Know the students and how they learn
Standard 1 of the Australian professional standards for teachers is to know students and how they learn. Weatherby-Fall (2015) explains that in order for a teacher to comply with this teaching standard, a teacher much respond to the needs of the individual in the context of their education. It is required that there is a knowledge about subject content and effective strategies for learning with attention to literacy and numeracy, and the incorporation of information and communication technologies to enhance learning outcomes (pp. 252). Through my previous placements, I have been able to begin to show how I comply to the Australian teaching standards. For teaching standard One, I have furthered my compliance but still need work on my ability to run a classroom and completely master this standard and through feedback from my associate teacher and personal observation I have been able to pick up my strengths and areas that I can improve in.
Focus areas 1.1 Physical, social and intellectual development and characteristics of students and 1.2 Understand how students learn can be demonstrated with my creation of class profiles and associate teacher feedback. Associate teachers have commented on my continuous ability to develop a strong relationship with all the students, learning about their different physical, social and intellectual characteristics and how I have been able to develop my teaching strategies to best cater for their individual needs (see feedback at ap.2). During my 2nd year placement I was still working towards planning activities that are differentiated to specific learning needed. This has progressed into my 3rd year placement where I have clearly demonstrated modification of teaching for each individual class and for some individual students. After being given the opportunity to work with a year 10 students with severe autism, by the end of the placement I was able to get him involved with classwork, even getting him to raise his hand and contribute to class discussions. This has allowed me to also begin working towards focus area 1.6 Strategies to support full participation of students with disability. Working with this student was difficult and my confidence to work with autistic students is rising but still requires work on my behalf. However, to be able further comply with this standard reaching graduate level can only be achieved through more experience and teaching opportunities to work with students with disabilities.
When first arriving at my placements by constructing class profiles and discussing class characteristics with associate teachers I have been able to improve with my achievement when it comes to standard 1 improving my feedback results from working towards (WT) grade to demonstrated (D) grade. By this progression my goal is to master Standard one moving towards Exceeds expectations (E).
Focus areas 1.1 Physical, social and intellectual development and characteristics of students and 1.2 Understand how students learn can be demonstrated with my creation of class profiles and associate teacher feedback. Associate teachers have commented on my continuous ability to develop a strong relationship with all the students, learning about their different physical, social and intellectual characteristics and how I have been able to develop my teaching strategies to best cater for their individual needs (see feedback at ap.2). During my 2nd year placement I was still working towards planning activities that are differentiated to specific learning needed. This has progressed into my 3rd year placement where I have clearly demonstrated modification of teaching for each individual class and for some individual students. After being given the opportunity to work with a year 10 students with severe autism, by the end of the placement I was able to get him involved with classwork, even getting him to raise his hand and contribute to class discussions. This has allowed me to also begin working towards focus area 1.6 Strategies to support full participation of students with disability. Working with this student was difficult and my confidence to work with autistic students is rising but still requires work on my behalf. However, to be able further comply with this standard reaching graduate level can only be achieved through more experience and teaching opportunities to work with students with disabilities.
When first arriving at my placements by constructing class profiles and discussing class characteristics with associate teachers I have been able to improve with my achievement when it comes to standard 1 improving my feedback results from working towards (WT) grade to demonstrated (D) grade. By this progression my goal is to master Standard one moving towards Exceeds expectations (E).
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ap 1. Class profile EPT329 placement
ap.2 feedback from associate teacher from placements EPT218 and EPT329
Focus area 1.5 differentiate teaching to meet the specific learning needs of students across the full range of abilities was my main goal for my EPT218 placement. I am now being able to improve in this focus area, naturally adjusting my lessons to accommodate for this. During my EPT 330 placement I created an assignment for my year 7 English class for their work on visual literacy techniques. This assessment accommodated for students who are very successful within the classroom and was adjusted for the struggling students. This allowed for all students to achieve within this assessment.
Whilst completing my EPT218 placement my associate teaching introduced to me a teaching technique that she was a firm believer in, The 3can’s method. The purpose of the 3cans was to set learning goals that would help students of all abilities. Each goal differentiated work for struggling students, middle ground and extension students. This is beginning to become more evident within my lessons by my ability to adjust work for students that are struggling and to set further work for early finishes.
Focus area 1.6 Strategies to support full participation of students with disability can still be improved upon through my completion of placements. I have yet to come across an exceptionally difficult student with a disability. Whether it was luck or not the students that I have engaged with who have been diagnosed with a disability I have been able to connect with and engage in classroom discussion. Through the discussion of students characteristics at the beginning of my placement with my associate teacher and creation of class profiles during my observation period I have known what to expect and prepared myself for lessons that won’t go in my favour.
Whilst completing my EPT218 placement my associate teaching introduced to me a teaching technique that she was a firm believer in, The 3can’s method. The purpose of the 3cans was to set learning goals that would help students of all abilities. Each goal differentiated work for struggling students, middle ground and extension students. This is beginning to become more evident within my lessons by my ability to adjust work for students that are struggling and to set further work for early finishes.
Focus area 1.6 Strategies to support full participation of students with disability can still be improved upon through my completion of placements. I have yet to come across an exceptionally difficult student with a disability. Whether it was luck or not the students that I have engaged with who have been diagnosed with a disability I have been able to connect with and engage in classroom discussion. Through the discussion of students characteristics at the beginning of my placement with my associate teacher and creation of class profiles during my observation period I have known what to expect and prepared myself for lessons that won’t go in my favour.
![Picture](/uploads/8/5/7/9/85798346/screen-shot-2017-04-07-at-3-01-54-pm_orig.png)
3cans strategy
For standard 1, I will be focussing on focus area 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds on my next placement in order to become more experienced within this area.