be diagnosed by professionals. To cater for these students in an inclusive manner I programmed small group activities in Literacy such as Guided Reading sessions where students worked within their own reading levels. During Mathematics lessons I catered for students’ needs by proving both support and extension activities to facilitate learning outcomes.
I believe that recognising students’ diverse backgrounds is an essential component in helping them to learn. Students come to school with diverse linguistic, cultural, religious and socioeconomic backgrounds. It is important that these diverse backgrounds are taken into consideration to assist in students’ learning. Bronfenbrenner’s social ecological model focused highly on the influences in which the student’s microsystem, mesosystem, exosystem and macrosystem impact upon their learning and development. (Bowes, Grace and Hayes, 2012). The background information section completed for my portfolio allowed me to gain an insight into the socioeconomic background of the students in my class and be mindful of their potential situations. For example, when exploring bikes and changes in our bikes I was aware that not all students would have had a new bike or even have a bike to ride. During my lessons I carefully constructed my questions to be inclusive for all students and not exclude any students.
Both the OECD (2013) and Melbourne Declaration on Educational Goals for Young Australians (2008) illustrate the importance of raising performance and attainment for Indigenous youth. I believe that through increasing school attendance and higher education there will be greater opportunities for Indigenous students and “close the gap” between non Indigenous students. The National Curriculum provides opportunities and experiences for teachers to explore Aboriginal and Torres Strait Islander Histories and Cultures. This will allow “all students to engage in reconciliation, respect and recognition of the world’s oldest continuous living cultures.” (ACARA, accessed 2016).
Documentation of Evidence
Catering for Aboriginal Students
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Situation
During my practical placement special celebrations such as ANZAC Day and National Sorry Day took place. I took into account the 4 Indigenous students in my classroom and prepared lessons to accommodate their needs. I knew that I had to be culturally sensitive, politically correct and inclusive while discussing these important days in our calendar. Action After consulting numerous references and seeking advice from Indigenous elders in the local area I developed a series of lessons for ANZAC Day. The lessons involved making a collage poppy, creating a comic strip retelling Simpson and His Donkey and reading ANZAC Day Parade. Additionally, I prepared an ANZAC Day display using books, newspaper articles, photographs, toy soldiers, poppies, rosemary and ANZAC tins. When choosing photographs and newspaper articles I deliberately chose pictures containing Indigenous Australians. I also discussed that Indigenous Australians were also among the soldiers that went to war and should be recognised for their bravery. Outcome In my lesson critique my Mentor Teacher stated that I “had gone to great lengths to cater for all students in the classroom.” I believe that through catering for Aboriginal and Torres Strait Islander students I can work more closely with their families and communities to achieve better learning outcomes for them. As a graduate teacher I aim to seek advice from Aboriginal Liaison Officers when available. I would like to build on practical classroom strategies to use when teaching Indigenous students. I will also seek out assistance from local Aboriginal Elders as I realise that the information will differ depending on the area in which I am teaching. |
Action Plan
I endeavour to learn the referral procedures for the variety of professional support agencies and collate checklists and behaviour indicators for different learning disabilities. When employed within a school setting, I will familiarise myself with the policies and procedures for the identification and referral of students with a potential learning disability.
To connect with culturally diverse, Indigenous and non-english speaking families it is essential that I build positive relationships and communicate effectively. I may be able to work with parents and Child and Parent Centres attached to the school to help build partnerships within the school. I endeavour to be a culturally competent teacher through being aware of the Cultural Competency Framework. (McDonald, 2014, pp 250). Additionally I can use the REAP framework to identify how aboriginal students “learn in and through relationships with their teachers” (McDonald, 2014, pg 253) through respect, ears, attitude and personalise. For families with ESL I can use a translator app to send messages or decode notes sent home.
To connect with culturally diverse, Indigenous and non-english speaking families it is essential that I build positive relationships and communicate effectively. I may be able to work with parents and Child and Parent Centres attached to the school to help build partnerships within the school. I endeavour to be a culturally competent teacher through being aware of the Cultural Competency Framework. (McDonald, 2014, pp 250). Additionally I can use the REAP framework to identify how aboriginal students “learn in and through relationships with their teachers” (McDonald, 2014, pg 253) through respect, ears, attitude and personalise. For families with ESL I can use a translator app to send messages or decode notes sent home.
References
ACARA. (2016). Cross Curriculum Priorities. Aboriginal and Torres Straight Inslander Histories and Culture. Retrieved from http://www.australiancurriculum.edu.au/crosscurriculumpriorities/aboriginal-and-torres-strait-islander-histories-and-cultures/overview
McDonald, T. (2014). Classroom Management: Engaging Students in Learning. Oxford University Press: Victoria, Australia
Ministerial council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
OECD. (2013). Education Policy Outlook: Australia. Retrieved from http://www.oecd.org/edu/EDUCATION%20POLICY%20OUTLOOK%20AUSTRALIA_EN.pdf
ACARA. (2016). Cross Curriculum Priorities. Aboriginal and Torres Straight Inslander Histories and Culture. Retrieved from http://www.australiancurriculum.edu.au/crosscurriculumpriorities/aboriginal-and-torres-strait-islander-histories-and-cultures/overview
McDonald, T. (2014). Classroom Management: Engaging Students in Learning. Oxford University Press: Victoria, Australia
Ministerial council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
OECD. (2013). Education Policy Outlook: Australia. Retrieved from http://www.oecd.org/edu/EDUCATION%20POLICY%20OUTLOOK%20AUSTRALIA_EN.pdf