Element Two
Teachers Know Their Students and How They Learn
I have provided open-ended tasks that enable all students to experience success regardless of their differing abilities, interests or stage of development. A series of four lessons within a Science and Technology focus on simple machines allowed students to utilise the knowledge gained from investigating how a waterwheel worked and extrapolating to a different context by providing an open ended design task for students to build a water transport vehicle that incorporated a waterwheel/paddlewheel (see Appendix B). Doing so also allowed students to demonstrate achievement of outcomes through different assessment modes such as through observation of students, construction of a model water transport vehicle and verbal presentation of the design process, aesthetic and functional features of their vehicle. Further, students were able to provide through class discussion the various forms of transport available that created a basis upon which they could explore different designs for their water transport vehicle. (2.1.2, 2.1.3, 2.1.4).
I have also sought to understand the specific educational needs of students with special need and a non-English speaking background. During my professional experience at Harcourt Public School one of the students in the year 4 class had been diagnosed with Osteogenesis Imperfecta or Brittle Bone Disease which meant that I had to modify physical education classes. I did this by using softer rubber balls during all the physical education lessons that focussed on passing and catching techniques (see Appendix C). Further, I have assisted those with a non-English speaking background by providing the necessary mathematical metalanguage and appropriate visual aids so that they may better participate in learning experiences to achieve set outcomes (see Appendix D). (2.1.5, 2.1.6).
I will seek to integrate multiple perspectives on issues during lessons when I am next on my professional experience. Students need to learn to be critical when analysing contemporary issues recognising that assumptions are just that –assumptions which must be questioned in light of the different social, cultural, ethnic and religious knowledge all students bring to school. (2.1.1).
I will also be aware of and implement classroom practices which cater for students from an Aboriginal and Torres Strait Islander background or those with challenging behaviours. It is integral that in an increasingly diverse classroom that all students have their specific learning styles and literacy needs catered for by the classroom teacher.
I need to seek opportunities to include different perspectives within Key Learning Areas (KLAs) such as Human Society and Its Environment (HSIE) where possible by asking my cooperating teacher to allow program lessons. If not, I could include multiple perspectives within text types such as expositions and discussions within the English KLA. This will allow students to recognise and critically analyse different perspectives on current topical issues within a framework of learning about the structural and grammatical features of different text types.
I need to observe other classroom teachers whilst on professional experience who have implemented effective literacy and teaching strategies to cater for those students from an Aboriginal and Torres Strait Islander background and those who have a challenging behaviour. By observing and reflecting upon these classroom practices I will be able to better understand how I can better cater for the needs of these students. This may mean that I will adapt aspects or all of the teaching and literacy practices I observe and integrate them into my own practice.
I believe that teachers must understand their students’ interests, learning styles and motivations. It is also important teachers are able to be appreciative of the different ethnic, socio-economic, religious and gender backgrounds that students bring to the classroom. All children bring valuable knowledge with them to the classroom that should be valued through inclusive practices (DET, 1998, cited in Groundwater-Smith, Ewing & Le Cornu, 2003, p. 70).
