Final Reflection

 

I judged the success of my internship based on the 4 goals I set prior to commencement. If I could accomplish these goals then I could be confident that my practicum was the positive experienced that I hoped it would be. So, did I meet my own expectations?

Practicum Goals Reflection:

1. Learn the names of all the students in my classes by the 2nd week of term

• 5.1.1 Demonstrates a variety of strategies to develop rapport with all students

In actual fact I surprised even myself in my ability to learn the names of  over 90 students before the first week was over! I found this task to be easier with the junior classes as I made learning their names into a game. At the start of the very first lesson I asked each student to say their name as I repeated it back to them. I then asked them to stay in the same seat for the entire first week so I could find it easier to match faces to names. At the beginning of each lesson I went around the room saying each students name while one student keep score of the number I got correct. I had made a score chart for the interactive whiteboard so we could record my daily score. My year 7 classes loved this part of the lesson as they were able to test me. The senior classes on the other hand were a different story. At the beginning of the week they didn’t seem to interested in getting to know me and vice versa, however it seems like my haste in learning their names encourages them to allow me to build rapport. After asking their names only once, I stuck to tricks such as cheating from diary covers and making notes of friends groups. But even by using a more indirect approach I was able to meet my goal well before I had aimed.

2. Adjust planned lessons in cohesion with colleague teacher feedback and constructive criticism

• 6.1.1 Demonstrates a capacity to critically reflect on and improve teaching practices
• 6.1.5 Accept constructive feedback to improve and refine teaching and learning practices

As I stated in reflection 1, a valuable lesson I learnt was the necessity to be flexible. As I teacher I could not be set in my plans but had to have more of a go with the flow attitude as my students learning requirements were not static (McInerney & McInerney, 2002). I found that the best way I could develop my teaching effectiveness was to accept the positive feedback from my colleague teacher. Firstly as she had experience with the students I was teaching so most likely knew them better than me, but also, as an observer, she would be able to see all the things that I couldn’t (McBurney-Fry, 2005). For the first 5 weeks of prac I sat with my teacher before and after each lesson. The day before the lesson we would go through my plans for the next day and she would offer suggestions such as shortening the time for an activity, the addition of extension questions or perhaps putting more emphasis on specific aspects such as introductory discussions. I made alterations to my lessons in accordance to her suggestions as I trust her professional judgements and experience. After each lesson, mainly my colleague teacher would provide written feedback as she took observation notes during the lesson. I looked forward to these notes as I could reflect on my lesson from someone elses eyes. Also the written feedback make it possible for me to refer to at a later date (McBurney-Fry, 2005). This was useful when developing future lessons with similar sequence to previously presented lessons.

3. Meet the education needs of all students in each of my classes

• 2.1.3 Demonstrates knowledge of students’ different approaches to learning
• 2.1.6 Demonstarets the knowledge of a range fo literacy strategies to meet the needs of all students

 4. Implement seating plans, class and individual agreements when necessary

• 5.1.5 Demonstarte knowledge of principles and practices for managing classroom discipline

This goal was important to me since I recall learning this is my first week of university and am yet to see it fail. I found that the classroom seating arrangement impacted on classroom management quite severely. I had one class in particular that did not take to alphabetical order seating so I made them  a deal. They could sit with a group of friends however, they would rotate classroom positioning on a weekly basis. This meant that the students in the back row (we’ll call them the less focused students) would eventually make it to the front row, we’re i could keep a close eye on them. I decided to try this technique after my colleague teacher made an observation that I tended to direct a lot of my questioning and discussion to one section of the room. By moving the students around room around I became more aware of where I was focusing the lesson. I also found that students who were previously disengaged became more active in the lesson as they moved closer to the front of the room.

Overall I found my practicum to be an immensely beneficial positive learning experience. By applying both practical and theoretical knowledge I had gained from university, as well as strategies developed through my professional progression, I was able to create for myself the encounter I had hoped for.

 

 

 Stracke, E & Kumar, V (2010) Feedback and self-regulated learning : insights from supervisors’ and PhD examiners’ reports. Reflective Practice; v.11 n.1 p.19-32; February 2010

McInerney, D.MN, McInerney, V. (2002) Educational Psychology. Australia: Pearson Education