Critical Reflections

Standard 1: Know students and how they learn

A quality of a good teacher is one who knows their students and understands
how they learn. A way in which this can be accomplished is to use the theory of
Gardners Multiple Intelligences. This theory acknowledges that all people learn to
their highest ability in different ways (Murray & Moore, 2012). Therefore as a
teacher, you should not focus on the one way of learning or teaching. To be effective
and enhance all students, you should incorporate an array of teaching and learning
strategies throughout lessons and the day (Murray & Moore, 2012). An example of
where I have shown this is in artefact 1.2. It shows how I have incorporated different
learning styles into lessons, to enhance a range of students learning abilities. If
teachers know how students learn, then they should also be able to differentiate their
lessons. This ensures that all students, no matter their ability level have tasks suitable
to their learning needs and that they can accomplish (Handa, 2009). In the artefact
from 1.5, I show that in a mathematics lesson there are three groups and three
activities. These activities are all different and suitable to the students learning needs
and level. This ensures that all students have a task that they are able to complete and
assists in their development (Handa, 2009). As a teacher it is also important to have
the ability and knowledge of how to cater to the diverse range of students in a
classroom. I have currently not had a classroom with a wide range of students from
diverse backgrounds. In saying this, many of the lesson I have had on placements, can
be altered to meet the needs of the students in the class I am teaching. This ensures
that all students have the chance to learn to their highest ability (Douglas & Griffiths,
2015).

Standard 2: Know the content and how to teach it

As a teacher it is, essential to know the content and how to teach it. The
curriculum is used to inform teachers what to teach on different topics at different
year levels. Teachers should have not only content knowledge (CK) but also
pedagogical content knowledge (PCK) (Kleickmann, Richter, Kunter, Elsner, Besser,
Krauss & Baumert, 2013). Both types of knowledge allow a teacher to know what to
teach, the best ways to teach a range of topics and how to cater to a range of students
(Kleickmann, et al. 2013). If teachers have a strong knowledge of CK and PCK they
are able to enhance students learning and assist them in progressing (Kleickmann, et
al. 2013; Lee & Lee, 2014). The artefacts in 2.1 and 2.5 show different ways
students learning is enhanced by a range of teaching strategies. In using different
strategies, it shows I know the content and also the best ways to teach it. In 2.1 you
can see that I used hands on materials to help students gain a better understanding of
the topic. In 2.5 the visuals are used to assist my explanations of different concepts
and to enhance students ability to understand them. This shows that I not only have
knowledge of the content but also an appropriate strategy in which to teach the
concepts in an interactive and engaging manner. In saying this, as a PST I am still on
my journey in learning about the content and the best ways to teach it. Therefore my
CK and PCK are going to continue to grow and develop as I have future placements
and when I begin my teaching career (Lee & Lee, 2014).

Standard 3: Plan for and implement effective teaching and learning

To be a good teacher, it is important to have the ability to plan and implement
successful lessons and units of work. To be successful and effective, the lessons
should be in a sequential order (Youdale, 2010). This ensures that students
knowledge is being built upon and expanded in each lesson. For this to occur teachers
need to have an understanding of students current knowledge, be able to cater for
diverse learning needs and an understanding of content knowledge and pedagogical
content knowledge (Kleickmann, et al. 2013; Lee & Lee, 2014; Youdale, 2010). The
artefacts in 3.2 and 3.3 show my ability to plan and organise a unit of work. The
lessons are in a sequential order, which ensures students learning is being built upon.
There is also a range of teaching strategies in place to enhance all students learning
and cater to a variety of students learning needs (Handa, 2009; Murray & Moore,
2012; Youdale, 2010). Another important element in planning and implementing
lessons is the use of effective resources (Douglas & Griffiths, 2015). As shown in
artefact 3.4, the resource has been chosen as it compliments and extends the topic
therefore students learning. It also encourages student participation making it
interactive and engaging, which was a strategy that worked with this group of
students. In using an effective resource and strategy, the lesson effectiveness is being
enhanced therefore so is the students learning (Douglas & Griffiths, 2015; Youdale,
2010). This is all possible with the use of effective planning and lesson
implementation. As a pre-service teacher, I am still building my knowledge base of
the resources that are best suited to a range of topics and students. I also know that as
a teacher, I will need to keep up to date with the continuous change in resources that
can enhance my teaching and therefore students learning.

Standard 4 Create and maintain supportive and safe learning environments

Students learn best, when they feel safe and supported in their classroom. This
classroom environment is created and maintained by the teacher with the help of the
students (Jackson, Simoncini & Davidson, 2013). In order to have a safe and
supportive environment, teachers must create and then maintain all aspects of the
classroom such as behaviour, environment and classroom procedures (Jackson,
Simoncini & Davidson, 2013). Unfortunately the skills of creating and maintaining
this classroom are an area of great concern for many pre service teachers (Jackson,
Simoncini & Davidson, 2013). This is because, many PST (including myself), have
never had their own class, where you have had to initially create this learning
environment from the beginning of the schooling year and then maintain it (Jackson,
Simoncini & Davidson, 2013). However, that is not too say PST cannot maintain
classroom environments. As shown artefacts 4.2, 4.3 and 4.4, I am able to use a range
of strategies to maintain the classroom environment, which has greatly being
acknowledged by my associate teachers. This has been done by ensuring safety,
managing behaviour and managing classroom activities to maintain the desired
classroom. A teachers ability to create and maintain the classroom environment, that
promotes learning and safety, is a desirable quality for teachers to possess (Jackson,
Simoncini & Davidson, 2013; Nichols & Zhang, 2011). Therefore, as a PST I need to
continue to build on and develop this skill in upcoming placements and into my
career.

Standard 5 Assess, provide feedback and report on student learning

In order to adequately assess students learning, teachers need to have
knowledge about and use an array of strategies. In having an abundance of assessment
strategies, teachers can use the most appropriate strategy that best suits their learning
intention (Furtak, Morrison, & Kroog, 2014). If an assessment is to be effective, it
should have the ability to compliment and enhance teachers lessons therefore,
enriching the learning of students (Furtak, Morrison, & Kroog, 2014). As a PST I
have not had the chance to take part in many assessment experiences. However, the
assessments I have conducted have shown me how beneficial they can be in teaching
and learning. As shown in 5.1, the formative assessments in mathematics indicate the
students current knowledge. This has allowed me, to plan lessons based on these
results and differentiate learning to cater for the students needs (Handa, 2009). For
assessments to be effective to the students, they should be given feedback on their
learning. This allows students to see what they have done well and then also what
they could improve on (Dekker, 2007). As shown in 5.2 I was able to give feedback,
which assists the student to know what they have done well and then also the area
they need to concentrate and improve on. This makes them aware of their
accomplishments and also the direction their learning is heading (Dekker, 2007). In
my upcoming placement, I will pay close attention to what assessments I give and
ensure they are appropriate to the lesson and the students (Furtak, Morrison, & Kroog,
2014). Assessments are a large part of a teachers profession. They indicate how each
individual child is travelling in their education and show the teacher the areas they
need to concentrate on to assist students in excelling (Furtak, Morrison, & Kroog,
2014).

Standard 6 engage in professional learning

As a teacher you are expected to deal with a continuously changing world.
This can include changes in society, knowledge fields and to also handle the
responsibilities and expectations that are placed on you. To improve teaching
practices, teachers should take part in gaining new knowledge, values and skills and
this can be done in an abundance of ways (Cheng, Tang, & Cheng, 2012; Jansen in de
Wal, Den Brok, Hooijer, Martens, & Van Den Beemt, 2014). A way for teachers to
keep up to date, with current practices and handle the expectations of being a teacher,
it to continuously take part in professional learning (Jensen in de Wal et al. 2014). I
have currently, not taken part in professional learning in a formal manner such as
conferences, talks, organised events, etc. (Jensen in de Wal et al. 2014). However as
shown in 6.1 and 6.3 I have being involved in informal professional learning (Jensen
in de Wal et al. 2014). The artefact in 6.1 shows my ability to learn independently by
reflecting on my own practice and finding areas I wish to improve. Artefact 6.3
shows that I have engaged with other professionals while on placement. In doing this
I have gained knowledge on a range of teaching practices. The artefact also shows that
in being given constructive criticism I am able to see what I do well and then also
how I can improve in my practice. This allows me to be constantly engaged in
improving my teaching practice, as I am aware of what I need to focus on. However,
to enhance my teaching, I need to take part in more personal development days where
I can take be kept up to date about new and improved teaching strategies (Cheng,
Tang, & Cheng, 2012; Jensen in de Wal et al. 2014).

Standard 7 Engage professionally with colleagues, parents/carers and the

community
To be a registered teacher, you must meet specific professional standards and
know the legislative requirements associated with being a teacher. In order to meet
these standards, teachers need to engage with the schooling community. A big part of
the schooling community is the parents/careers of students (Barrett, 2014. As shown
in 7.3, I am developing my skills in communication with parents/careers. I have
currently not had many other experiences with the parents/careers of students or the
wider community. Therefore I will need to further develop my engagement with other
members of the schooling community as they can be an essential tool in assisting
students education (Barrett, 2014). The Australian Professional Standards for
Teachers indicate the specific requirements teachers need to meet to become
registered and then continue to meet throughout their teaching career (Australian
Institute for Teaching and School Leadership, 2016). In creating my ePortfolio, I have
been given the opportunity to reflect on the professional standards I have meet, the
ones that need more attention and the ones I really need to focus on. In meeting these
standards I am showing my ability to comply with them at the graduate stage. As I
continue to teach I need to meet the standards at a deeper for complex level in
showing I am growing and developing as a teacher (AITSL, 2016)

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