VIT Standards for Graduating Teachers
Professional Practice
Teachers use a range of teaching practices and resources to engage students in effective learning
Graduating teachers will:
Teachers use a range of teaching practices and resources to engage students in effective learning
Graduating teachers will:
6.1 understand and employ strategies for building effective relationships with students, parents and colleagues.
In many respects the basis of my Classroom Management Plan and my personal educational philosophy is respect. Respect, equity and equality, and responsibility. This will help to build good relationships with students and amongst students, but can also be extended to my relationships with colleagues, parents and other stakeholders.
I have always had the awareness of my introverted nature, however I recently read Susan Cain's book on how introverts live in a predominantly extroverted world and it has been a revelation. Not only has it allowed me to understand and make better use of my own skills and reactions, but it has also granted me a better understanding of strategies to deal with introverted students which I think has been invaluable.
I have always had the awareness of my introverted nature, however I recently read Susan Cain's book on how introverts live in a predominantly extroverted world and it has been a revelation. Not only has it allowed me to understand and make better use of my own skills and reactions, but it has also granted me a better understanding of strategies to deal with introverted students which I think has been invaluable.
6.2 model curiosity and enthusiasm for learning and are aware of strategies to make the content they teach accessible and relevant.
I am a self-confessed lifelong learner, and I have no qualms about owning that and sharing with my students or indeed anybody. I am a naturally curious person who has flourished in the google age, and like students in the current generation my information needs are predominantly met digitally and online.
I actively try to incorporate activities and content that is relevant to students. I developed and delivered to my peers a micro-teaching lesson in Humanities. It was a history lesson about feminism, however I used resources from social media, specifically twitter. I also developed an in-class maths project on percentages, fractions and decimals using a social justice focus and adapting various resources. I believe it is this kind of contextualisation that allows students to engage deeply with concepts rather than forgetting them as soon as they walk out of the classroom.
I actively try to incorporate activities and content that is relevant to students. I developed and delivered to my peers a micro-teaching lesson in Humanities. It was a history lesson about feminism, however I used resources from social media, specifically twitter. I also developed an in-class maths project on percentages, fractions and decimals using a social justice focus and adapting various resources. I believe it is this kind of contextualisation that allows students to engage deeply with concepts rather than forgetting them as soon as they walk out of the classroom.
6.3 use a range of teaching approaches which foster independent and cooperative learning, cater for different learning needs and respond flexibly to the dynamics of the classroom.
I developed a unit of work for Humanities which incorporated a wide range of approaches. I consciously planned out activities that catered to different learning preferences, and included a range of solitary and group based activities. While I did not get a chance to teach the unit, this conscious planning for inclusion is something I intend to continue.
While teaching the year eight maths unit on percentages, fractions and decimals I tried to build additional time into lesson plans to allow students to ask questions about the homework assignment in a setting where the whole group could benefit from the revision. This was a successful strategy in that the students were grateful for the extra assistance on the assignment, but occasionally resulted in other activities being cut short to accommodate. It also meant that students who had already completed the assignment as did not require assistance were left to their own devices.
This is an area in which I definitely need to improve my practice and will be focusing on during my first year of teaching. I will be seeking advice on practical strategies for differentiated learning in the classroom.
While teaching the year eight maths unit on percentages, fractions and decimals I tried to build additional time into lesson plans to allow students to ask questions about the homework assignment in a setting where the whole group could benefit from the revision. This was a successful strategy in that the students were grateful for the extra assistance on the assignment, but occasionally resulted in other activities being cut short to accommodate. It also meant that students who had already completed the assignment as did not require assistance were left to their own devices.
This is an area in which I definitely need to improve my practice and will be focusing on during my first year of teaching. I will be seeking advice on practical strategies for differentiated learning in the classroom.
6.4 access and use a range of teaching and learning resources and technologies to support student learning.
I am an advocate of new learning and the use of developing technologies in the classroom in all contexts. I use Diigo to find, record and share online digital resources. I have also amassed over time lists of maths and humanities resources which have been shared with or by peers.
