Professional Practice and Link to National Standards
The teaching reports are attached below, the very end of this page.
I did a teaching practicum at TAFE SA in April 2014 where I taught migrants, visitors and international students English (Beginner-Intermediate)
Also, I have finished two teaching practicums at Bradford College, one from 12/05/2014 to 13/06/2014 and the other from 27/10/2014 to 28/11/2014. There I taught international students enrolled in the foundation program (equivalent to year 12) senior mathematics and chemistry.
The teaching practicums Bradford College were linked to Australian Professional Standards for Teachers (APST).
APST: 1 - Know the students and how the learn:
I quickly got to know the students in each class by learning their names and being able to identify them. As students were from a devise cultural backgrounds and their first language is not English, I effectively used suitable simple language and explained key y terms from an English perspective of nouns, verbs etc. I created interest in class by explaining concepts using everyday examples, visual diagrams, PowerPoint presentations and group activities. I helped individual students when they asked questions during tutorial time and when working in pairs for practical lessons. I gave students clear directions, both verbally and written, on the activities of the day and the key dates of assessment. Students stated that I gave them clear explanations to their questions and I quickly adapted and changed lesson plans when unexpected things occurred.
Note: I did not have the opportunity to work with Aboriginal and Torres Strait Islander students.
From this, I also learnt to how to balance explicit teaching and student practice.
APST: 2 - Know the content and how to teach it
I demonstrated a sound knowledge of the chemistry and mathematics concepts covered. I was enthusiastic about the content and readily researched additional background knowledge at a higher level to fully understand the concepts before delivery to the class. I showed knowledge of the course requirements in terms of content and assessment for the foundation course. I showed a good knowledge of different teaching approaches by giving students individual and group tasks as well as a quick review of content at the beginning of lessons. I demonstrated a sound understanding of the laboratory equipment used and was able to help students develop their laboratory skills. I effectively used ICT within lessons using power point presentations, short video clips and the elearning student portal and learnt how to use the whiteboard to effectively communicate information.
APST: 3 - Plan and implement effective teaching and learning
I quickly consulted with his mentor teacher about the nature of the classes I would participate with and the part of the syllabus I would be teaching. I was able to identify the key objectives of each unit and break the unit into a series of lessons with an effective flow between them. I quickly identified students had different background knowledge and abilities and took this into account in my lesson preparation and the delivery of lesson. I provided detailed lesson plans of concepts to be covered, activities and questions to be completed before the commencement of the lesson, each displayed a logical sequence of learning activities and the times to complete these activities. I began to understand how much time was actually needed to complete activities and thus improved how to allocate time effectively to complete all tasks so students would have a general understanding of concepts. I gave several opportunities for feedback to students via discussing solutions to problems to the whole class, checking homework was completed and giving detailed written and verbal feedback on assignments and tests.
APST: 4 - Create and maintain supportive and safe learning environments
I provided a safe and supportive learning environment for all students and students reported I was friendly and easy to approach to ask questions. I was able to manage the classroom for different types of learning activities including teacher lead discussion, individual and group tasks and during topic tests. I quickly established what behaviour I expected in the classroom and quickly and effectively got students back on track when required. I managed minor interruptions quickly and in a positive way. I developed sound professional relationships with members of different faculty groups. I also developed good personal relationships with many students especially those from the same cultural background.
APST :5 -Assess, provide feedback and report on student learning
I assessed student learning as described by the syllabus of the course. I used both formative and summative assessment to provide feedback to students. I developed and designed new topic tests and revision sheets and graded topic assignments and tests. I recognised the importance of clear instructions and presentations so all students were able to easily understand how to complete the set task. I completed marking of different types of assessment in reasonable time and provided both written and verbal feedback to students and recorded student achievement in an appropriate way. I had a very good understanding of assessment policies, especially referencing material correctly and the plagiarism and collision policy, and effectively used assessment proformas. After each topic I was able to evaluate the success of assessment items and teaching style to improve delivery of content in the future.
APST: 6/7 - Engage with professional learning, Engage professionally with colleagues, parents/carers and the community
I demonstrated a strong commitment to teaching. I was always punctual to classes, mentor meetings and submitted lesson plans the day before for review. I was enthusiastic to pass my knowledge of content along to my students and would eagerly perform any tasks to expand my teaching experience. I developed positive relationships and respect from students. Students felt I was easy to approach and would patiently listen to their questions. I also developed positive relationships with colleagues both personally in the lunchroom and professionally by participating as a team member and inquiring about what was involved in their teaching subjects. I became involved in extra-curricular activities by helping to supervise the Halloween party and helped clean up afterwards. The biggest strength was that I readily listened and identified his strengths and weaknesses of my teaching and quickly and successfully took on board advice and made appropriate changes to improve my delivery of content.
I did not have the opportunity to interact with parents or carers.
I did a teaching practicum at TAFE SA in April 2014 where I taught migrants, visitors and international students English (Beginner-Intermediate)
Also, I have finished two teaching practicums at Bradford College, one from 12/05/2014 to 13/06/2014 and the other from 27/10/2014 to 28/11/2014. There I taught international students enrolled in the foundation program (equivalent to year 12) senior mathematics and chemistry.
The teaching practicums Bradford College were linked to Australian Professional Standards for Teachers (APST).
APST: 1 - Know the students and how the learn:
I quickly got to know the students in each class by learning their names and being able to identify them. As students were from a devise cultural backgrounds and their first language is not English, I effectively used suitable simple language and explained key y terms from an English perspective of nouns, verbs etc. I created interest in class by explaining concepts using everyday examples, visual diagrams, PowerPoint presentations and group activities. I helped individual students when they asked questions during tutorial time and when working in pairs for practical lessons. I gave students clear directions, both verbally and written, on the activities of the day and the key dates of assessment. Students stated that I gave them clear explanations to their questions and I quickly adapted and changed lesson plans when unexpected things occurred.
Note: I did not have the opportunity to work with Aboriginal and Torres Strait Islander students.
From this, I also learnt to how to balance explicit teaching and student practice.
APST: 2 - Know the content and how to teach it
I demonstrated a sound knowledge of the chemistry and mathematics concepts covered. I was enthusiastic about the content and readily researched additional background knowledge at a higher level to fully understand the concepts before delivery to the class. I showed knowledge of the course requirements in terms of content and assessment for the foundation course. I showed a good knowledge of different teaching approaches by giving students individual and group tasks as well as a quick review of content at the beginning of lessons. I demonstrated a sound understanding of the laboratory equipment used and was able to help students develop their laboratory skills. I effectively used ICT within lessons using power point presentations, short video clips and the elearning student portal and learnt how to use the whiteboard to effectively communicate information.
APST: 3 - Plan and implement effective teaching and learning
I quickly consulted with his mentor teacher about the nature of the classes I would participate with and the part of the syllabus I would be teaching. I was able to identify the key objectives of each unit and break the unit into a series of lessons with an effective flow between them. I quickly identified students had different background knowledge and abilities and took this into account in my lesson preparation and the delivery of lesson. I provided detailed lesson plans of concepts to be covered, activities and questions to be completed before the commencement of the lesson, each displayed a logical sequence of learning activities and the times to complete these activities. I began to understand how much time was actually needed to complete activities and thus improved how to allocate time effectively to complete all tasks so students would have a general understanding of concepts. I gave several opportunities for feedback to students via discussing solutions to problems to the whole class, checking homework was completed and giving detailed written and verbal feedback on assignments and tests.
APST: 4 - Create and maintain supportive and safe learning environments
I provided a safe and supportive learning environment for all students and students reported I was friendly and easy to approach to ask questions. I was able to manage the classroom for different types of learning activities including teacher lead discussion, individual and group tasks and during topic tests. I quickly established what behaviour I expected in the classroom and quickly and effectively got students back on track when required. I managed minor interruptions quickly and in a positive way. I developed sound professional relationships with members of different faculty groups. I also developed good personal relationships with many students especially those from the same cultural background.
APST :5 -Assess, provide feedback and report on student learning
I assessed student learning as described by the syllabus of the course. I used both formative and summative assessment to provide feedback to students. I developed and designed new topic tests and revision sheets and graded topic assignments and tests. I recognised the importance of clear instructions and presentations so all students were able to easily understand how to complete the set task. I completed marking of different types of assessment in reasonable time and provided both written and verbal feedback to students and recorded student achievement in an appropriate way. I had a very good understanding of assessment policies, especially referencing material correctly and the plagiarism and collision policy, and effectively used assessment proformas. After each topic I was able to evaluate the success of assessment items and teaching style to improve delivery of content in the future.
APST: 6/7 - Engage with professional learning, Engage professionally with colleagues, parents/carers and the community
I demonstrated a strong commitment to teaching. I was always punctual to classes, mentor meetings and submitted lesson plans the day before for review. I was enthusiastic to pass my knowledge of content along to my students and would eagerly perform any tasks to expand my teaching experience. I developed positive relationships and respect from students. Students felt I was easy to approach and would patiently listen to their questions. I also developed positive relationships with colleagues both personally in the lunchroom and professionally by participating as a team member and inquiring about what was involved in their teaching subjects. I became involved in extra-curricular activities by helping to supervise the Halloween party and helped clean up afterwards. The biggest strength was that I readily listened and identified his strengths and weaknesses of my teaching and quickly and successfully took on board advice and made appropriate changes to improve my delivery of content.
I did not have the opportunity to interact with parents or carers.
Reflective Practice
TAFE SA Teaching Practicum
From the teaching experience at TAFE SA, I learnt that one of the effective ways to know whether students understand what has been taught is to ask concept questions. For example when students learn a new word, pothole. One concept question can be where students can find a pothole. If the answer of a student is in the streets. Then clearly, he or she knows what a pothole is. However, a teacher should not ask a question like this. ' Do you understand this?' As some students may be shy, they will say yes even though they do not understand it at all.
Additionally, practice helps. An English teacher should not spend a lot of time on explanation, as students need more time to practice and interact with others. It is students who need to practice English. A teacher should listen to what students say to each other so as to pick up common mistakes, but it is important to know when a teacher should mention the mistakes. Sometimes a student may be embarrassed when a teacher points out the mistakes when he or she is still practicing. What is important is not to discourage students from the mistakes they have made.
Finally, these students come from a variety of cultural backgrounds, so it is vital to know their level and the way they learn English, which should be incorporated into the lesson plan accordingly.
I felt rewarded when these students were involved and willing to talk to each other regardless of their backgrounds.
Some teaching techniques from teaching English were applied at Bradford College where I taught mathematics. I was able to use good question-asking techniques to provoke student thinking. One one hand, they would enhance their understanding. On the other hand, they would develop critical thinking skills. I have shown a strong willingness to engage positively with the need of individual students and the college. I have a sound knowledge of the subject content and clear understanding of the curriculum needs. Moreover, I provided with students with timely and useful feedback linked to individual students. During this teaching practicum, I learnt to balance explicit teaching and student practice time. A teacher should not talk too much, otherwise the teacher will lose students, as they get exhausted. It is recommended that students should have plenty of time to do some exercises.
In my second teaching practicum at Bradford College, I have made a significant improvement on time management in class while still keeping what is good. My explanation was clear and I wanted to pass my knowledge of chemistry onto the next generation. When explaining jargon in chemistry, I would make sure students understand the meaning before I move on. Sometimes, I made sure students whose background is not English understand difficult English words by giving daily examples. At the same time, I formed a rapport with students, just like the previous professional practice. The positive relationship with my mentor teacher has allowed me to take advice on board to improve my teaching by trying different strategies. My voluntary work for the school events was also highly appreciated.
From these experiences, I have built on teaching skills allowing me to more confident as well as versatile.
First_professional_experience_report_shenglanliu.pdf | |
File Size: | 707 kb |
File Type: |
Second_professional_experience_report_shenglanliu.docx | |
File Size: | 167 kb |
File Type: | docx |