First day at prac. was amazing. To finally be in the classroom with the teacher and students was fulfilling. Observation days are a steep learning curve. The day went so quickly but the well structured and organised program allowed for all the lessons to be accomplished with outcomes achieved. The morning was very hectic with a staff stage meeting, teacher/parent interview meeting and new child in class all before first bell.
An introduction to the classroom found very basic resources with no IT resources, except an aid for one of the students who is visually impaired. After investigation I found that the Computer lab had not being working for the past 12 months and there had been no Internet connection for this block of classrooms this year due to the building works. (BER) If the teacher requires any technology for the class the students needed to go to another building. This limited the teaching strategies for lesson planning and disadvantage the students learning.
The teacher takes time at the start of the day to settle the students into learning mode as the first part of the day is very important for students to be focused on learning. Clear and concise instructions always given to the students.
The teacher uses hand gestures to gain the students attention eg. Clapping sequence, Hold up arm and students follow, counting down with fingers.
Positive appraisal when student is first to comply brings the other students back on task creating a ripple effect.
Hand up when answering questions and students that call out are asked not to shout out and put hand up.
Students are given 2 chances when being disruptive and if still not comply their name goes on board for detention.
The school uses the pink slip system when the student behaviour becomes unacceptable.
Students that perform task extremely well get their name put into a box with a weekly drawn prize.
Each week a student is chosen as student of the week. This student enjoys the benefits of doing all the fun jobs for the teacher. eg. choosing other students for an activity, helping with the news, taking up the lunch orders.
Getting to know the students by name:
It is very important for effective teaching that the teacher knows the students.The second element of the NSW Professional Teaching Standards requires the "teacher to know their students and how they learn." Understanding social, ethnic, cultural and religious backgrounds of the students and how this effects their learning. Knowing their skills and interests and being aware of students approaches to learning.
A personal connection is made when the teacher calls the student by their first name. This is an area that I knew I would struggle in as I am not very good at remembering names, although I always remember faces. However, I understand the importance of creating a personal connection with the students and need to work out strategies that overcome this weakness.
The first students to notice are the disruptive students as the teacher repeats their names many times during the lesson. Then I began to learn the smart students who would always answer the questions and the students with learning difficulties who I would need my help. But this still left a large number of students to remember.
Each student is unique and it is very important to understand how each child learns.
The teacher would always question the students as to how they got their answers. What strategies they would use to find the answers. This strategy allowed the teacher to focus on the individual learning approaches.
Getting to know the school, other staff members and the community:
The principal was predominately seen around the school. In the classroom, on the playground and in the staff room. The principal seems very approachable.
Staff members are very supportive of each other discussing different techniques and strategies. Most of the teachers have been teaching for over 20 years with loads of teaching experience.
The school is located in a low socioeconomic area which receives funding under the governments National Partnerships Program 3rd reform. This program was introduced to improving Literacy and Numeracy skills in low-socioeconomic schools. The program allocates $200 per student plus a Highly Accomplished Teacher (HAT) for two years. The HAT teacher supports the teachers' in their professional development as well as designing and administering programs for the school that are sustainable.
Their is a high level of Indigenous students at the school. Through research I have found that Indigenous students are well below the Literacy and Numeracy standards of Non-Indigenous students ( Department of Education WA 2011). They have a high absentee rate due to non-supportive parents and health issues. The culture of these students plays a major role in their learning style. Deep listening techniques and story telling are of great importance and motive learning. ( Beresford. 2003)
References
Department of Education Western Australia. Aboriginal Education. (2011) Retrieved from
(http://www.det.wa.edu.au/education/cmis/eval/curriculum/learningareas/als/index.htm)
An introduction to the classroom found very basic resources with no IT resources, except an aid for one of the students who is visually impaired. After investigation I found that the Computer lab had not being working for the past 12 months and there had been no Internet connection for this block of classrooms this year due to the building works. (BER) If the teacher requires any technology for the class the students needed to go to another building. This limited the teaching strategies for lesson planning and disadvantage the students learning.
This is my classroom
Getting to know the teacher and effective strategies for classroom management:The teacher takes time at the start of the day to settle the students into learning mode as the first part of the day is very important for students to be focused on learning. Clear and concise instructions always given to the students.
The teacher uses hand gestures to gain the students attention eg. Clapping sequence, Hold up arm and students follow, counting down with fingers.
Positive appraisal when student is first to comply brings the other students back on task creating a ripple effect.
Hand up when answering questions and students that call out are asked not to shout out and put hand up.
Students are given 2 chances when being disruptive and if still not comply their name goes on board for detention.
The school uses the pink slip system when the student behaviour becomes unacceptable.
Students that perform task extremely well get their name put into a box with a weekly drawn prize.
Each week a student is chosen as student of the week. This student enjoys the benefits of doing all the fun jobs for the teacher. eg. choosing other students for an activity, helping with the news, taking up the lunch orders.
Getting to know the students by name:
It is very important for effective teaching that the teacher knows the students.The second element of the NSW Professional Teaching Standards requires the "teacher to know their students and how they learn." Understanding social, ethnic, cultural and religious backgrounds of the students and how this effects their learning. Knowing their skills and interests and being aware of students approaches to learning.
A personal connection is made when the teacher calls the student by their first name. This is an area that I knew I would struggle in as I am not very good at remembering names, although I always remember faces. However, I understand the importance of creating a personal connection with the students and need to work out strategies that overcome this weakness.
The first students to notice are the disruptive students as the teacher repeats their names many times during the lesson. Then I began to learn the smart students who would always answer the questions and the students with learning difficulties who I would need my help. But this still left a large number of students to remember.
Each student is unique and it is very important to understand how each child learns.
The teacher would always question the students as to how they got their answers. What strategies they would use to find the answers. This strategy allowed the teacher to focus on the individual learning approaches.
Getting to know the school, other staff members and the community:
The principal was predominately seen around the school. In the classroom, on the playground and in the staff room. The principal seems very approachable.
Staff members are very supportive of each other discussing different techniques and strategies. Most of the teachers have been teaching for over 20 years with loads of teaching experience.
The school is located in a low socioeconomic area which receives funding under the governments National Partnerships Program 3rd reform. This program was introduced to improving Literacy and Numeracy skills in low-socioeconomic schools. The program allocates $200 per student plus a Highly Accomplished Teacher (HAT) for two years. The HAT teacher supports the teachers' in their professional development as well as designing and administering programs for the school that are sustainable.
Their is a high level of Indigenous students at the school. Through research I have found that Indigenous students are well below the Literacy and Numeracy standards of Non-Indigenous students ( Department of Education WA 2011). They have a high absentee rate due to non-supportive parents and health issues. The culture of these students plays a major role in their learning style. Deep listening techniques and story telling are of great importance and motive learning. ( Beresford. 2003)
References
Beresford, Q. and Partington, G.(2003) Reform and Resistance in Aboriginal Education. The
Australian Experience. Crawley. WA. University of Western Australia Press.
Department of Education Western Australia. Aboriginal Education. (2011) Retrieved from
(http://www.det.wa.edu.au/education/cmis/eval/curriculum/learningareas/als/index.htm)
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