The guiding key in my teaching philosophy is that ‘teachers should empower their students with necessary lifelong learning skills to enable students to take control of their own learning to become a successful member in society’.
I am consciously aware that teachers are a continuous role model to students as this teaches what they expect students to acquire. Learning must include curriculum expectations plus the skills of learning such as critical thinking, problem solving, thinking logically, inquiry skills and social and emotional skills as well as improving literacy and numeracy skills.
I believe that what children primarily need is to feel safe and secure. They need to know they can explore their world in an environment that is warm, friendly and caring. For children to learn, their well-being must be guaranteed. Emotional engagement is the key to all learning. I understand that all children have had prior experiences therefore they will all have different strengths, values and beliefs. I regard each student as an individual. This is demonstrated in my profiling of students to determine their diverse individual interests, needs, strengths and abilities. Students’ diverse range could include cultural differences, learning styles and varying family backgrounds.
I will welcome all diversity into the classroom and I believe all children are capable learners. Understanding each child as an individual is a step toward creating a curriculum in a learning environment that affords a variety of opportunities to meet the varied needs of the children. Educators need to know each individual child as it creates positive partnerships of trust. Hence, revolve learning activities around students’ interests, also allowing students to be involved in decision making when applicable as it creates a sense of belonging. This will result in building genuine relationships with the children in our care. In doing so we empower them to gain the best learning experience they can have.
In my planning I included opportunities for higher order thinking; open ended questioning, as well as providing support, and advocating for my students that require additional support. In my lesson plans I strive to seek what my students should know and be able to do at the end of the lesson that are in line to the Essential Learnings curriculum content that is to be met. I also endeavour to implement lessons that are authentic and meaningful to the students beyond the classroom context. From lessons taught I then assess and report where my students are in terms of their learning journey, this then allows me to provide the scaffolding needed to enable them to make connections between what they already know and the new understanding we are seeking to develop.
As a future an educator I will endeavour to create strong partnerships between the children and their families. I believe that I share with parents the responsibility for teaching their child. Through providing ongoing, open communication in a number of ways will cater for all parents through the use of emails, phone calls, in personal student’s journals, virtual classroom or a brief discussion either in the morning or after school. I also encourage parent and/or community support and involvement in the classroom as an essential part of a learner’s education. Therefore I encourage an open classroom policy involving students, teachers and parents in the learning process. I aim to provide social networks such as team work and guest speakers to give children a wide range of experiences that produce social connections with peers, families and the wider community. I endeavour to work collaboratively with all stakeholders to improve teaching and learning within the school, and at all times maintain confidentiality.
I am dedicated in being a reflective practitioner as to ensure that I am providing the sufficient learning experiences. Through regular reflections in my daily discourses I am able to identify my strengths and needs in order to improve my personal and collegial professional development. I will continue to be reflective and am willing to have professional renewal as needed to enhance my students learning. I remain open to new ideas and resources when reflecting on existing practises. My focus in reflections is not only the content of student learning but the delivery. Learning that is engaging and authentic to students’ results in higher knowledge retention, and encourages student involvement and participation, therefore students are on task. I strongly strive to achieve students meeting the intended learning outcome to the Essential Learnings preparing them for the years ahead. I believe that the early years provide the foundation for the rest of their schooling.
I find this profession intrinsically rewarding I am a lifelong learner and it is one of my ambitions for my students to share the passion and enjoyment I have for learning. I am an enthusiastic and dedicated person who will always look at reaching my full potential while continually developing each and every day. My teaching philosophy will continue to change over the years though I am sure that my passion for children and teaching children will remain the same. I feel there is a need for caring, creative, passionate, and dedicated teachers who are enthusiastic about working with children.
Wednesday, September 28, 2011
Resume
Resume of Natalie Kane
Personal Details
Name: Natalie Kane
Date of Birth: 02/10/1987
Address: 6 Boston Court, Sippy Downs QLD 4556
Phone Number: 0411 537 876
Email Address: nat_kane87@hotmail.com
Career Objective:
I am a passionate, flexible, innovative and motivated teacher that will ensure to provide meaningful and engaging learning environments for my students. I will ensure to contribute to professional teams and the wider community in my career, this will allow me to gain knowledge from others while contributing my knowledge.
Education History:
Nambour State High School (2005) Completed year 12
Completed a certificate in Retail 2 Operations
Central Queensland University Bachelor of Learning Management
(2009 – 2011) Majoring in Early Childhood
Qualified to teach from Kindergarten – Year 7
Expected date of completion: 1/11/2011
Grade point average (GPA): 5.440
Awards: Dean’s letter of Commendation for outstanding level of academic performance. CQUniversity, Term 3 2010
Certificates and Skills gained through Tertiary Studies
· Support-A-Talker Training and Phonological Awareness Training
· Cybersmart Outreach – Pre Service Teacher Program
· ICT Certificate
· Essential Skills Professional Development
· DET Student Protection Processes and Queensland Public Service Code of Conduct
· Early Years Twilight Seminars
Education Related Experiences
2009 – Practical Experience in year 2 classroom – Mooloolaba State School
· Profiled and demonstrated use of profile in learning experience design
· Demonstrated use and completion of eight learning management questions as a
framework for decision making around planning
· Incorporated DIM 1 TO 5 (Marzano and Pickering-Theorists) in learning
experience plans
· Contributed to professional teams
· Planned community event (Under 8’s Day)
· Continuous reflection on my teaching practice
· Communicated daily with key stakeholders
2010 – Practical Experience in a Preparatory classroom – Kuluin State School
· Focus on behaviour management program implemented – You can do it! Which is
one of Australia’s leading social and emotional learning program for promtoting
student achievement and well being.
· Demonstrated use and completion of eight learning management questions as a
framework for decision making around planning
· Incorporated DIM 1 TO 5 (Marzano and Pickering-Theorists) in learning experience
plans
· Contributed to professional teams
· Planned community event (Under 8’s Day)
· Continuous reflection on my teaching practice
· Communicated daily with key stakeholders
2011 – Practical Experience in a Year 2 classroom – Chancellor State College (Primary Campus)
· Designed and implemented the 10 Queensland College of Teachers Standards
throughout experience
· Modified a pre existing unit to suit profiled cohort while engaging them in hands
on experiences that meet the intended learning outcomes
· Planned and implemented a unit of work
· Catered for diversity
· Incorporated ICT into the everyday classroom with Literacy and Numeracy activities
· Implemented ICT unit with Science unit
· Organised and supervised events for Under 8’s Day, Year 2 Diagnostic Net- Camping
Day and Questfest
Fields of Interest (education)
Literacy and numeracy Physical Education Music and Dance
ESL students ICT
Learning Support The Arts – visual arts and drama
Employment History
February 2009 – August 2011 Prouds Jewellers
strong>Sales Assistant-Supervisor
· Duty manager – key holder
· Team leader
· Deposit store money to bank
· Staff and customer diffusion skills
· Authorised to give refunds
· Friendly customer service
· Open and close up shop
January 2003 – January 2009 Big.W
Permanent part time associate- Business Manager
· Duty manager – key holder
· Team leader
· Open and close up shop
· Organisation of staff rostering
· Staff interviewing and training
· Fire team warden
· Staff and customer diffusion skills
· Authorised to give refunds
· Friendly customer service
Professional Associations
Associate Member of the Queensland Teachers’ Union Membership No: A016355
Licences
Positive Notice Blue Card Holder
Registration Number: 796442/2
Interests and Hobbies
· Team Sports
· Arts and Crafts
· Travel
Referees
Susan Howard
Senior Teacher
Chancellor State College
Phone:
Mobile: 0402 191 771
Home: 54 939 512
Valerie Gibbins
Senior Teacher
Chancellor State College
Phone:
Mobile: 0401 081 426
Home: 54 781 301
Alison Wilson
Senior Teacher
Matthew Flinders Anglican College
Phone:
Mobile: 0458 958 248
Work: 54 773 214
Kathy Konecnik
Business Manager Big W
Phone:
Work: 54 762 524
Home: 54 946 017
Jill Hoffman
Store Manager
Zamels Jewellers
Phone:
Mobile: 0403 163 511
Work: 54 527 689
Personal Details
Name: Natalie Kane
Date of Birth: 02/10/1987
Address: 6 Boston Court, Sippy Downs QLD 4556
Phone Number: 0411 537 876
Email Address: nat_kane87@hotmail.com
Career Objective:
I am a passionate, flexible, innovative and motivated teacher that will ensure to provide meaningful and engaging learning environments for my students. I will ensure to contribute to professional teams and the wider community in my career, this will allow me to gain knowledge from others while contributing my knowledge.
Education History:
Nambour State High School (2005) Completed year 12
Completed a certificate in Retail 2 Operations
Central Queensland University Bachelor of Learning Management
(2009 – 2011) Majoring in Early Childhood
Qualified to teach from Kindergarten – Year 7
Expected date of completion: 1/11/2011
Grade point average (GPA): 5.440
Awards: Dean’s letter of Commendation for outstanding level of academic performance. CQUniversity, Term 3 2010
Certificates and Skills gained through Tertiary Studies
· Support-A-Talker Training and Phonological Awareness Training
· Cybersmart Outreach – Pre Service Teacher Program
· ICT Certificate
· Essential Skills Professional Development
· DET Student Protection Processes and Queensland Public Service Code of Conduct
· Early Years Twilight Seminars
Education Related Experiences
2009 – Practical Experience in year 2 classroom – Mooloolaba State School
· Profiled and demonstrated use of profile in learning experience design
· Demonstrated use and completion of eight learning management questions as a
framework for decision making around planning
· Incorporated DIM 1 TO 5 (Marzano and Pickering-Theorists) in learning
experience plans
· Contributed to professional teams
· Planned community event (Under 8’s Day)
· Continuous reflection on my teaching practice
· Communicated daily with key stakeholders
2010 – Practical Experience in a Preparatory classroom – Kuluin State School
· Focus on behaviour management program implemented – You can do it! Which is
one of Australia’s leading social and emotional learning program for promtoting
student achievement and well being.
· Demonstrated use and completion of eight learning management questions as a
framework for decision making around planning
· Incorporated DIM 1 TO 5 (Marzano and Pickering-Theorists) in learning experience
plans
· Contributed to professional teams
· Planned community event (Under 8’s Day)
· Continuous reflection on my teaching practice
· Communicated daily with key stakeholders
2011 – Practical Experience in a Year 2 classroom – Chancellor State College (Primary Campus)
· Designed and implemented the 10 Queensland College of Teachers Standards
throughout experience
· Modified a pre existing unit to suit profiled cohort while engaging them in hands
on experiences that meet the intended learning outcomes
· Planned and implemented a unit of work
· Catered for diversity
· Incorporated ICT into the everyday classroom with Literacy and Numeracy activities
· Implemented ICT unit with Science unit
· Organised and supervised events for Under 8’s Day, Year 2 Diagnostic Net- Camping
Day and Questfest
Fields of Interest (education)
Literacy and numeracy Physical Education Music and Dance
ESL students ICT
Learning Support The Arts – visual arts and drama
Employment History
February 2009 – August 2011 Prouds Jewellers
strong>Sales Assistant-Supervisor
· Duty manager – key holder
· Team leader
· Deposit store money to bank
· Staff and customer diffusion skills
· Authorised to give refunds
· Friendly customer service
· Open and close up shop
January 2003 – January 2009 Big.W
Permanent part time associate- Business Manager
· Duty manager – key holder
· Team leader
· Open and close up shop
· Organisation of staff rostering
· Staff interviewing and training
· Fire team warden
· Staff and customer diffusion skills
· Authorised to give refunds
· Friendly customer service
Professional Associations
Associate Member of the Queensland Teachers’ Union Membership No: A016355
Licences
Positive Notice Blue Card Holder
Registration Number: 796442/2
Interests and Hobbies
· Team Sports
· Arts and Crafts
· Travel
Referees
Susan Howard
Senior Teacher
Chancellor State College
Phone:
Mobile: 0402 191 771
Home: 54 939 512
Valerie Gibbins
Senior Teacher
Chancellor State College
Phone:
Mobile: 0401 081 426
Home: 54 781 301
Alison Wilson
Senior Teacher
Matthew Flinders Anglican College
Phone:
Mobile: 0458 958 248
Work: 54 773 214
Kathy Konecnik
Business Manager Big W
Phone:
Work: 54 762 524
Home: 54 946 017
Jill Hoffman
Store Manager
Zamels Jewellers
Phone:
Mobile: 0403 163 511
Work: 54 527 689
Cover Letter
Chancellor State College School
Scholars Drive
Sippy Downs Qld 4556
Attention: Mr Mark Birchall
My name is Natalie Kane, I am writing to express my interest in being considered for any permanent, contract or supply positions for teaching in 2012.
I am a Bachelor of Learning Management ~ Early Childhood Graduate. My practical experiences have been with Year 2 twice and Preparatory. However I am willing to be available for all year levels, physical education and special education areas.
I can offer an energetic and lively approach to life and learning. I am passionate about helping students develop their full potential and am committed to achieving outcomes for all students. I am familiar with and able to implement effective and inclusive learning experiences that are consistent with relevant curriculum documents.
As a teacher I identify the unique needs, characteristics and learning styles of each of my students in order to plan meaningful and purposeful learning experiences that will encourage and motivate my students to be lifelong learners.
I consider myself as a dedicated and professional teacher whom is innovative, flexible and has initiative. I have previously developed a web quest and other digital tools and encourage students to be computer literate and use online learning as a resource to enhance their skills to participate in our highly technological world.
It is my aim to establish and maintain a warm, positive and happy environment where rewarding relationships develop with students, parents, staff and the community. I value the importance of a community and actively participate in activities and experiences that will strengthen student learning.
Thank you for the opportunity to submit my resume, I hope to hear from you soon.
Yours faithfully
Natalie Kane
Scholars Drive
Sippy Downs Qld 4556
Attention: Mr Mark Birchall
My name is Natalie Kane, I am writing to express my interest in being considered for any permanent, contract or supply positions for teaching in 2012.
I am a Bachelor of Learning Management ~ Early Childhood Graduate. My practical experiences have been with Year 2 twice and Preparatory. However I am willing to be available for all year levels, physical education and special education areas.
I can offer an energetic and lively approach to life and learning. I am passionate about helping students develop their full potential and am committed to achieving outcomes for all students. I am familiar with and able to implement effective and inclusive learning experiences that are consistent with relevant curriculum documents.
As a teacher I identify the unique needs, characteristics and learning styles of each of my students in order to plan meaningful and purposeful learning experiences that will encourage and motivate my students to be lifelong learners.
I consider myself as a dedicated and professional teacher whom is innovative, flexible and has initiative. I have previously developed a web quest and other digital tools and encourage students to be computer literate and use online learning as a resource to enhance their skills to participate in our highly technological world.
It is my aim to establish and maintain a warm, positive and happy environment where rewarding relationships develop with students, parents, staff and the community. I value the importance of a community and actively participate in activities and experiences that will strengthen student learning.
Thank you for the opportunity to submit my resume, I hope to hear from you soon.
Yours faithfully
Natalie Kane
Reference List
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2005). Programming and planning in early childhood settings. (3rd ed.). Vic., Australia: Thomson.
Belbin, M. (1993). Team Roles at Work. Oxford, United Kingdom: Butterworth-Heinemann.
Bloom, B. (1956). Taxonomy of Educational Objectives. Boston: Allyn and Bacon.
Bransford, J. (2007). Preparing People for Rapidly Changing Environments. Journal of Engineering Education, 96 (1), 1-3.
CQUniversity (2011), CQUniversity Graduate Attributes Fact Sheet, Corporate Projects Office, CQUniversity
CQUniversity. (2010). Professional Skills. Retrieved from,
http://kp.cqu.edu.au/FCWViewer/view.do;jsessionid=8a4d179b30da91c8936c0043476e8873eebe992b3ba4.e34MaxeRbhuObi0LaxqKc
3qQax4Pe6fznA5Pp7ftolbGmkTy?page=6274
Department of Education, Science and Training (2002), Employability Skills for the Future, Commonwealth of Australia, Canberra.
Department of Education and Training ACT. (2006). Teacher's Code of Professional Practice. Canberra: Department of Education and Training ACT.
Education Queensland. (2006). SMS-PR-012: Student Protection. Retrieved March 23, 2011, from
Department of Education and Training: http://education.qld.gov.au/publication/production/reports/pdfs/code-school-behaviour-a3.pdf
Gandini, L. (1993). Fundamentals of the Reggio Emilia approach to early childhood education. Young children, 49 (1), 4-8.
Hollingworth, R. (1999). The development of metacognitive skills among first year science students. New England: The University of New
England
Katz, L. G. (1984). The Professional Early Childhood Teacher. In J. F. Brown, Administering Programs for Young Children (pp. 23-30). Washington DC: National Association for the Education of Young Children.
Killen, R. (2009). Effective teaching strategies: Lessons from research and practice (5th ed.).Nelson, Vic: Thomson/Social Science Press.
Knight, P. & Yorke, M. (2005) Employability: judging and communicating achievements. York, United Kingdom: The higher Education Academy.
Lowrie,T. & Higgs,J. (2010). Teaching and Communicating ~ Rethinking Professional Experiences. Vic., Australia: Oxford University Press.
Marzano, R., & Pickering, D. (2006). Dimensions of learning: Teacher’s manual. Heatherton, VIC, Australia: Hawker Brownlow Education.
McMillan, K., &Weyers, J. (2006).The smarter student: Study skills & strategies for success at university. Harlow, Essex, England: Pearson Education Limited.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, Vol. 9, No. 5, 1-6.
Queensland College of Teachers, (2006). Professional Standards for Queensland teachers. Retrieved from http://www.qct.edu.au/Publications/Professional Standards/ProfessionalStandardsForQldTeachers2006.pdf
Queensland College of Teachers. (2008, December). Code of Ethics for Teachers in Queensland. Retrieved Septmeber 15, 2011, from
Queensland College of Teachers: http://www.qct.edu.au/conduct/codeofethics.html
Rodd, J. (2006). Leadership in Early Childhood. Allen and Unwin, Victoria: Australia.
The Alberta Teachers Association (2004). Safe and Caring Schools for Aboriginal Students, Canada.
Turney, C., Eltis, K.J., Towler, J., & Wright, R. (1986). The teacher’s world of work.Sydney, New South Wales, Australia: Sydmac Academic Press.
Belbin, M. (1993). Team Roles at Work. Oxford, United Kingdom: Butterworth-Heinemann.
Bloom, B. (1956). Taxonomy of Educational Objectives. Boston: Allyn and Bacon.
Bransford, J. (2007). Preparing People for Rapidly Changing Environments. Journal of Engineering Education, 96 (1), 1-3.
CQUniversity (2011), CQUniversity Graduate Attributes Fact Sheet, Corporate Projects Office, CQUniversity
CQUniversity. (2010). Professional Skills. Retrieved from,
http://kp.cqu.edu.au/FCWViewer/view.do;jsessionid=8a4d179b30da91c8936c0043476e8873eebe992b3ba4.e34MaxeRbhuObi0LaxqKc
3qQax4Pe6fznA5Pp7ftolbGmkTy?page=6274
Department of Education, Science and Training (2002), Employability Skills for the Future, Commonwealth of Australia, Canberra.
Department of Education and Training ACT. (2006). Teacher's Code of Professional Practice. Canberra: Department of Education and Training ACT.
Education Queensland. (2006). SMS-PR-012: Student Protection. Retrieved March 23, 2011, from
Department of Education and Training: http://education.qld.gov.au/publication/production/reports/pdfs/code-school-behaviour-a3.pdf
Gandini, L. (1993). Fundamentals of the Reggio Emilia approach to early childhood education. Young children, 49 (1), 4-8.
Hollingworth, R. (1999). The development of metacognitive skills among first year science students. New England: The University of New
England
Katz, L. G. (1984). The Professional Early Childhood Teacher. In J. F. Brown, Administering Programs for Young Children (pp. 23-30). Washington DC: National Association for the Education of Young Children.
Killen, R. (2009). Effective teaching strategies: Lessons from research and practice (5th ed.).Nelson, Vic: Thomson/Social Science Press.
Knight, P. & Yorke, M. (2005) Employability: judging and communicating achievements. York, United Kingdom: The higher Education Academy.
Lowrie,T. & Higgs,J. (2010). Teaching and Communicating ~ Rethinking Professional Experiences. Vic., Australia: Oxford University Press.
Marzano, R., & Pickering, D. (2006). Dimensions of learning: Teacher’s manual. Heatherton, VIC, Australia: Hawker Brownlow Education.
McMillan, K., &Weyers, J. (2006).The smarter student: Study skills & strategies for success at university. Harlow, Essex, England: Pearson Education Limited.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, Vol. 9, No. 5, 1-6.
Queensland College of Teachers, (2006). Professional Standards for Queensland teachers. Retrieved from http://www.qct.edu.au/Publications/Professional Standards/ProfessionalStandardsForQldTeachers2006.pdf
Queensland College of Teachers. (2008, December). Code of Ethics for Teachers in Queensland. Retrieved Septmeber 15, 2011, from
Queensland College of Teachers: http://www.qct.edu.au/conduct/codeofethics.html
Rodd, J. (2006). Leadership in Early Childhood. Allen and Unwin, Victoria: Australia.
The Alberta Teachers Association (2004). Safe and Caring Schools for Aboriginal Students, Canada.
Turney, C., Eltis, K.J., Towler, J., & Wright, R. (1986). The teacher’s world of work.Sydney, New South Wales, Australia: Sydmac Academic Press.
QCT Standards
QCT Standards- Practical experience report.
Introduction:
As a future learning manager I seek to give students a passion and enjoyment for learning. By valuing each and every child and by providing learning experiences that are authentic and meaningful which will carry into their future lifelong journey in becoming an effective member of society. I firmly believe in exclusivity for all students and catering to each child’s learning needs.
The Queensland College of Teachers has developed a set of 10 standards to adhere to as a teacher and these are transferable to many employment positions. In the following report it outlines my demonstrated abilities/skills I have attained throughout university studies and how I achieve the Queensland College Teachers (QCT) Professional Standards.
My metaphor for teaching: The soil in which all the flowers grow.
I am like the soil where the seeds are planted. I will provide the children the right amount of nutrients to enable them to grow individually at their own pace, a haven where they can explore and build dreams. They will brighten my world with their many challenges and delight me with their curiosity.
QCT Standard 1 -Design and implement engaging and flexible learning experiences for individuals and groups.
Through my growing knowledge of the Year Two Curriculum I have been able to plan accordingly to the Essential Learnings to ensure all lessons is age appropriate to the cohort. From continuous profiling of all learners I was able to identify individual strengths, weaknesses and interests and provide them with experiences that were both meaningful and relevant. Group work is undertaken in ability groups for literacy and reading rotations and mixed ability levels for all other group work.
QCT Standard 2 – Design and implement learning experiences that develop language, literacy and numeracy.
Students being literate and numerate in society are vital in becoming a successful member in society. In the classroom I provide a text rich environment as it gives students continuous exposure to a range of multimodal texts ensuring that all students are immersed in literacy. Literacy rotations are a valuable teaching tool as this allows all learners to develop their reading, writing and language skills in small/individual group environments. Each child is able to critically reflect upon what they are reading about through a Venn diagram, Y-Chart, retrieval chart or a cloze activity. The four resource model has worked well as a cloze activity as it allows for literal, inferential and evaluative questioning. In numeracy I have been able to do sequential lessons successfully while building on the students’ prior knowledge as my mentor teacher is well resourced with a wealth of knowledge in this KLA. This has allowed lots of hands on learning through concrete materials in lessons such as place value, chance, and money.
QCT Standard 3 – Design and implement intellectually challenging learning experiences
For the students spelling journals I have designed activities from Garners Multiple Intelligences frameworks of questioning. This allowed for me to cater for all learners in the classroom. This has been a valuable tool for me and the students’ to determine what activities they achieved well and other spelling strategies they found challenging.
Through the science unit that I have planned for this term I have been able to design activities to further extend all students through the terminology used for various learners. This has really engaged and encouraged all students feeling that they can achieve when they put their mind to it. This unit has involved exploration of numerous insects which has had new concepts introduced weekly with all students hooked through the investigations done. For the summative task students can provide as much scientific language as wanted allowing those students to excel even further.
QCT Standard 4 – Design and implement learning experiences that value diversity
Every child comes to the school context with their backpack that is filled with their understandings and acceptance of the world they live in. Teachers are the key to influencing the type of society we live in and the type of society we aspire to be. “Teachers can be leaders in ensuring that all students learn to respect each other’s culture, understand diverse points of view and model respect for everyone” (The Alberta Teachers Association, 2004). By providing an environment that is enriched by these diverse experiences provides a child with a strong foundation for their future years.
Through a variety of teaching strategies such as whole class, group, and individual tasks provided ensures that I am meeting the needs of individual learners. A small amount of students are ESL (English second language) therefore I need to check for understanding regularly with the task being asked of them. In the classroom safe positive learning environments have been established were it is okay to put your hand up and ask for clarification or to have a clever guess which may not be correct. We refer to the classroom behavioural chart which we brainstormed together at the beginning of the year around the 5C’s (Care, Courtesy, Commitment, Co operation and Challenge) at the school.
This has had a positive impact in the learning environments’ with students feeling that they are able to take risks and ask for help. This is also continuously reflected upon when discussing an event such as Mothers Day learning about different culture values on certain events. This has given insight to all students on how all families are different though similar at the same time. All learners are encouraged to ‘have a go’, ‘be a learner’ (commitment), in classroom activities that they may find challenging.
Modification is made within certain tasks for those that find it challenging and for the fast finishers to allow students to feel a sense of self worth and achievement at these tasks. Through my instructions given I have ensured them to be short, clear and precise as this caters for particular individual students.
QCT Standard 5 – Assess and report constructively on student learning
I used anecdotal notes, informal conversations, observation and focused analysis to assess in a formative way. Hence they feel ready for their summative task. To ensure the success in the students summative task a report guide has been utilised for all students’ to use to guide their PowerPoint presentation that matches the requirements for the rubric. Feedback is given to the students at an informal level. This allows students to reflect on their work and make any changes accordingly.
QCT Standard 6 – Support personal development and participation in society
In the classroom there is a behavioural and Hi Five chart that is referred to regularly. These charts are a good visual that can be referred to in the classroom setting. As this allows students to become self efficient at knowing the expectations that are to be followed in a play ground and inside classroom situation. This will continue to help students to solve their own problems outside of the school situation. To support all students in their personal development I have profiled each student’s strengths, weaknesses, likes and dislikes. In learning experiences I use as many authentic activities that enhance their learning through engagement and wanting to learn.
QCT Standard 7 – Create and maintain safe and supportive learning environments
Students need to know that they can explore their world in an environment that is warm, friendly and caring. Gandini, (1993) states that “for children to learn, their well being must be guaranteed” (p.5).
In the classroom I have ensured to provide an environment that allows students to feel safe and secure. I have been working hard at knowing each individual child through profiling as it creates positive partnership of trust. It is of a high interest to me that all learners can reach their maximum abilities. Creating a positive room environment through having behavioural issues in place which allows students to always ‘have a go’ of sharing their ideas and supports risk taking which I believe is vital in the classroom setting.
QCT Standard 8 – Foster positive and productive relationships with families and the community
In an educational setting, it is imperative for the learning manager to create and maintain an open relationship with the families of their students, as according to Arthur et al, “the interactions between families and educators have a major impact on the climate of the early childhood setting or school” (2005, pg. 325).
In the classroom environment I have had regular interactions with parents through dropping and picking up their children, sending newsletters/notes home, and emails. This has created strong relationships between the children and their families. Through providing ongoing, open communication in a number of ways that has catered for all parents. This has also become more evident from being in the classroom from day one as it has allowed me to build a trustworthy and strong link with all families and other teachers in the school especially cohort level teachers. I have attended one on one parent interviews formal and informal to allow parents to get involved in their child’s learning.
As a future educator I will encourage share decision making to not be judgemental on my own opinions on what I think is best for the child and respect the parent’s decision through trust. I will be sensitive to diverse perspectives and will try to give empathy to the parent or parents when needed.
QCT Standard 9 – Contribute effectively to professional teams
I have contributed to the school through participating in the year 2 Net Day, Under 8’s Day, and Questfest. I have organised various activities to be implemented on the day of these events. I attend all cohort and school staff meetings giving input when opportunities arise. I have also taken on extra professional development in consecutive behavioural, support-a-talker and importance of early years learning meetings. I have been with my mentor teacher and other year two teachers in becoming more aware of the National Curriculum standards which will take place next year.
QCT Standard 10 – Commit to reflective practice and professional renewal
I am dedicated in being a reflective practitioner as to ensure that I am providing the sufficient learning experiences. Through regular reflections in my daily discourses I am able to identify my strengths and needs in order to improve my personal and collegial professional development. I strongly strive to achieve students meeting the intended learning outcome to the Essential Learnings preparing them for the years ahead. I believe that the early years provide the foundation for the rest of their schooling. I will continue to be reflective and am willing to have professional renewal as needed to enhance my students learning. A big focus in reflections is about students learning though it is also the way it is delivered through making it engaging and authentic to students as this not only gains most students attention behaviour is also more well managed.
Introduction:
As a future learning manager I seek to give students a passion and enjoyment for learning. By valuing each and every child and by providing learning experiences that are authentic and meaningful which will carry into their future lifelong journey in becoming an effective member of society. I firmly believe in exclusivity for all students and catering to each child’s learning needs.
The Queensland College of Teachers has developed a set of 10 standards to adhere to as a teacher and these are transferable to many employment positions. In the following report it outlines my demonstrated abilities/skills I have attained throughout university studies and how I achieve the Queensland College Teachers (QCT) Professional Standards.
My metaphor for teaching: The soil in which all the flowers grow.
I am like the soil where the seeds are planted. I will provide the children the right amount of nutrients to enable them to grow individually at their own pace, a haven where they can explore and build dreams. They will brighten my world with their many challenges and delight me with their curiosity.
QCT Standard 1 -Design and implement engaging and flexible learning experiences for individuals and groups.
Through my growing knowledge of the Year Two Curriculum I have been able to plan accordingly to the Essential Learnings to ensure all lessons is age appropriate to the cohort. From continuous profiling of all learners I was able to identify individual strengths, weaknesses and interests and provide them with experiences that were both meaningful and relevant. Group work is undertaken in ability groups for literacy and reading rotations and mixed ability levels for all other group work.
QCT Standard 2 – Design and implement learning experiences that develop language, literacy and numeracy.
Students being literate and numerate in society are vital in becoming a successful member in society. In the classroom I provide a text rich environment as it gives students continuous exposure to a range of multimodal texts ensuring that all students are immersed in literacy. Literacy rotations are a valuable teaching tool as this allows all learners to develop their reading, writing and language skills in small/individual group environments. Each child is able to critically reflect upon what they are reading about through a Venn diagram, Y-Chart, retrieval chart or a cloze activity. The four resource model has worked well as a cloze activity as it allows for literal, inferential and evaluative questioning. In numeracy I have been able to do sequential lessons successfully while building on the students’ prior knowledge as my mentor teacher is well resourced with a wealth of knowledge in this KLA. This has allowed lots of hands on learning through concrete materials in lessons such as place value, chance, and money.
QCT Standard 3 – Design and implement intellectually challenging learning experiences
For the students spelling journals I have designed activities from Garners Multiple Intelligences frameworks of questioning. This allowed for me to cater for all learners in the classroom. This has been a valuable tool for me and the students’ to determine what activities they achieved well and other spelling strategies they found challenging.
Through the science unit that I have planned for this term I have been able to design activities to further extend all students through the terminology used for various learners. This has really engaged and encouraged all students feeling that they can achieve when they put their mind to it. This unit has involved exploration of numerous insects which has had new concepts introduced weekly with all students hooked through the investigations done. For the summative task students can provide as much scientific language as wanted allowing those students to excel even further.
QCT Standard 4 – Design and implement learning experiences that value diversity
Every child comes to the school context with their backpack that is filled with their understandings and acceptance of the world they live in. Teachers are the key to influencing the type of society we live in and the type of society we aspire to be. “Teachers can be leaders in ensuring that all students learn to respect each other’s culture, understand diverse points of view and model respect for everyone” (The Alberta Teachers Association, 2004). By providing an environment that is enriched by these diverse experiences provides a child with a strong foundation for their future years.
Through a variety of teaching strategies such as whole class, group, and individual tasks provided ensures that I am meeting the needs of individual learners. A small amount of students are ESL (English second language) therefore I need to check for understanding regularly with the task being asked of them. In the classroom safe positive learning environments have been established were it is okay to put your hand up and ask for clarification or to have a clever guess which may not be correct. We refer to the classroom behavioural chart which we brainstormed together at the beginning of the year around the 5C’s (Care, Courtesy, Commitment, Co operation and Challenge) at the school.
This has had a positive impact in the learning environments’ with students feeling that they are able to take risks and ask for help. This is also continuously reflected upon when discussing an event such as Mothers Day learning about different culture values on certain events. This has given insight to all students on how all families are different though similar at the same time. All learners are encouraged to ‘have a go’, ‘be a learner’ (commitment), in classroom activities that they may find challenging.
Modification is made within certain tasks for those that find it challenging and for the fast finishers to allow students to feel a sense of self worth and achievement at these tasks. Through my instructions given I have ensured them to be short, clear and precise as this caters for particular individual students.
QCT Standard 5 – Assess and report constructively on student learning
I used anecdotal notes, informal conversations, observation and focused analysis to assess in a formative way. Hence they feel ready for their summative task. To ensure the success in the students summative task a report guide has been utilised for all students’ to use to guide their PowerPoint presentation that matches the requirements for the rubric. Feedback is given to the students at an informal level. This allows students to reflect on their work and make any changes accordingly.
QCT Standard 6 – Support personal development and participation in society
In the classroom there is a behavioural and Hi Five chart that is referred to regularly. These charts are a good visual that can be referred to in the classroom setting. As this allows students to become self efficient at knowing the expectations that are to be followed in a play ground and inside classroom situation. This will continue to help students to solve their own problems outside of the school situation. To support all students in their personal development I have profiled each student’s strengths, weaknesses, likes and dislikes. In learning experiences I use as many authentic activities that enhance their learning through engagement and wanting to learn.
QCT Standard 7 – Create and maintain safe and supportive learning environments
Students need to know that they can explore their world in an environment that is warm, friendly and caring. Gandini, (1993) states that “for children to learn, their well being must be guaranteed” (p.5).
In the classroom I have ensured to provide an environment that allows students to feel safe and secure. I have been working hard at knowing each individual child through profiling as it creates positive partnership of trust. It is of a high interest to me that all learners can reach their maximum abilities. Creating a positive room environment through having behavioural issues in place which allows students to always ‘have a go’ of sharing their ideas and supports risk taking which I believe is vital in the classroom setting.
QCT Standard 8 – Foster positive and productive relationships with families and the community
In an educational setting, it is imperative for the learning manager to create and maintain an open relationship with the families of their students, as according to Arthur et al, “the interactions between families and educators have a major impact on the climate of the early childhood setting or school” (2005, pg. 325).
In the classroom environment I have had regular interactions with parents through dropping and picking up their children, sending newsletters/notes home, and emails. This has created strong relationships between the children and their families. Through providing ongoing, open communication in a number of ways that has catered for all parents. This has also become more evident from being in the classroom from day one as it has allowed me to build a trustworthy and strong link with all families and other teachers in the school especially cohort level teachers. I have attended one on one parent interviews formal and informal to allow parents to get involved in their child’s learning.
As a future educator I will encourage share decision making to not be judgemental on my own opinions on what I think is best for the child and respect the parent’s decision through trust. I will be sensitive to diverse perspectives and will try to give empathy to the parent or parents when needed.
QCT Standard 9 – Contribute effectively to professional teams
I have contributed to the school through participating in the year 2 Net Day, Under 8’s Day, and Questfest. I have organised various activities to be implemented on the day of these events. I attend all cohort and school staff meetings giving input when opportunities arise. I have also taken on extra professional development in consecutive behavioural, support-a-talker and importance of early years learning meetings. I have been with my mentor teacher and other year two teachers in becoming more aware of the National Curriculum standards which will take place next year.
QCT Standard 10 – Commit to reflective practice and professional renewal
I am dedicated in being a reflective practitioner as to ensure that I am providing the sufficient learning experiences. Through regular reflections in my daily discourses I am able to identify my strengths and needs in order to improve my personal and collegial professional development. I strongly strive to achieve students meeting the intended learning outcome to the Essential Learnings preparing them for the years ahead. I believe that the early years provide the foundation for the rest of their schooling. I will continue to be reflective and am willing to have professional renewal as needed to enhance my students learning. A big focus in reflections is about students learning though it is also the way it is delivered through making it engaging and authentic to students as this not only gains most students attention behaviour is also more well managed.
Graduate Attributes 5 - 8
Graduate Attribute: Team Work
Evidence and Justification
Suggested by McMillan and Weyers (2006) the success of any team depends on its ability to communicate. It is important that every team member understands what is expected of them. I believe team work is a great opportunity to learn from others while others also learn from you. It allows opportunities to bounce ideas back and forth through professional discussions. I see myself within Belbin’s (1993) nine team roles as the team worker with the contributions of being co-operative, mild perceptive and diplomatic, good at listening, building and averting friction.
Through my university studies I have been involved in a number of group works situations where our team developed though the connecting, confronting, co-operating as a team, collaborating as an effective team and closure stage (Rodd, 2006). I have gone through this process a number of times whilst doing this I have developed adequate skills within being a team member. In team work we sorted through disagreements, brainstormed, problem solved, and divided the work up evenly. I learnt skills such as co-operation listen and be open to others ideas/opinions without judgement, suggest ideas and ensure that the workload is divided evenly. This has allowed me to prepare skills for when working with other colleagues in the teaching profession while also allowing students to work in team situations in the classroom and develop these skills.
As believed by mentor teacher, Gibbons (2011), ‘ At all times Ms Kane has endeavoured to contribute to the Year 2 planning along with other teachers and has willingly accepted advice and lesson sources and has reciprocated by sharing her own resources with the teaching team’. I enjoy being involved in any team situation and will openly asked for guidance to ensure I am meeting the teams standard of what needs to be addressed. I believe that time management and organisation skills are a vital aspect to have when working in team situations as you need time frames which allows meetings to run to schedule. As believed by mentor teacher, Gibbons (2011), ‘Ms Kane has demonstrated on a daily basis: total preparedness and outstanding organisational skills’. I see this as the key to success in group/team situations as the capacity to work quickly to meet the target and the knack of seeing each job though to a conclusion, which I think I do diligently.
Links to QCT Standards
1. Design and implement engaging and flexible learning experiences for individuals
and groups
6. Support personal development and participation in society
7. Create and maintain safe and supportive learning environments
9. Contribute effectively to professional teams
Graduate Attribute: Information Technology Competence
Evidence and Justification
Through a futures orientated lens, it can be relevant to say that in a society like todays, technology is only going to become more advanced as time goes on. We live in a world overflowing with information communication technologies (ICTs), access to the World Wide Web and digital tools I never thought would exist this time five years ago. Prensky (2001) urges that “today’s teachers have to learn to communicate in the language and style of their students” (pp.4) on all levels and across the curriculum. This means that educators need to maintain a constant mindset that is focused on providing their students with the necessary skills to understand and control technology, whilst encouraging them to embrace the advanced world they live in.
Through Managing E Learning completed through university studies I gained competences in information technology. In My E-learning journey was a great learning experience as I can now incorporate these Information communication technologies in my future teaching. As society is rapidly ever changing with ICT becoming part of everyday practices, it is important as a future learning manager that I incorporate a range of ICT tools into my everyday classroom practices. I have gained technology competence through a number of digital tools such as creating websites, podcast, wikis, blogs, wordle, concept mapping and many more. Through this course I learnt about ‘how to assess and gain information’, ‘consolidate and refine information’, transform information to develop new understandings, and ‘present knowledge to an audience’. I was able to use these four skills through a digital tool.
I have then transferred these skills to the classroom as I have found that students are engaged through the use of technology or the use of digital tools. I use them when introducing a new topic, doing an activity or task or using a digital tool for an assessment task. Throughout my practical experiences I used the internet, learning place, learning objectives, cameras, PowerPoints and many more digital tools.
I think it is not only important to know how to use this digital tool though how to use it well within the classroom context to have a set purpose relevant to learning and engaging to students. As stated by mentor teacher, Howard (2011), ‘ICT were used and these programmes reinforced the program objectives set in various units such as the narrative and the insect unit. Various programs were used to cater for children of varied abilities’.
I have learnt how valuable ICT tools are as long as they facilitate, support and engage learners with an intended learning outcome. Digital technologies support and enhance students learning by meeting individual learner’s needs, while developing higher-order thinking skills and allowing for enhancing creativity. Digital tools can be used across all Key Learning Areas at any year juncture. I endeavour to continue to use a range of ICTs in my future classroom practices as it provides a range of alternate resources. Different teaching strategies are simply different ways of helping students to learn (Killen, 2009, p.74).
Links to QCT Standards
1. Design and implement engaging and flexible learning experiences for individuals
and groups
2. Design and implement learning experiences that develop language, literacy and
numeracy
8. Foster positive and productive relationships with families and the community
Graduate Attribute: Cross Cultural Competence
Evidence and Justification
In my travels to Thailand and Vanuatu it opened my eyes to the cultural diversity with the socio-economic status, language challenges, health and hygiene differences between houses, resorts and restaurants. It allowed me to realise what each child beings to the classroom context taking in all of their prior experiences and differences beyond their schooling. I know that every child comes to the school context with their backpack that is filled with their understandings and acceptance of the world they live in.
Throughout my practical experiences I have taught different backgrounds and cultural differences. I had a number of students that were ESL with language barriers, learning styles and abilities. I strived to scaffold their learning. Planning extra activities that suited their individual needs I also ensured to provide a supporting learning environment of all diversity through respecting one another allowing all to feel valued. Through doing this it allowed all students to focus on the positive characteristics of each other to feel safe and secure I believe that as a teachers I was leading to ensure that all students learn to respect each other’s culture, understand diverse points of view and model respect for everyone (The Alberta Teachers Association, 2004).By providing an environment that is enriched by these diverse experiences provides a child with a strong foundation for their future years.
I believe that what children primarily need is to feel safe and secure. They need to know they can explore their world in an environment that is warm, friendly and caring. For children to learn, their well-being must be guaranteed. Emotional engagement is the key to all learning. I understand that all children have had prior experiences therefore they will all have different strengths, values and beliefs. I regard each student as an individual. This is demonstrated in my profiling of students to determine their diverse individual interests, needs, strengths and abilities. Students’ diverse range could include cultural differences, learning styles and varying family backgrounds. As stated by mentor teacher, Howard 2011, ‘Natalie had the opportunity to experience having children with identified learning difficulties in the class. Planning for these children’s learning experiences was appropriate and relevant. I must make mention that Natalie used her initiative and creativity to provide activities which they could do independently and be part if the class rotations. Natalie demonstrated an extraordinary ability to promote inclusivity’.
I will welcome all diversity into the classroom and I believe all children are capable learners. Understanding each child as an individual is a step toward creating a curriculum in a learning environment that affords a variety of opportunities to meet the varied needs of the children. Educators need to know each individual child as it creates positive partnerships of trust. Hence, revolve learning activities around students’ interests, also allowing students to be involved in decision making when applicable as it creates a sense of belonging. This will result in building genuine relationships with the children in our care. In doing so we empower them to gain the best learning experience they can have.
Links to QCT Standards
4. Design and implement learning experiences that value diversity
6. Support personal development and participation in society
Graduate Attribute: Ethical Practice
Evidence and Justification
According to state policies have highlighted that employees of education systems, in particular schools, must conduct themselves in a lawful, ethical, safe and responsible manner (Education Queensland, 2006). I have become aware of these throughout a university subject were we learnt about how various cases can lead to be ethical dilemmas in our teaching profession. My understanding of ethical dilemmas ensured me that I need to maintain high ethical conduct and practise. By demonstrating punctuality, compliance, confidentiality and respect to staff members, students and community members that my ethical practise is to a high standard. As stated by mentor teacher, Gibbons (2011), ‘Ms Kane reviews the day’s activities with the students so that they are aware of what they have learned and why. She also reflects upon her own teaching to endeavour to find ways of improving /changing lessons to better suit the students’ needs. She is aware of protocol and demonstrates a willingness to learn by approaching other teachers if not sure of the correct procedures. She has explored One School, the Learning Place, and the EQ Website as well as endeavouring to learn the mandatory administrative procedures which teachers must follow’.
As believed by mentor teacher, Howard (2011), ‘Natalie interpersonal skills are to be commended. She displayed sensitivity to parent queries about their children and was able to diplomatically dispel their concerns. It was unfortunate that Natalie was faced with a situation in the classroom whereby an irate parent verbally intimidated her. Natalie is to be congratulated on the way she handled herself in this confrontation. She was able to calmly state her case until the parent was referred to the administration’.
I believe from this valuable learning curve I learnt that there will be situations where teachers are required to make choices that are in conformity with the ethics, morals, and legal aspects to ensure standards of the profession (Katz, 1984). I believe I use my professional judgement well in this situation considering consequences and outcomes in order to make decisions that are in agreement with the ethics and standards within this profession. I followed the correct procedure within this context as later discussed between myself and the principal.
I feel that is it important to know what ethical practices are needed to abide to as to ensure that I am being a knowledgeable teacher for when unexpected occurrences happen. In the framework of completing discourses teacher develop professional philosophies on their service to others and themselves. In the teaching profession will be faced on a daily occurrence of implications consisting from other teachers to students. It is a matter of time and learning to balance them out. Within the profession there will be ideologies with those of others, teachers will have to put aside their personal mortality and remember the ‘Professional ethics is a shared process of critical reflection upon our obligations as professionals’ (Turney, Eltis, Towler, & Wright (1986, p.8).
Links to QCT Standards
4. Design and implement learning experiences that value diversity
5. Assess and report constructively on student learning
7. Create and maintain safe and supportive learning environments
8. Foster positive and productive relationships with families and the community
Evidence and Justification
Suggested by McMillan and Weyers (2006) the success of any team depends on its ability to communicate. It is important that every team member understands what is expected of them. I believe team work is a great opportunity to learn from others while others also learn from you. It allows opportunities to bounce ideas back and forth through professional discussions. I see myself within Belbin’s (1993) nine team roles as the team worker with the contributions of being co-operative, mild perceptive and diplomatic, good at listening, building and averting friction.
Through my university studies I have been involved in a number of group works situations where our team developed though the connecting, confronting, co-operating as a team, collaborating as an effective team and closure stage (Rodd, 2006). I have gone through this process a number of times whilst doing this I have developed adequate skills within being a team member. In team work we sorted through disagreements, brainstormed, problem solved, and divided the work up evenly. I learnt skills such as co-operation listen and be open to others ideas/opinions without judgement, suggest ideas and ensure that the workload is divided evenly. This has allowed me to prepare skills for when working with other colleagues in the teaching profession while also allowing students to work in team situations in the classroom and develop these skills.
As believed by mentor teacher, Gibbons (2011), ‘ At all times Ms Kane has endeavoured to contribute to the Year 2 planning along with other teachers and has willingly accepted advice and lesson sources and has reciprocated by sharing her own resources with the teaching team’. I enjoy being involved in any team situation and will openly asked for guidance to ensure I am meeting the teams standard of what needs to be addressed. I believe that time management and organisation skills are a vital aspect to have when working in team situations as you need time frames which allows meetings to run to schedule. As believed by mentor teacher, Gibbons (2011), ‘Ms Kane has demonstrated on a daily basis: total preparedness and outstanding organisational skills’. I see this as the key to success in group/team situations as the capacity to work quickly to meet the target and the knack of seeing each job though to a conclusion, which I think I do diligently.
Links to QCT Standards
1. Design and implement engaging and flexible learning experiences for individuals
and groups
6. Support personal development and participation in society
7. Create and maintain safe and supportive learning environments
9. Contribute effectively to professional teams
Graduate Attribute: Information Technology Competence
Evidence and Justification
Through a futures orientated lens, it can be relevant to say that in a society like todays, technology is only going to become more advanced as time goes on. We live in a world overflowing with information communication technologies (ICTs), access to the World Wide Web and digital tools I never thought would exist this time five years ago. Prensky (2001) urges that “today’s teachers have to learn to communicate in the language and style of their students” (pp.4) on all levels and across the curriculum. This means that educators need to maintain a constant mindset that is focused on providing their students with the necessary skills to understand and control technology, whilst encouraging them to embrace the advanced world they live in.
Through Managing E Learning completed through university studies I gained competences in information technology. In My E-learning journey was a great learning experience as I can now incorporate these Information communication technologies in my future teaching. As society is rapidly ever changing with ICT becoming part of everyday practices, it is important as a future learning manager that I incorporate a range of ICT tools into my everyday classroom practices. I have gained technology competence through a number of digital tools such as creating websites, podcast, wikis, blogs, wordle, concept mapping and many more. Through this course I learnt about ‘how to assess and gain information’, ‘consolidate and refine information’, transform information to develop new understandings, and ‘present knowledge to an audience’. I was able to use these four skills through a digital tool.
I have then transferred these skills to the classroom as I have found that students are engaged through the use of technology or the use of digital tools. I use them when introducing a new topic, doing an activity or task or using a digital tool for an assessment task. Throughout my practical experiences I used the internet, learning place, learning objectives, cameras, PowerPoints and many more digital tools.
I think it is not only important to know how to use this digital tool though how to use it well within the classroom context to have a set purpose relevant to learning and engaging to students. As stated by mentor teacher, Howard (2011), ‘ICT were used and these programmes reinforced the program objectives set in various units such as the narrative and the insect unit. Various programs were used to cater for children of varied abilities’.
I have learnt how valuable ICT tools are as long as they facilitate, support and engage learners with an intended learning outcome. Digital technologies support and enhance students learning by meeting individual learner’s needs, while developing higher-order thinking skills and allowing for enhancing creativity. Digital tools can be used across all Key Learning Areas at any year juncture. I endeavour to continue to use a range of ICTs in my future classroom practices as it provides a range of alternate resources. Different teaching strategies are simply different ways of helping students to learn (Killen, 2009, p.74).
Links to QCT Standards
1. Design and implement engaging and flexible learning experiences for individuals
and groups
2. Design and implement learning experiences that develop language, literacy and
numeracy
8. Foster positive and productive relationships with families and the community
Graduate Attribute: Cross Cultural Competence
Evidence and Justification
In my travels to Thailand and Vanuatu it opened my eyes to the cultural diversity with the socio-economic status, language challenges, health and hygiene differences between houses, resorts and restaurants. It allowed me to realise what each child beings to the classroom context taking in all of their prior experiences and differences beyond their schooling. I know that every child comes to the school context with their backpack that is filled with their understandings and acceptance of the world they live in.
Throughout my practical experiences I have taught different backgrounds and cultural differences. I had a number of students that were ESL with language barriers, learning styles and abilities. I strived to scaffold their learning. Planning extra activities that suited their individual needs I also ensured to provide a supporting learning environment of all diversity through respecting one another allowing all to feel valued. Through doing this it allowed all students to focus on the positive characteristics of each other to feel safe and secure I believe that as a teachers I was leading to ensure that all students learn to respect each other’s culture, understand diverse points of view and model respect for everyone (The Alberta Teachers Association, 2004).By providing an environment that is enriched by these diverse experiences provides a child with a strong foundation for their future years.
I believe that what children primarily need is to feel safe and secure. They need to know they can explore their world in an environment that is warm, friendly and caring. For children to learn, their well-being must be guaranteed. Emotional engagement is the key to all learning. I understand that all children have had prior experiences therefore they will all have different strengths, values and beliefs. I regard each student as an individual. This is demonstrated in my profiling of students to determine their diverse individual interests, needs, strengths and abilities. Students’ diverse range could include cultural differences, learning styles and varying family backgrounds. As stated by mentor teacher, Howard 2011, ‘Natalie had the opportunity to experience having children with identified learning difficulties in the class. Planning for these children’s learning experiences was appropriate and relevant. I must make mention that Natalie used her initiative and creativity to provide activities which they could do independently and be part if the class rotations. Natalie demonstrated an extraordinary ability to promote inclusivity’.
I will welcome all diversity into the classroom and I believe all children are capable learners. Understanding each child as an individual is a step toward creating a curriculum in a learning environment that affords a variety of opportunities to meet the varied needs of the children. Educators need to know each individual child as it creates positive partnerships of trust. Hence, revolve learning activities around students’ interests, also allowing students to be involved in decision making when applicable as it creates a sense of belonging. This will result in building genuine relationships with the children in our care. In doing so we empower them to gain the best learning experience they can have.
Links to QCT Standards
4. Design and implement learning experiences that value diversity
6. Support personal development and participation in society
Graduate Attribute: Ethical Practice
Evidence and Justification
According to state policies have highlighted that employees of education systems, in particular schools, must conduct themselves in a lawful, ethical, safe and responsible manner (Education Queensland, 2006). I have become aware of these throughout a university subject were we learnt about how various cases can lead to be ethical dilemmas in our teaching profession. My understanding of ethical dilemmas ensured me that I need to maintain high ethical conduct and practise. By demonstrating punctuality, compliance, confidentiality and respect to staff members, students and community members that my ethical practise is to a high standard. As stated by mentor teacher, Gibbons (2011), ‘Ms Kane reviews the day’s activities with the students so that they are aware of what they have learned and why. She also reflects upon her own teaching to endeavour to find ways of improving /changing lessons to better suit the students’ needs. She is aware of protocol and demonstrates a willingness to learn by approaching other teachers if not sure of the correct procedures. She has explored One School, the Learning Place, and the EQ Website as well as endeavouring to learn the mandatory administrative procedures which teachers must follow’.
As believed by mentor teacher, Howard (2011), ‘Natalie interpersonal skills are to be commended. She displayed sensitivity to parent queries about their children and was able to diplomatically dispel their concerns. It was unfortunate that Natalie was faced with a situation in the classroom whereby an irate parent verbally intimidated her. Natalie is to be congratulated on the way she handled herself in this confrontation. She was able to calmly state her case until the parent was referred to the administration’.
I believe from this valuable learning curve I learnt that there will be situations where teachers are required to make choices that are in conformity with the ethics, morals, and legal aspects to ensure standards of the profession (Katz, 1984). I believe I use my professional judgement well in this situation considering consequences and outcomes in order to make decisions that are in agreement with the ethics and standards within this profession. I followed the correct procedure within this context as later discussed between myself and the principal.
I feel that is it important to know what ethical practices are needed to abide to as to ensure that I am being a knowledgeable teacher for when unexpected occurrences happen. In the framework of completing discourses teacher develop professional philosophies on their service to others and themselves. In the teaching profession will be faced on a daily occurrence of implications consisting from other teachers to students. It is a matter of time and learning to balance them out. Within the profession there will be ideologies with those of others, teachers will have to put aside their personal mortality and remember the ‘Professional ethics is a shared process of critical reflection upon our obligations as professionals’ (Turney, Eltis, Towler, & Wright (1986, p.8).
Links to QCT Standards
4. Design and implement learning experiences that value diversity
5. Assess and report constructively on student learning
7. Create and maintain safe and supportive learning environments
8. Foster positive and productive relationships with families and the community
Graduate Attributes 1 - 4
Graduate Attribute: Communication
Evidence and Justification
Effective communication is integral between all key stakeholders in the workplace and beyond. Communication is a dynamic process that individuals use to exchange ideas, relate experiences, make sense of situations or convey meaning, through a variety of forms, codes and channels (Lowrie and Higgs, 2010).
As a future educator I will endeavour to create strong partnerships between the children and their families. I believe that I share with parents the responsibility for teaching their child. Through providing ongoing, open communication in a number of ways will cater for all parents through the use of emails, phone calls, in personal student’s journals, virtual classroom or a brief discussion either in the morning or after school. I also encourage parent and/or community support and involvement in the classroom as an essential part of a learner’s education. Therefore I encourage an open classroom policy involving students, teachers and parents in the learning process. I aim to provide social networks such as team work and guest speakers to give children a wide range of experiences that produce social connections with peers, families and the wider community. I endeavour to work collaboratively with all stakeholders to improve teaching and learning within the school, and at all times maintain confidentiality.
As stated from mentor teacher, Wilson (2010) ‘Natalie built positive partnerships with all stakeholders including colleagues, parents and students’. I believe that communication is the key from creating a learning environment that is safe and supportive through regular communication verbal and non verbal actions allows learning to be positive for all key holders. From strong partnerships it allows you to gain a deep insight about your students learning styles, interests, family background, strengths, needs, through the communication with either the student themself, parent or other colleagues.
Communication through parent interviews has been a great experience as allowed the opportunity for me to communicate how their child was progressing. Also with parent helpers communicating what tasks/activities they were to manage with the students in the learning environment. I also gained professional feedback from my mentor teacher which was valuable to me having professional discussions.
In the classroom I continue to endeavour to transform my students with great communication skills in a number of situations to help them in the real world context to become successful citizens. Students communicate daily through oral presentations, reading groups, maths groups, brainstorming activities, think pair share, drama role plays of an enactment of a story to assist in the development of their skills.
Links to QCT Standards
2. Design and implement learning experiences that develop language, literacy and
numeracy
3. Design and implement intellectually challenging learning experiences
4. Design and implement learning experiences that value diversity
5. Assess and report constructively on student learning
6. Support personal development and participation in society
7. Create and maintain safe and supportive learning environments
8. Foster positive and productive relationships with families and the community
9.Contribute effectively to professional teams
Graduate Attribute: Problem Solving
Evidence and Justification
In the classroom setting I have been faced with a number of problems from something as small as a child that has forgotten their lunch, to adjusting planning to fit in with sports day or a guest speaker, organising problem solving lessons for students to do, or solving a problem within or outside of the school context. I believe that is vital for students to be exposed to lessons where they are to solve a problem it isn’t just a straight forward answer. As within society we are faced with a number of problems and we need to have the necessary skills to be able to solve it. Problem Solving skills are important as they create a foundation for future learning in the school and wider community context (Hollingworth, 1999).
In my planning, problem solving is used regularly through lesson planning, trying to get students to meet the intended learning outcome while being engaged, while enhancing my own teaching skills. Through learning experiences I have created for the younger year levels, firstly I give students a framework to scaffold their learning this could be done through a Y Chart (Looks, feels and sounds like). I then allow students to look at the stimulus picture for writing and brainstorm together as a whole class then individually to cater for all learners. I reframed from using prompts or giving guidance unless needed. I accepted all responses to the Y-chart various students to think metaphorically like ‘a fire surrounding you would look like a pack of lions around you. Would feel like I need a ice cream to rehydrate’. From one student starting with me giving enthusiasm to responses made all students want to join in.
As according to the productive pedagogy ‘higher-order thinking’ I was helping students become producers of knowledge as I was creating an activity that allowed students to engage in higher order thinking (Department of Education, 2002). The students were engaged and I wasn’t sure what the students would produce in their writing, though it ended up a stimulus lesson for most students. According to mentor teacher, Howard (2011), ‘Natalie’s questioning techniques were varied and higher order questions were used to promote critical thinking’.
Problem solving skills are incorporated not only individually. Though also in group situations such as reading group rotations, maths word problems to be solved or a Science and SOSE investigations activities and tasks. Students enjoy these challenges and work well through brainstorming collaboratively as a group or class.
Links to QCT Standards
2. Design and implement learning experiences that develop language, literacy and
numeracy
3. Design and implement intellectually challenging learning experiences
9. Contribute effectively to professional teams
Graduate Attribute: Critical Thinking
Evidence and Justification
Through my continuous study of the Bachelor of Learning Management (Early Childhood) degree is supported by a framework called the Dimensions of Learning. There are five dimensions within this framework with one of these being Habits of Mind which is dimension five (Marzano and Pickering, 2006). Critical thinking falls under this dimension which involves other habits such as seeking accuracy, taking a position on arising issues, restraining impulsivity, being clear, maintaining an open mind, and responding to others’ feelings and level of knowledge (Marzano and Pickering, 2006, p.262).
I have used critical thinking from my first year at university and incorporated this in my teaching practices as I have become acquired to this skill of thinking critically. I have used this manual endlessly to gain knowledge and ideas about teaching. I have used this skill in situations throughout my life such as through seeking accuracy in my assessment or in the school context with how I could improve a lesson. Listening to others opinions before giving feedback/guidance on the issues, presenting information to mentor teachers, peers or students are all aspects of using critical thinking. As believed by mentor teacher, Gibbons (2011) ‘Ms Kane has: encouraged students’ personal growth educationally and socially by example, demonstrating a commitment to excellence in expectations, presentations and social justice by remaining fair, approachable and consistent at all times’.
In the classroom context throughout this year in a year 2 classroom we focused on ‘responding to others’ feelings and level of knowledge. As within the learners there is a wide gap between the learners’ abilities which was evident to me when profiling at the beginning of the year. In the classroom we did our classroom rules and expectations with some of these relating to this dimension. Such as ‘always having a go’ be a learner’, ‘be kind’ ‘be supportive’. This built a classroom that strived at achieving these if they didn’t me and the class would reiterate what our expectations were. As the year progresses I noticed the higher level students patting other students on their back and saying ‘good job x I like how you had a go’. Instead of the answer is... how come you don’t know that or calling out the answer. Through our learning goal lesson as our class there were regular discussions that we are all at different learning levels and that it is okay like us as teachers are all at different learning levels as well. This dimension worked well throughout the year.
Links to QCT Standards
1. Design and implement engaging and flexible learning experiences for individuals
and groups
2. Design and implement learning experiences that develop language, literacy and
numeracy
3. Design and implement intellectually challenging learning experiences
5. Assess and report constructively on student learning
10. Commit to reflective practice and professional renewal
Graduate Attribute: Information Literacy
Evidence and Justification
Information literacy is the knowledge of using information collected effectively through organising information, analysing and interpreting various sources in the discipline area (CQUniversity, Graduate Attribute Facts Sheet, 2011). I believe from my university experiences I have grown competent within this area. As I have had continuous experience through assignments individually, pair or group work situations. I have had the exposure of organising what information is needed to complete the assignment. Then analysing information found websites, readings, and books while ensuring that it was an academic source. Then analysing information to ensure that it is authentic and meaningful to the assessment task, then summarising information into my own words while referencing the source correctly.
In the classroom context I ensured for their research task on ‘insects’ that the sources provided to the students were reliable website links and books. Firstly I researched the information needed for the students to be able to competently complete the task. I analysed the information found then gave students an organiser to put their information found as for students in year 2 this can be quite a challenging task without the support and guidance. This gave the students the correct information that needed to be analysed for their assessment task. As stated by mentor teacher, Gibbons (2011) ‘Ms Kane has incorporated the use of technology into lessons modelling the utilisation of ICT tools and planning appropriate lessons for the students to complete their assessment task’.
Students then had to analyse the text, organise their information on a report template provided and explain the most relevant information found under various headings on the organiser. Students were also told to not copy and paste text from either source that they needed to write the information in their own words. The best way found to do this was to go back to their desks and answer the questions without having the source directly in front of them. Doing a research task helps students develop higher order thinking skills as it is a process of analysing, synthesising, explaining, hypothesizing and evaluating facts and knowledge’ (The State of Queensland, 2002, pg.1 :Bloom, 1956). This was a challenge to most of the year 2 students as they had had little exposure to this task being asked of them though I believe it allowed students to choose how to research from various sources. Also displaying their research found onto a PowerPoint presentation through their choice of pictures, colours and layout. This task allowed students to take control of their own learning increasing their driving force to want to succeed in the education context.
Links to QCT Standards
1. Design and implement engaging and flexible learning experiences for individuals and groups
9. Contribute effectively to professional teams
Evidence and Justification
Effective communication is integral between all key stakeholders in the workplace and beyond. Communication is a dynamic process that individuals use to exchange ideas, relate experiences, make sense of situations or convey meaning, through a variety of forms, codes and channels (Lowrie and Higgs, 2010).
As a future educator I will endeavour to create strong partnerships between the children and their families. I believe that I share with parents the responsibility for teaching their child. Through providing ongoing, open communication in a number of ways will cater for all parents through the use of emails, phone calls, in personal student’s journals, virtual classroom or a brief discussion either in the morning or after school. I also encourage parent and/or community support and involvement in the classroom as an essential part of a learner’s education. Therefore I encourage an open classroom policy involving students, teachers and parents in the learning process. I aim to provide social networks such as team work and guest speakers to give children a wide range of experiences that produce social connections with peers, families and the wider community. I endeavour to work collaboratively with all stakeholders to improve teaching and learning within the school, and at all times maintain confidentiality.
As stated from mentor teacher, Wilson (2010) ‘Natalie built positive partnerships with all stakeholders including colleagues, parents and students’. I believe that communication is the key from creating a learning environment that is safe and supportive through regular communication verbal and non verbal actions allows learning to be positive for all key holders. From strong partnerships it allows you to gain a deep insight about your students learning styles, interests, family background, strengths, needs, through the communication with either the student themself, parent or other colleagues.
Communication through parent interviews has been a great experience as allowed the opportunity for me to communicate how their child was progressing. Also with parent helpers communicating what tasks/activities they were to manage with the students in the learning environment. I also gained professional feedback from my mentor teacher which was valuable to me having professional discussions.
In the classroom I continue to endeavour to transform my students with great communication skills in a number of situations to help them in the real world context to become successful citizens. Students communicate daily through oral presentations, reading groups, maths groups, brainstorming activities, think pair share, drama role plays of an enactment of a story to assist in the development of their skills.
Links to QCT Standards
2. Design and implement learning experiences that develop language, literacy and
numeracy
3. Design and implement intellectually challenging learning experiences
4. Design and implement learning experiences that value diversity
5. Assess and report constructively on student learning
6. Support personal development and participation in society
7. Create and maintain safe and supportive learning environments
8. Foster positive and productive relationships with families and the community
9.Contribute effectively to professional teams
Graduate Attribute: Problem Solving
Evidence and Justification
In the classroom setting I have been faced with a number of problems from something as small as a child that has forgotten their lunch, to adjusting planning to fit in with sports day or a guest speaker, organising problem solving lessons for students to do, or solving a problem within or outside of the school context. I believe that is vital for students to be exposed to lessons where they are to solve a problem it isn’t just a straight forward answer. As within society we are faced with a number of problems and we need to have the necessary skills to be able to solve it. Problem Solving skills are important as they create a foundation for future learning in the school and wider community context (Hollingworth, 1999).
In my planning, problem solving is used regularly through lesson planning, trying to get students to meet the intended learning outcome while being engaged, while enhancing my own teaching skills. Through learning experiences I have created for the younger year levels, firstly I give students a framework to scaffold their learning this could be done through a Y Chart (Looks, feels and sounds like). I then allow students to look at the stimulus picture for writing and brainstorm together as a whole class then individually to cater for all learners. I reframed from using prompts or giving guidance unless needed. I accepted all responses to the Y-chart various students to think metaphorically like ‘a fire surrounding you would look like a pack of lions around you. Would feel like I need a ice cream to rehydrate’. From one student starting with me giving enthusiasm to responses made all students want to join in.
As according to the productive pedagogy ‘higher-order thinking’ I was helping students become producers of knowledge as I was creating an activity that allowed students to engage in higher order thinking (Department of Education, 2002). The students were engaged and I wasn’t sure what the students would produce in their writing, though it ended up a stimulus lesson for most students. According to mentor teacher, Howard (2011), ‘Natalie’s questioning techniques were varied and higher order questions were used to promote critical thinking’.
Problem solving skills are incorporated not only individually. Though also in group situations such as reading group rotations, maths word problems to be solved or a Science and SOSE investigations activities and tasks. Students enjoy these challenges and work well through brainstorming collaboratively as a group or class.
Links to QCT Standards
2. Design and implement learning experiences that develop language, literacy and
numeracy
3. Design and implement intellectually challenging learning experiences
9. Contribute effectively to professional teams
Graduate Attribute: Critical Thinking
Evidence and Justification
Through my continuous study of the Bachelor of Learning Management (Early Childhood) degree is supported by a framework called the Dimensions of Learning. There are five dimensions within this framework with one of these being Habits of Mind which is dimension five (Marzano and Pickering, 2006). Critical thinking falls under this dimension which involves other habits such as seeking accuracy, taking a position on arising issues, restraining impulsivity, being clear, maintaining an open mind, and responding to others’ feelings and level of knowledge (Marzano and Pickering, 2006, p.262).
I have used critical thinking from my first year at university and incorporated this in my teaching practices as I have become acquired to this skill of thinking critically. I have used this manual endlessly to gain knowledge and ideas about teaching. I have used this skill in situations throughout my life such as through seeking accuracy in my assessment or in the school context with how I could improve a lesson. Listening to others opinions before giving feedback/guidance on the issues, presenting information to mentor teachers, peers or students are all aspects of using critical thinking. As believed by mentor teacher, Gibbons (2011) ‘Ms Kane has: encouraged students’ personal growth educationally and socially by example, demonstrating a commitment to excellence in expectations, presentations and social justice by remaining fair, approachable and consistent at all times’.
In the classroom context throughout this year in a year 2 classroom we focused on ‘responding to others’ feelings and level of knowledge. As within the learners there is a wide gap between the learners’ abilities which was evident to me when profiling at the beginning of the year. In the classroom we did our classroom rules and expectations with some of these relating to this dimension. Such as ‘always having a go’ be a learner’, ‘be kind’ ‘be supportive’. This built a classroom that strived at achieving these if they didn’t me and the class would reiterate what our expectations were. As the year progresses I noticed the higher level students patting other students on their back and saying ‘good job x I like how you had a go’. Instead of the answer is... how come you don’t know that or calling out the answer. Through our learning goal lesson as our class there were regular discussions that we are all at different learning levels and that it is okay like us as teachers are all at different learning levels as well. This dimension worked well throughout the year.
Links to QCT Standards
1. Design and implement engaging and flexible learning experiences for individuals
and groups
2. Design and implement learning experiences that develop language, literacy and
numeracy
3. Design and implement intellectually challenging learning experiences
5. Assess and report constructively on student learning
10. Commit to reflective practice and professional renewal
Graduate Attribute: Information Literacy
Evidence and Justification
Information literacy is the knowledge of using information collected effectively through organising information, analysing and interpreting various sources in the discipline area (CQUniversity, Graduate Attribute Facts Sheet, 2011). I believe from my university experiences I have grown competent within this area. As I have had continuous experience through assignments individually, pair or group work situations. I have had the exposure of organising what information is needed to complete the assignment. Then analysing information found websites, readings, and books while ensuring that it was an academic source. Then analysing information to ensure that it is authentic and meaningful to the assessment task, then summarising information into my own words while referencing the source correctly.
In the classroom context I ensured for their research task on ‘insects’ that the sources provided to the students were reliable website links and books. Firstly I researched the information needed for the students to be able to competently complete the task. I analysed the information found then gave students an organiser to put their information found as for students in year 2 this can be quite a challenging task without the support and guidance. This gave the students the correct information that needed to be analysed for their assessment task. As stated by mentor teacher, Gibbons (2011) ‘Ms Kane has incorporated the use of technology into lessons modelling the utilisation of ICT tools and planning appropriate lessons for the students to complete their assessment task’.
Students then had to analyse the text, organise their information on a report template provided and explain the most relevant information found under various headings on the organiser. Students were also told to not copy and paste text from either source that they needed to write the information in their own words. The best way found to do this was to go back to their desks and answer the questions without having the source directly in front of them. Doing a research task helps students develop higher order thinking skills as it is a process of analysing, synthesising, explaining, hypothesizing and evaluating facts and knowledge’ (The State of Queensland, 2002, pg.1 :Bloom, 1956). This was a challenge to most of the year 2 students as they had had little exposure to this task being asked of them though I believe it allowed students to choose how to research from various sources. Also displaying their research found onto a PowerPoint presentation through their choice of pictures, colours and layout. This task allowed students to take control of their own learning increasing their driving force to want to succeed in the education context.
Links to QCT Standards
1. Design and implement engaging and flexible learning experiences for individuals and groups
9. Contribute effectively to professional teams
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