Creative Writing Reflection

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Part A: Introduction
A note-worthy incident occurred on my placement which took place from the 20th of April- 1st June. My supervising teacher asked for my assistance in marking her year 10 students’ creative writing pieces, as they had just concluded the unit and were sitting their SAC’s when I began my rounds. One of the student’s creative writing pieces appeared to be written from a place of emotional distress and isolation. I believe the piece of writing was deeply personal and written in an autobiographic style, and thus I alerted the supervising teacher to my findings. For more information, refer to Harvey ‘Reflective Journal’ 2015, p.1.
Part B: Analysis
Accordingly, it is import to ask myself why I jumped to the conclusion that this
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I will endeavour to implement this by ensuring I talk to every student in my class one on one, a minimum of once a week to allow them to express any concerns they have about either the course work, or their personal lives. I believe this will assist the student who wrote the ominous essay as she did not appear to be having her personal wellbeing addressed by the supervising teacher, thus allowing room for improvement in the emotional support of the class. As a result, I would hope that the student feels like she has an outlet to express her emotional concerns in the classroom, rather than just in written form. In this context, I will also ensure that I understand the “limits of (my) professional expertise” when talking to and observing students, knowing the “role of other professionals and agencies and when students should be referred to them for assistance” (Victorian Institute of Teaching 2014, p. 2). Furthermore, I will endeavour to make sure the class is continually developing into a “healthy environment for education”, as it is critical for educators to strive to improve students “mental, physical and social health” (Sharifi 2015, p. 1). Another practical step I will take in beginning this implementation is by modelling trust to the students. I will do this by ensuring I follow through on my word in all situations from personal anecdotes in the classroom to giving students work back when I said I would. Additionally, I will utilise “student-centred cooperative group structures” to ensure students having a developing sense of trust in each other (Ellerbrock et al. 2015, p. 48). In this context, the result of developing relationships with students does not just influence their experience of the teacher, but also “promotes academic success” while

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