Throughout the past six weeks the sport and recreation class taught years five to seven Students from two primary schools these being Modbury South and Ardtornish Primary. Throughout the task the class was split into groups were two members of the group would teach while the other two would observe and give feedback. Tyler and myself were paired up and decided to teach the students netball as we both had some knowledge on the sport including execution of skills and the basic rules. Tyler and I would first teach a group of students from Ardtornish Primary for three weeks before switching over and teaching a group of students from Modbury South. The teaching sessions allowed myself to demonstrate a wide range of skills such as leadership, organisation, …show more content…
I was able to gain knowledge on my weaknesses as well as ways to improve my coaching ability. The feedback received was similar in relation to my strengths, weaknesses, minor and major areas of contribution. Alex, Tyler both stated that my strength was my ability to ensure the students were doing as told. They stated that it was evident the students respected me and listened to the instructions I had given. Other strengths that were apparent during this coaching experience was my ability to work well with Tyler when it came to planning lessons and communicating with each other during lessons. The feedback received from Drago and Tyler was that my major weakness was my explaining of drills. They discussed the fact that my explanations confused the students as I gave to much information. During explanations I would over complicate the drill or skill by not addressing the keys cues. Tyler said that due to the fact that the students were cognitive learners the explanations had to be short and simple and only address the key cues. This would result in students remaining focused and gaining a deeper understanding. The agree with the feedback received in relation to my strengths and weakness as I identified my explanations of drills confused the students and need further clarification thus taking time away from the actual …show more content…
My major goal set was that I wanted to improve my communication skills. This was achieved as I was able to have sustained and coherent discussions with my groups members in the form of group meetings, class discussions and social media interaction. Creating friendships with the students while also giving them feedback on their execution of the skills taught also helped me achieve the goal of developing my communication skills. Another goal set throughout was that I wanted to improve my ability to explain drills and skills to students as I identified this as a weakness. I was able to achieve this goal by observing Tyler, Alex and Drago explain drills to the students and see what techniques worked best. I was able to find that short explanations worked best with just the key cues being
In order to improve our own practice as a teacher, lesson planner and a professional in a teaching organisation working with others, it is important that we take account of feedback from various sources and evaluate our own performance on a regular basis. As Wilson, suggests:
Robby wrote, coaching might mean many things to various people, as it is a word defined according to human behaviors applied to a particular setting. It is this reader’s belief his statement is true according one’s study. Robby stated, a definition proves to be difficult to quantify into meaning for every context and situation, in which, after this reader’s careful study on the subject matter, many definitions and characteristics of coaching were found. In addition to the writer’s descriptors used for coaching, which included: personal communication, relationship, passing on of wisdom and understanding, guidance, exemplification, motivation and confidence boosting, trust, sharing, and asking good questions, this reader found others that were relative as well. This reader concur with Robby’s findings in the required books of Edgar Schein, who stated, that coaching and feedback are necessary in order for learners to learn; James Rost, who suggested, that personal relationship based on multidirectional and noncoercive influence which
As I have grown as a professional particularly over the past four years working with gifted learners, I recognize many lessons learned to improve my practice. My approach is less teacher directed and more student led blocks. I start with a brief mini-lesson for the topic of the day giving a few tips (as you can see in my whole group video clip). There is a short session of guided practice during this acquiring knowledge portion of the lesson. The bulk of the time then is given to investigations where I facilitate meaning making. Providing challenging tasks that I do not solve for or with them has given new excitement to my classroom. The level of engagement has skyrocketed. Conversations among students has given opportunity to build deep understanding on pre-algebra content. I have no students in academic support and none have failed their end-of-the year testing which is amazing given the complexity of our curriculum. Across the state, the 8th grade math assessment is one of the lowest performing end of the year tests. I am confident my experiences in the reflective cohort, balanced assessment committee, and gifted course work/Praxis time investments leading to endorsements had an impact on student learning.
2.2 Reflecting on my practise by identifying personally what I found hard and how I could improve and gain more knowledge and extend. Also by completing a SWOC analysis(see attachment 2) for my own feelings and what I as an individual would like to gain more knowledge on and what current opportunities would be available to me and what may prevent me from turning my weaknesses into strengths. In class I also answered some questions on what I have learnt about myself as a TA and what were my highest/lowest emotional moments in the current week this was a good way of reflecting on my practise as made think on what my strengths and weaknesses are and what I need to progress on (see attachment 3) In my place of work we also every 6-8 months have a performance management meeting with our line manager to discuss what courses we would like to attend and what we would like to progress on(see attachment 4). During the course of Unit 332 we complete a PDP (personal development plans) by using SMART targets to address development/learning we want to improve on ( see attachment 5).
It is important for my students to understand and value learning goals in the classroom. At the start of every chapter students will be supplied an outline of what they are going to encounter in the upcoming weeks.
It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.
Another goal that I have had since the beginning of the course was to adopt an engaging and effective teaching style. My aim has been to take the positive traits of teachers that I have enjoyed, while keeping in mind the characteristics and mannerisms that I have disliked, and crafting my own unique teaching style. As I have lead class discussions, group readings, and mini-lessons throughout the semester I have began to develop a teaching style through trial and error. I have paid special attention to the list of 25 pointers for successful tutees from assignment two and and focused on making my teaching interactive, supportive, equal for all, and respectful. I have learned to appreciate that, concerning a student's individual success, a teacher taking the time to listen to their student is just as important as the student listening to the teacher.
EWILLI42 – 220096362 – EDPE341 – A1 3 Compare and contrast the ideas of quality coaching.
I want improve upon my understanding and ability to create purposeful, contextually-relevant lesson and unit plans which are Backwards Designed, well scaffolded, and have meaningful formative and summative assessments (Goal 5).
6. How team members can be given the opportunity to meet the course objectives and their personal learning goals.
For me to be an effective coach I will need to initially build rapport, develop coachee skills and knowledge, increase my observations, analysing, Facilitating the coachee’s thinking to enable a fresh perspective, providing feedback through listing and questioning the coachee to enhance performance and job satisfaction. This will lead to the team having a better clarity of the purpose, they will feel more valued, motivated as well as becoming more self-reliant.
I have Identified 3 different skill levels to focus on improvement and small group instruction. The groups are broken down as follows.
5. Roles and responsibilities 6.The match 7.Orientation session 8. The engagement 9. Coaching session 10.Goal setting 11 .Action planning 12. Active learning 13. Progress review 14.Reporting.
What will I do to establish and communicate learning goals, track student progress, and celebrate success?
First, improve communication with students is the priority to improve motivation, anxiety that is fear of unknown and uncertainty leads to lack of motivation and leads to drop out. Beginning period is the most crucial period due to lack of technique skills as well fear of unknown(Visser, Plomp, Amirault, & Kuiper, 2000)