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Edlt115 e portfolio 2011 julie papps
 

Edlt115 e portfolio 2011 julie papps

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    Edlt115 e portfolio 2011 julie papps Edlt115 e portfolio 2011 julie papps Presentation Transcript

    • MEETING THE NSW PROFESSIONAL TEACHER STANDARDS
    • INTRODUCTIONTEACHING PHILOSOPHYELEMENT 1ELEMENT 2ELEMENT 2 REFLECTIONELEMENT 3ELEMENT 3 EXAMPLESELEMENT 4ELEMENT 4 REFLECTIONELEMENT 5ELEMENT 6ELEMENT 6 REFLECTIONELEMENT 7REFERENCE LIST
    • My name is Julie Papps. I am 32 years old. I am a wife to a wonderfulhusband and a mother to a two year old son. So far my journey as awife and mother has taught me patience, flexibility and goodcommunication skills; which I feel are paramount in becoming ahigh quality teacher.My decision to commence study as a teacher was due to my desireto gain a profession and learn new skills and the excitement on achild’s face when they learn something new. This will enable me topass these learned skills on to my own son, as well as other childrenthat I come into contact with and have the pleasure to teach.My decision to study with the University of New England was due tothe positive comments from teachers I know and the ease andflexibility of the distance education program.This E-Portfolio will illustrate my growth and achievements throughoutmy education degree and will eventually demonstrate mycompetence as a primary school teacher.My enthusiasm for teaching is evidenced by my dedication to mystudies on top of my family and work commitments.
    • I BELIEVE THAT... BECAUSE.. THEREFORE IN MY CLASSROOM I WILL...I believe that a Every child has the right to -Ensure the classroom is a safe and secureclassroom must be a come to school and feel environment.safe place for all safe. -Have a no tolerance approach to bullyingstudents. type behaviours. -Undertake risk management procedures prior to all practical tasks.I believe that students Children are individuals and -Make my classroom visually stimulating toshould be taught in an learn in many different ways keep students interested.accommodating due to background factors - Incorporate different seating arrangementslearning environment. such as gender, culture, including row by row, small groups and religion, family, and physical, activity centres to incorporate the different emotional and social ways children can learn. development. - Ensure that the different learning styles (modelled, guided, shared and independent) are utilised in a timely manner to ensure all students understand the content.I believe it is important Teachers are one of the -Use positive verbal, non-verbal and listeningto posess quality most important influences in skills when communicating with students.communication skills. a child’s life. Therefore - Communicate rules and routines in a communication and consistent and positive manner to ensure relationships are at the heart students feel comfortable in a predictable of successful and positive environment (Dempsey & Arthur-Kelly. 2007:120). classrooms (Dempsey & Arthur- -Communicate both in writing and verbally Kelly. 2007:129). with parents and carers on a continuous basis.
    • TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS.
    • TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS. Firstly, it is essential that teachers research and understand the content of the set syllabus that they are going to teach their students. Otherwise the teacher is unable to assist their students to understand the content thoroughly. Once the teacher fully understands the content they are going to teach, the teacher then needs to decide the best way to make the curriculum and assessments achievable, engaging, motivating, appropriate to development stages and relevant to everyday life . Finally, The teacher can then decide the best way to teach the content to their students, making sure the content they teach is achievable for every student in their class.
    • TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN.
    • TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN.It is imperative that teachers know that all students in their classroom areindividuals and need to take into account the several differences thatmake children individual. These differences include gender, culture,religion, family, development and social differences.The curriculum that is taught to students can be delivered in a numberof ways. These delivery methods include modelled, guided, shared,independent or a mixture of the above. It is essential that teachersunderstand which of the above delivery methods suits each child.Children also learn in some ways better than others. Some children canhear information and take it in, others require visual examples ofinformation and others require hands on experiences in order to learneffectively. Teachers need to take this into consideration whendeveloping lessons and should use different techniques on a regularbasis so all children have the opportunity to learn in their own individualway.Teachers also need to be aware of the different ways they can set upthe classroom to teach the children most effectively. Teachers can useIndividual seating, group work or activity centres.
    • WHAT....While doing a case study assignment for unit EDPE243 I was observing a golf clinic that wascatered for 8-10 year old children. There were eight children in the clinic and one qualified golfcoach. The coach explained the rules and safety aspects to the children then went on toexplain what he wanted them to do. There was one boy who was constantly hitting the ballsout of turn, stepping outside his safety zone and interrupting the coach while the coach wasexplaining the instructions. After about twenty minutes of the coach asking the boy to stop,the coach ended up asking the boy to go and sit down away from the clinic area until hecould behave.SO WHAT....This was the first time this child had been a part of this golf clinic and the coach had not hadtime to talk to the child or the parent prior to the lesson so knew nothing about the child or hisbackground. Once the coach had the other student actively participating in the clinic hewent and spoke with the boy to find out what the problem was. The child advised the teacherhe had never done golf before and did not understand what it was he was meant to bedoing. The coach got the boy to stand up and started physically showing the child what it washe wanted him to do. The boy started enjoying himself and after a short while joined in theother group with the other children. After this the coach ensured the boy was shown what todo for each new task before explaining the task in words.NOW WHAT....In future the coach should ask the parent and child to arrive early to the lesson so the coachcan get to know the student and see what, if any, prior knowledge the student has about thesport, this also aids in finding out how the student best learns, whether it is through explanationor actually physically showing the student the skill. This helps establish substantivecommunication between the coach, the student and the parent. Also having the parent stayfor part or all of the first lesson shows the child he is socially supported by both the parent andcoach and therefore the student will feel more comfortable. The coach should also keep theexplanation of the lesson simple and concise so all students can understand what is expectedof them.
    • TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING.
    • TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING.It is essential that teachers spend quality time planning each lesson theyare going to teach to their students to ensure the content in thecurriculum is achievable for each and every student. This planning alsohelps students meet required KLA’s and acquire deep knowledge asdiscussed in the Teaching Elements.Assessment of both the students and the teacher themselves needs totake place to ensure the students are working successfully towards thecurriculum goals and the teaching strategy being used by the teacher isworking successfully.In order for students to progress effectively, teachers need to givefeedback to students on a daily basis. This ensures students stay on theright track towards achieving the desired outcome. Verbal feedback inthe form of positive and constructive comments needs to be given on adaily basis, written feedback that can be communicated to parentsand carers is also essential in effectively teaching students.During EDLT116 last year I was required to do a lesson plan on how toteach a child to ride a bicycle. I was also required to reflect on thisexperience. I have attached this document on the following pages toshow evidence of my learning in this area.
    • TEACHERS COMMUNICATE EFFECTIVELY WITH THEIR STUDENTS.
    • TEACHERS COMMUNICATE EFFECTIVELY WITH THEIR STUDENTS. Communication and relationships between students and betweenteachers and students determines how productive and positive theclassroom will be. Depending on how all members of a classroominteract and engage largely affects how well and how oftenlearning can occur (Dempsey & Arthur-Kelly. 2007: 129).Communication between teachers and students not only involvesverbal communication, it also involves active listening and non-verbal communication such as facial expression, body languageand gestures This also fits in with the Quality Teaching Elementsunder substantive communication between teachers and students.It is also important that teachers communicate with students theclassroom rules and routines that are expected to be followed. Thiswill help to set boundaries and provide a positive and structuredlearning experience (Dempsey & Arthur-Kelly. 2007: 129).
    • WHAT....During my high school education I had a teacher who taught Geography. Every lessoninvolved copying notes from the blackboard that the teacher was writing up from a textbook. Every lesson I attended with this teacher involved the same thing every lesson.She did not answer questions students asked, we just had to copy what she was writingand you had to keep up as once she had covered the blackboard she would rub it offand continue writing from the text book.SO WHAT.... The repercussions of this lack of communication between the teacher and studentscaused disruptiveness as the students did not know why they were required to do thismonotonous task which in turn lead to boredom from continually doing the same thingevery lesson. The teacher not answering any questions from students so the students feltthey were being punished for something. Finally this lead to students just not turning upfor this class which jeopardised their learning.NOW WHAT....I have learnt significantly from this and will ensure in my classroom that I clearly explainthe task we are going to do and what is expected of each student. I will also give simpleand clear instructions on how to achieve what I am asking. I will also encourage anyquestions students may have and support anyone having difficulty with what is beingasked of them. Finally I will make my classroom as visually pleasing as possible and givestudents the opportunity to self direct how they would like the classroom setup to aidtheir learning and development.
    • TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS THROUGH THE USE OF CLASSROOM MANAGEMENT SKILLS.
    • TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS THROUGH THE USE OF CLASSROOM MANAGEMENT SKILLS.Teachers need to ensure that the classroom that their students aregoing to enter each day is a safe environment for them to attend. Aquick check each morning prior to the students entering theclassroom can go a long way to ensuring students safety.Teachers need to undertake risk assessments prior to any outsidelearning or excursions taking place to ensure the students are safeand injury free during these activities.Students also need to feel safe from other students, thereforeteachers should also take a no nonsense approach to any bullyingbehaviour.Research has shown that teachers who provide structure andchallenges in the classroom set indicators for students as they findtheir way through the array of learning experiences provided tothem (Dempsey & Arthur-Kelly. 2007: 129).
    • TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE.
    • TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE. For inexperienced teachers I think it is essential that you get asmuch feedback as possible from other more experienced teachersby having them read lesson plans and if possible sit in and evaluateyour lessons.It is important that teachers can also reflect on their lesson plansand teaching styles and lessons.Teachers need to continually take opportunities to continue theireducation in order to be a successful teacher, whether it beuniversity studies, workshops or research.Teachers also need to read and understand relevant policies andprocedures regarding teaching.
    • WHAT....Teaching in an ongoing learning process that changes on a continual basis. If you donot stay up to date with continuing education teachers can quickly fall behind with theirup to date knowledge, which in turn disadvantages the students you are teaching.SO WHAT....As I am working through this course I am quickly finding that the more knowledge youpossess and the better understanding of the information, the easier it will be to pass thatinformation on to your students.NOW WHAT....From the constant information I am receiving from tutors, readings, research andlectures I am slowly gaining high expectations of myself and achieving higher orderthinking, which I hope to pass on to student in the future in my own classroom. I feel it isalso important in order to continually improve my teaching ability and practice I will lookfor guidance in my teaching styles not only in my practical teaching experiences whileat university but also once I am a qualified teacher from peers and mentors.
    • TEACHERS ARE ACTIVELY ENGAGED MEMBERS OF THEIR PROFESSION AND THE WIDER COMMUNITY.
    • TEACHERS ARE ACTIVELY ENGAGED MEMBERS OF THEIR PROFESSION AND THE WIDER COMMUNITY. Teachers should maintain regular contact with parents, carers, teachers aides and community departments to ensure everyone involved in the child’s learning is heading in the right direction. Communication can be in the form of verbal, face to face or written communication. An ‘open door’ policy between teachers and parents / carers shows the teacher is approachable. Teachers need to understand and be aware of regulations and students rights so clear boundaries can be set for the safety and wellbeing of both the teacher and child.
    • Masters, Y. (2011). Establishing Learning Environments [Lecture]. Armidale, Australia: University of NewEngland, School of Education.Dempsey, I. & Arthur-Kelly, M. (2007). ‘Modifying Learning Contents to Optimise Learning’. InMaximising learning outcomes in diverse classrooms. pp. 109-132. South Melbourne, Australia. ThomsonLearning.Professional Support and Curriculum Directorate (2003). Quality Teaching in Public Schools. Sydney,NSW: Department of Education and Training. May.www.det.nsw.edu.au/proflearn/docs/pdf/qt_EPSColor.pdfMicrosoft Office (2011) Clipart Images. Retrieved from http://office.microsoft.com/en-au/images/people-CM079001925.aspx?qu=teachers+and+students#ai:MC900088966|