Professional Documents
Culture Documents
(Please complete this form for both primary and secondary professional experiences and place in your
ePortfolio)
Graduate Standards - AITSL
Professional Knowledge:
Professional Practice:
Question Type
I felt at the beginning I was very nervous, so my questions were not very
clear. As I got more comfortable and confident, it became easier for me to
give more clear instructions and sentences. However I do think I could
have made my instructions more detailed and step by step so they were
understood by all.
Yes, we had an assessment that we had given the year 9s for our lesson
with them that had a variety of questions for them about the rules and
regulations of voting in Australia.
The questions that were given varied from simple to a little more
advanced, I made sure to go through the more difficult questions with
What balances was there
between the various questions them in more depth so they understood.
types?
I would choose the easier or simpler questions for the students that
struggle, to include them in the discussion. I would get them to elaborate
if I felt they were capable of giving more, by saying things like yes, can
you tell me why/how?
When directing questions, I made sure that I spoke in a loud clear voice,
making sure that I wasnt speaking in a condescending tone. I made sure
to keep trying to give each student eye contact, so they would keep
focused.
Yes, when the class began to chat and lose focus I would stand at the
front not speaking and would wait until they all stopped talking, it didnt
take long for them to notice and stop talking.
Yes, I always made sure I would make eye contact with all students
throughout the lesson, especially those who would get distracted.
Yes, I would always respond with praise. I would reply, yes, great
answer, or good job.
If the answer was incorrect I wouldnt say wrong or no, I would say
How do you deal with incorrect yes and get them to elaborate on their answer, and give them a hand by
responses? How do you deal starting off the answer. With the students that were having trouble
with students who stumble and getting their answers out I would help by starting off the answer, like the
first letter of the answer or revert back to the question to get them to
grope for an answer?
remember.
When I was teaching the year 9 class, a question came up, what are the
nine stages in voting? One of the students answered voting as one of the
What use do you make of the
students responses to develop stages, which was correct. I helped out the others by saying, What needs
the teaching point? Have you to be done before you can vote? You need to? and to which some
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Overall Comments
Murdoch University
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While I was teaching my lesson I was the only evaluator of the students
answers, but while I was observing the classroom my mentor teacher was
the main evaluator and I would help where I could.
Was your lesson plan effective Some of the students reacted well and got majority of their work done,
however some of the students didnt get any work done and just wanted
for managing the class?
to talk to their friends, when this happened I tried to encourage them to
do more work by helping getting them started.
e.g. How did the students
In our large group lesson we had a question sheet for them to complete
react to your lesson overall
and to your planned activities? and a brain storm for them to do also.
Our timing was done quite well. I delivered the first part of the lesson
and Imogen then ended the lesson. We both thanked them for their hard
Did anything unexpected
work as they were leaving when the bell went. I felt that we couldnt
happen?
change the fact that some of the students just didnt want to work and
wanted to chat with their friends, however I could have done better with
Did you provide a variety of
my organisation at the start of the lesson, I had forgotten to ask them to
activities?
get out their files that had all the answers to the questions in there.
Were you satisfied with your
timing, particularly for the end
of the lesson?
Did you feel you were able to
change things if needed?
The students are given warnings, depending on what the student is doing
wrong, the number of warnings ranges from 3-5. If the student still
persists on do the wrong thing after being warned multiple times, they
will be sent to another classroom to do their work.
We were given a class list of the students with photos that were labelled if
they were; shy, anxious, had anger issues or anything else that we should
know about before doing the class lesson.
My mentor teacher let us know of the students that had anger issues and
that we should leave her to deal with them if needed.
Our mentor teacher had a great repour with the students, she had a laid
back, very kind attitude with the students. The students however knew
their limits ad were very responsive to her.
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I would walk around and chat to the students, I would always be friendly
and laid back with them because being high school students I found they
responded well to that. I would joke with them and answer any questions
they had about me, and then ask questions about them to keep the
conversation going.
At first I tried to be quite stern and emotionless, but soon found that the
students didnt respond to that and responded more to a laid back
approach, I tried to be very casual about the assessment towards the end,
I found that if you wanted them to do something, they wouldnt if they
were feeling pushed to and would do it in their own time.
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Yes, I had told them that it was an assessment and needed to be done
within two lessons, to which they responded well giving that it was a fair
amount of time to do it in. In the next lesson most students finished,
whereas some decided to take it home to complete.
With the more attention seeking students, I found it was easier to laugh
off their misbehaviour, (if they found it funny) and I found they wouldnt
continue to muck about as much because they are not getting a negative
reaction.
With some students yes. In one instance a child was talking while the
school Chaplin was speaking even after she asked him and other to stop
taking several times. I quietly said someone is talking can you please
stop talking. To which the student stopped talking.
One instance a child with anger problems was behaving inappropriately,
going in and out from the classroom, yelling and screaming at other
students. My mentor teacher had warned me prior about this student,
and had asked that we do not try to take any action or even give much
attention to the behaviour, because it will only encourage her bad
behaviour and make her more upset.
Overall Comments
Murdoch University
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The school had beautiful gardens and was well looked after.
There was an industrial program for students down the bottom for
the school for the year 11s and 12s where students can gain
certificates in various construction, building and industrial
industry. I thought this was an amazing program, it not only helps
the students gain certificates before they leave school and more
of an opportunity for apprenticeships, but also is an incentive for
the students to stay in school past year 10, since the program is
only available from year 11 to year 12.
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Students
You will have observed the diverse
nature of your classes. How was
this diversity supported?
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Function of Schools
Did you observe the connection
of your schools with the broader
community? How did this
happen?
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I most certainly, after the last two weeks I have an even bigger
respect for teachers, not knowing how much work they do to
prepare each class, get to know each student inside the
classroom and about their home life has definitely opened my
eyes as to how much hard work it is, however still very
rewarding. I had always wanted to just work in early childhood,
but after being in a year 6 class I am a lot more confident in the
face that I can handle up to year 6, however I am still not
interested in high school teaching.
Very effective
Credit
Excellent
Distinction
Exceptional
High Distinction
Primary (2) and Secondary (2) lessons plans included (4 plans total) feedback and final report
(10 marks)
If anything is missing please provide your tutor with an explanation.
Inadequate
planning
demonstrated
Minimal
planning.
Some
feedback
and reports
included.
More detail
included and
evidence that
thought has gone
into the responses.
Some connection
with the content of
BED 150 included.
Detailed
observations
outlining a clear
engagement with
the professional
experience and
with the content
of BED150. An
understanding of
self clearly
indicated.
Careful, considered
observations with
reflection and clear
evidence of
engagement and
knowledge of the
self as a
prospective teacher
and with the
content of BED150.
Comments:
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Name of Marker: