Why teaching and which area primary or secondary teaching?

This was a question I found difficult to answer. Both professions are similar yet very different in
functionality. Other questions I had to ask was, what role do I want to play in delivering the
Australian Curriculum content? What are the incentives for students to continually learn? What do I
want to achieve and why? Through the practicum experiences of primary and secondary

teaching, I was able to compare the similarities and differences in both the students and
teachers attitudes and relationships to form my judgements.
Through research I learned an inclusive classroom has equality, equity, and all cultures and
genders are respected (Emmitt et al., 2015, pp. 79-83). Through my observation and
reflection, the primary teachers role is more complex and strategic than that of the
secondary teachers because the students are entering the schooling system for the first
time. The primary teacher has the responsibility of indoctrinating students to the formalities
of school through classroom management. This is done while still satisfying school policies,
curriculum delivery, community and parent expectations (Groundwater-Smith, Ewing, & Le
Cornu, 2015, pp. 268-289). Whereas the secondary teachers, although governed by school
policy and the curriculum are not dealing with the experiences of students entering into the
schooling system.
Both primary and secondary teachers need a repertoire of instructional techniques to
facilitate the differences in an inclusive classroom. However, it is the primary teachers who
capture the academically at risk students and develop specialist plans to engage these
students academically, empowering them with self-belief. It is in this area I observed the
results of intensive one on one teaching and students achievements. All students should feel
empowered with possibilities, not handicapped by neglect. Without this support and
nurturing in the early stages of a student's education, it is suggested that disruptive
behaviour and negative thoughts may ensue creating unmanageable behaviour throughout
their schooling life (Groundwater-Smith, Ewing, & Le Cornu, 2015, pp. 294-295).
In my reflections, the primary teachers priority was classroom management, setting high
expectations for students to aspire to and then curriculum delivery. It was evident that wellplanned lessons are not sufficient unless classroom management is in place (Barker,
Frederiks, & Farrelly, 2014). Through these practices secondary teachers should be receiving
literate students, students who are able to grasp the concepts of Mathematics, English,
Science, Art and Information Technology and who are respectful, and good citizens
regardless of culture and gender (Groundwater-Smith, Ewing, & Le Cornu, 2015, pp. 201228).
I conclude with observation, research and reflection that primary teachers are the pillar of
education and are the creators of good citizenship. The secondary teacher is the specialist,
giving encouragement, building on students strengths for the pursuit of employment,
further academic studies and/or proper engagement in the community. I choose the primary
teacher role as my chosen career because I want to deliver good citizens into the realm of
the capable secondary teachers.

References:
Barker, M., Frederiks, E., & Farrelly, B. (2014). Creating a Culturally Inclusive Classroom Environment.
Retrieved from www.griffith.edu.au:
https://www.griffith.edu.au/__data/assets/pdf_file/0011/184853/Creating-a-CulturallyInclusive-Classroom-Environment-mcb2.pdf
Emmitt et al., 2. (2015). Language and Learning. In M. Emmitt, M. Zbaracki, L. Komesaroff, & J.
Pollock, Language and Learning: An introduction for teaching (6 ed., pp. 79-83 and 249-257).
Melbourne, Victoria, Australia: Oxford University Press.
Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2015). Teaching Challenges & Dilemmas (5th ed.).
(C. MacKenzie, Ed.) South Melbourne: Cengage Learning Australia Pty Limited.
doi:9780170246620