Robert Dodd Portfolio
Standard 3
Teachers know their students
Teachers know the learning strengths and
weaknesses of their students and are aware of the factors that influence their
learning
My reflections:
In the teaching
rounds at
The teaching
mentor at
Creating a positive learning environment
Professional
competencies included:
- Understanding and respect for
students as individuals
- Sensitivity to social and cultural
backgrounds of the students
- Knowledge and engagement of
studentsŐ interests and needs
- Recognition of the importance of
prior knowledge and language for learning
- Use of diverse and appropriate
teaching approaches to provide meaningful learning opportunities
- Creation of an environment that
engages and challenges students
- Understanding of the role of discussion,
group interaction and reflection in the learning process
The mentor teacher
marked my teaching performance as good on this assessment and made the statement
that Robert "improved at reading the mood of the class, and gauging when
the class were tired of listening and needed to be doing something. He understood
that student's background knowledge varied, so he made use of models (pulleys,
weights, strings) to demonstrate the concept of forces. As the students got
to know Robert better, and vice-versa, the interaction between Robert and
the students increased, as did Robert's assertiveness with the students."
As a teacher
and tutor at
My future professional learning goals:
I have studied
various aspects in the field of student learning relating to the area of knowing
the learning strengths and weaknesses of students. It is a goal of mine to
continue to improve my teaching skills in this area, as it is not something
that comes easily. I am interested in the work done at the
<http://www.seattleu.edu/assessment/ 1-10-2006>
Assessment Clear and Simple: Walvoord, B. A Practical Guide for Institutions, Departments, and General Education (Jossey-Bass, 2004).
It is my intention to continue to pattern m teaching so as to create a positive learning environment and develop teaching methods which reflect the principles of learning and teaching set out below.
The Principles of Learning and Teaching
P-12
Students learn best when:
The learning environment is supportive and productive.
In learning environments that reflect this principle the teacher:
1.1 builds positive relationships through knowing and valuing each student
1.2 promotes a culture of value and respect for individuals and their communities
1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning
1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work.
The learning environment promotes independence, interdependence and
self motivation.
In learning environments that reflect
this principle the teacher:
2.1 encourages and supports students to take responsibility for their learning
2.2 uses strategies that build skills of productive collaboration.
Students' needs, backgrounds, perspectives and interests are reflected
in the learning program.
In learning environments that reflect
this principle the teacher:
3.1 uses strategies that are flexible and responsive to the values, needs and interests of individual students
3.2 uses a range of strategies that support the different ways of thinking and learning
3.3 builds on students' prior experiences, knowledge and skills
3.4 capitalises on students' experience of a technology rich world.
Students are challenged and supported to develop deep levels of
thinking and application.
In learning environments that reflect this principle the teacher:
4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas
4.2 promotes substantive discussion of ideas
4.3 emphasises the quality of learning with high expectations of achievement
4.4 uses strategies that challenge and support students to question and reflect
4.5 uses strategies to develop investigating and problem solving skills
4.6 uses strategies to foster imagination and creativity.
Assessment practices are an integral part of teaching and learning.
In learning environments that reflect this principle the teacher:
5.1 designs assessment practices that reflect the full range of learning program objectives
5.2 ensures that students receive frequent constructive feedback that supports further learning
5.3 makes assessment criteria explicit
5.4 uses assessment practices that encourage reflection and self assessment
5.5 uses evidence from assessment to inform planning and teaching.
Learning connects
strongly with communities and practice beyond the classroom.
In learning environments that reflect this principle the teacher:
6.1 supports students to engage with contemporary knowledge and practice
6.2 plans for students to interact with local and broader communities and community practices
6.3 uses technologies in ways that reflect professional and community practices.
<http://www.sofweb.vic.edu.au/blueprint/fs1/polt/principles.htm>
[4-10-2006]
Teachers are aware of the social, cultural, and
religious backgrounds of the students they teach, and treat students equitably;
&develop an understanding and respect for their students as individuals,
and are sensitive to their social needs and the way they interact with others
My reflections:
In the teaching rounds
at
The teaching mentor
at
- Sensitivity to social and cultural
backgrounds of the students
The mentor
teacher marked my teaching performance as good on this assessment .
The following information provides some background in prior work experience which demonstrates the capacity to achieve this criterion, and utilise this transferable skill.
First language: English.
Other Languages:
French Language: (6 years). Accredited translator at IP Australia.
Spanish language: I have studied for a year at UNI NSW, and have been slowly learning the language for the last 13 years.
Japanese: I have been studying this language for 2 years.
I travelled to the
With the ActiveSky
Company, there was a branch in
In
My future professional learning goals:
It is a goal of
mine to continue to apply this standard as a teacher. I have had experience
with many cultures, and have studied the following policy which is very useful
to take on board in the teaching community.
Multicultural perspectives in a whole-school
approach
To develop a school ethos that reflects, responds to and values multiculturalism schools need to:
identify and incorporate the diverse cultural perspectives of the school, its community and the nation, in its curriculum, processes, practices and programs
identify and counter cultural bias and prejudice in the practices of the school, in the materials used for teaching and learning, and in the value systems and attitudes that constitute the school's hidden curriculum
ensure that learning experiences recognise, value and build on student's backgrounds and experiences
ensure that the ethnic backgrounds of all students are acknowledged and appreciated, and that all students understand that their background is integral to Australian national identity
ensure that the formal policies of the school such as the code of conduct, the discipline policy and the dress code and practices such as school assemblies, are appropriate for the school community, including the diverse religious and cultural practices of its members. Information relevant to the code of conduct has been translated by the Department of Education into eight major languages and guidelines on the dress code have addressed the issues raised by student's religious and cultural practices
confront incidences of prejudice, racism and ethnic stereotyping, and deal with them overtly through facilitated interaction and negotiation
acknowledge cultural diversity in the community and in the workforce when developing their school charter by articulating policies and practices which utilise the skills that diversity makes available
ensure the participation of culturally diverse staff in both formal and informal staff development activities
encourage all staff to undertake intercultural awareness inservice programs such as ESL in the
Mainstream so that they become competent and confident in promoting multicultural values and attitudes
<http://www.sofweb.vic.edu.au/lem/pdfs/Mpolicy.pdf>
4-10-2006
Teachers know the importance of working with and
communicating regularly with student's families to support their learning
My reflections:
During
my teaching round in 2006 Semester 2, I attended the Parent Teacher day and
evening. and was actively involved with both the interview process with student's
families, and the administrative process to support the teachers.
As
a teacher at an international language school, I regularly spent time communicating
with student's families to gauge their process, and communicate areas of strength
and weakness of their children attending the school.
My future professional learning goals:
It is a goal of mine to continue to improve and develop as a communicative teacher with time and experience.
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ARTIFACTS
# 3
Teaching
students from a diversity of social, cultural, and religious backgrounds.
(Permission of
Robert Dodd Portfolio