My outlook on teaching and education has undergone an immense amount of change since the commencement of the master’s programme. My core beliefs as a person have not changed, but during my teaching placement, I have had a vast amount of different experiences which have opened up my eyes to different world views. Experiences of exposures to different world views alone is not enough to influence my teaching. Critical theory is a tool that I have used to analyse the experiences that I am having while teaching to see what impacts they are having on my teaching practise. Critical theory provides a deeper lens to unpack a teaching experience, (Carrington & MacArthur, 2012). It has helped me to realise that I have biases in my teaching and they inform
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For my ongoing development as a teacher I feel need to work on providing the crucial link between engaging students in classroom and showing their purpose for their engagement in the classroom. The Best evidence synthesis has recommends that even although providing a fun learning environment for students is good for engagement, there still needs to be a link for students to the learning outcomes, (Farquhar & New Zealand. Ministry of Education, 2003). At times I provided learning that may have been highly engaging for students but was not applicable to the learning outcome. Another key area of my ongoing teacher development is providing learning environments that contain high levels of expectation for all learners, (Macfarlane, 2004). I still need to work on challenging all students work. By doing so i extending all students to the best of their ability. I find myself providing well scaffolded, engaging learning content for students that may struggle the most in class. In doing so however, I am not extending or providing the opportunities for the students who finish the material …show more content…
The first method I used to support the development of a community of learners was the creation of a set of class rules. The key to the rules were that they were created using student voice and input. This way the students felt like it was their rules of their learning community, (Miller, 2004). This strategy was useful for engaging students because they felt comfortable in their learning environment and wanted to participate in it. A learning strategy that I used to support the development of a community of learners was to give learners a shared set of experiences for those students to bond together with. I outlined to the students that we were in the learning community together and all students were coming along side in the journey with me. This helped to engage students because by feeling like they were apart from the community they felt they were contributing to something meaningful. Another strategy I used was that I asked students how they as a community wanted to complete activities by giving students options. By providing students with options and letting them choose how they want to complete the activity, they felt like they have a choice in their individual community. This will lead to more positive student engagement. In the year 12 geography class I taught I provide options for the students to work collaboratively. This was done by
For my ongoing development as a teacher I feel need to work on providing the crucial link between engaging students in classroom and showing their purpose for their engagement in the classroom. The Best evidence synthesis has recommends that even although providing a fun learning environment for students is good for engagement, there still needs to be a link for students to the learning outcomes, (Farquhar & New Zealand. Ministry of Education, 2003). At times I provided learning that may have been highly engaging for students but was not applicable to the learning outcome. Another key area of my ongoing teacher development is providing learning environments that contain high levels of expectation for all learners, (Macfarlane, 2004). I still need to work on challenging all students work. By doing so i extending all students to the best of their ability. I find myself providing well scaffolded, engaging learning content for students that may struggle the most in class. In doing so however, I am not extending or providing the opportunities for the students who finish the material …show more content…
The first method I used to support the development of a community of learners was the creation of a set of class rules. The key to the rules were that they were created using student voice and input. This way the students felt like it was their rules of their learning community, (Miller, 2004). This strategy was useful for engaging students because they felt comfortable in their learning environment and wanted to participate in it. A learning strategy that I used to support the development of a community of learners was to give learners a shared set of experiences for those students to bond together with. I outlined to the students that we were in the learning community together and all students were coming along side in the journey with me. This helped to engage students because by feeling like they were apart from the community they felt they were contributing to something meaningful. Another strategy I used was that I asked students how they as a community wanted to complete activities by giving students options. By providing students with options and letting them choose how they want to complete the activity, they felt like they have a choice in their individual community. This will lead to more positive student engagement. In the year 12 geography class I taught I provide options for the students to work collaboratively. This was done by