Pre-Service Teacher Bachelor of Education (Primary)
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ALL THINGS EDUCATION
Australian pre-service teacher studying a Bachelor of Education (Primary).
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PROFESSIONAL PRACTICE: Standards 3, 4 & 5
Standard 3. Plan for and implement effective teaching and learning
Standard 4: Create and maintain supportive and safe learning environments
Standard 5: Assess, provide feedback and report on student learning
Critical reflection (Professional Practice)
After researching this domain, I appreciate the responsibility that is expected of teachers to ensure that their professional practice meets the expectations of a safe, inclusive and engaging learning environment. This domain guides the pedagogical actions of teachers to deliver thoroughly planned and succinct teaching programs for students that utilises their learning irrespective of their background (AITSL, 2017). Engaging in different methods of professional development as outlined above may improve my future teaching as I can implement a range of resources and strategies to improve the teaching and learning cycle. For example, the utilisation of the IDOCEO app could improve my practice as I will be able to more readily have access to student assessment data.
Additionally, I believe that if I can develop my knowledge and understanding surrounding different pedagogical topics of behaviour management through implementing the prevent-teach-reinforce module (Department of Education and Training, 2021) I can manage challenging behaviour by understanding the reasons for classroom misbehaviour and then implement strategies at both individual and whole-class levels.
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Appendix:
Appendix C
High-Intensity Teaching Strategy (Department of Education and Training, 2017).
This High-Intensity Teaching strategy focuses on goal setting which can be demonstrated both through educators and students. I aim to research this teaching strategy so that I am able to competently set learning goals for students that motivates and challenges their learning, in addition to helping students to be able to set their own learning goals.
Figure 2: Photograph of Metacognitive HIT Strategy (Department of Education and Training, 2017).
Appendix D
Sue Larkey Webinars (Larkey, n.d.).
Sue Larkey offers many online webinar courses four times a year that focus on teaching children on the Autism Spectrum. I am hoping to attend some that focus on supporting students with ASD to improve their learning engagement. The one below particularly takes my interest as it specifies in communication strategies that may improve student engagement and participation.
Figure 3 Photograph of the online webinar (Larkey, n.d.).
Appendix E
Prevent-Teach-Reinforce Online Course (Department of Education and Training, n.d.).
This is the course offered which supports teachers to respond to complicated and challenging behavioural situations. The course is offered for free and can be done so through making an account with the Department of Education and Training in Victoria.
Figure 4 Photograph of the online training course specifying in challenging classroom behaviour (Department of Education and Training, n.d.).
Appendix F
Best Practice Framework for Online Safety Education - Implementation guide (ESafety Commissioner; Australian Government, 2021).
This is a national approach that supports teachers to deliver appropriate and relevant education to students so that students are guided to use the internet in a safe and suitable manner. This guide in particular will teach me how I can implement the pedagogical and curriculum information best in a classroom setting.
Figure 5 Best Practice Framework for Online Safety Education (ESafety Commissioner; Australian Government, 2021).
Appendix K
The Traffic Jam In My Brain Online (Sensory Tools Australia, 2022).
This professional development is an online course that educates teachers to understand how to manage the sensory needs of neurodiverse children.
Figure 9. The Traffic Jam In My Brain Online Flyer (Sensory Tools Australia, 2022).
