As a practicing teaching, it is responsibility to create and maintain a safe and supportive learning environment for students. Whilst on professional experience at a local school in Cairns, I taught a series of lessons (artefact 4) for a year 8 Health and Physical Education class. In order to effectively teach each lesson, I had to manage the classroom activities and challenging behaviours. I used the ten micro-skills for classroom management to not only manage students’ behaviour but also ensure inclusive student participation and engagement.
I used different behaviour management and engagement strategies throughout the lessons taught (artefact 4) to promote student participation (standards 4.1 and 4.3). The 10 micro-skills for classroom …show more content…
The use of the 10 micro-skills for classroom management “reduced the serious disruptive behaviour from occurring” (Goldman, 2003). The minimisation of misbehaviour increased student participation (standards 4.1 and 4.3). Having an awareness of the students’ zone of proximal development assisted in organising classroom activities specific to the needs of the learners. This supported inclusive student participation and engagement in classroom activities (standard 4.1). The use of a PowerPoint presentation resulted in effective organisation of classroom activities and providing clear directions (standard 4.2). This positive affected the success of classroom activities. According to Rosenshine (1983), the success of any activity is all in the instructions.
Standard 5: Assess, provide feedback and report on student learning
As a practicing teaching, I had the opportunity to assess students learning and provide them with feedback. This took place during a series of lessons (artefact 4) I taught to a year 8 Health and Physical Education class. Through the course each lesson taught and during professional experience, I formally and informally provided the students with feedback. There were opportunities to use formative feedback and assessment as well as summative feedback and assessment.
As a practicing teaching, I provided students with verbal
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This assignment will critically reflect and analyse a microteaching session I presented to my peers in a clinical placement regarding Nursing management of chest drains. I will define reflection; teaching, learning and the rationale for choosing this topic will be clearly outlined in this paper. The preparation, planning, implementation and evaluation will also be incorporated. This assignment will be structured using Gibbs (1988) reflective model cited in Modular Training Course, 2003 because of its simplicity. Analysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a joint practitioner outlining areas of personal, professional growth, identifying my strength, weakness
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In December of 2013, I was told that I was not considered for the full-time temporary faculty position in political science on South Campus by Dr. Sonia Nieves because I was not able to teach international relations even though I have graduate level coursework in international relations and Political Science degrees do not specify a focus. I later found out that, this requirement was false and inconsistent with Broward College’s Faculty Credentialing Manual and that Dr. Nieves hired an adjunct faculty member from another campus who had the same degree as me. This left me in the middle of December with no classes for the upcoming spring term despite my ability and record to fill my classes and outstanding reviews by students and supervisors. Dr. Neves also mentioned to me, on several occasions, that it was always a major scheduling “hassle” to be forced to find a downstairs classroom in order to accommodate my ADA needs.
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Since beginning to write papers in English class, I have had countless successes and failures. While many of my English classes have taught me how to improve my writing, I have not learned very much in others. My most recent English class was last year, my sophomore year. My class was particularly undersized; therefore, it gave each student the opportunity to have additional individual attention. Throughout the class I experienced high points, weaknesses, and even difficulties that I never overcame. Overall, my writing skills improved, but only marginally.
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