Marta Portolés Professional Learning Profile (EDP441 Assessment Item 2)
Criterion 1: Philosophy of Teaching
My Professional Learning Profile (PLP) summarizes my integration of the Queensland College of Teachers (QCT) professional standards into my professional and wider learning as a preservice teacher. In particular, this PLP outlines my professional development to value diversity through the design and implementation of learning experiences, create a supportive learning environment, and collaborate with colleagues to enhance my professional practice through reflection and renewal.
On my journey to become a science teacher, the development of my personal philosophy of teaching has provided me with the foundation that structures my teaching vision and values. I am committed to create a learning environment that models democratic values and embraces diversity to educate students to become responsible, productive and lifelong learners in a multicultural society. Furthermore, I am dedicated to develop my students’ language, literacy and numeracy using a wide range of teaching strategies and resources across all phases of learning, but, particularly, in the context of the science and technology. My teaching principles include my life time
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Actively involving students in cognitive work that is appropriately challenging but not overwhelming has been reported to reduce problem behaviours (Heward, 2003; DeJong, 2005). In my University studies on “Classroom and Behaviour Management” (LCP410) I developed a comprehensive ‘Class Management Support Plan’, which included my five key principles, a preventative level support, and the management of low level and high level behaviours. My five key principles that inform my classroom management practice make explicit my commitment to create a safe, supportive and stimulating learning
All teachers have the responsibility to develop skills and qualities in their pupils that are beneficial to their lives and the lives of others. Works Cited Quinn, D (1995), Ishmael, Bantam/Turner Book Publication. United Nations Educational (UNESCO 1995-2009), Scientific and Cultural Education, Education for Sustainable Development. Available at: http://www.unesco.org/en/esd/ (Date accessed 21/12/09).
The Australian Professional Standards for Teachers provide a framework, which clearly identifies the knowledge, practice and professional knowledge necessary to achieve each standard in a teacher’s career. The Standards aim to enhance all students learning outcomes by providing key indicators of teacher quality to assist the preparation, support and progress of teachers (Board of Studies, Teaching and Educational Standards [BOSTES] 2014). This essay will examine the Australian Institute for Teaching and School Leadership (AITSL) Standard One: “Know students and how they learn” (2011, p.3) by comparing and contrasting the expectations of a graduate and lead teacher. There are six focus areas within Standard One and each area clearly defines
Classroom management is a necessary component for teachers to appreciate and apply to positively manage and adjust behavior within the learning environment. It is important that teachers develop a sound perceptive of significant theories that will result in enhanced teaching and practices within the class (Lyons, Ford & Slee, 2014). Goal Centred Theory, Cognitive Behavioural Theory and Assertive Discipline Theory are three prominent management theories that will endure analysis. Therefore, consolidating the main elements that underpin the theories will assist in developing positive practices of classroom management.
In light of my School Experience (SE), I will be analysing, discussing and evaluating an aspect of classroom practice. The practice that I have chosen is ‘Behaviour Management’. Behaviour management plays a key role within the classroom and there are a number of techniques used by teachers on a day to day basis. I will look at these techniques in detail, analysing and evaluating them with the work of behaviour management authors and also taking into account my SE observations.
I am a passionate and influential Science and Math educator, who has been motivating and inspiring the learners for last twelve years locally and internationally. Born and raised in a family in Nepal, which values education highly, I learned the importance of education in my early age. Afterwards, I choose to teach over pursuing my career in the research field in Chemistry after completing Master’s degree in Chemistry seeing the need of effective educators in this field. Since then I have been consistently trying to make the learning of Science and Math tempting and interesting using project-based, game-based, hands-on activities and tech-integration learning activities. My nature of connecting learning Science and Math in the classroom with daily life activities helped me to stand as a distinguished student.
I'd like my pupils to think more deeply about the implications of biology, and how it affects their understanding of who we are. Moreover, I want to teach them to truly understand science, such that it can inform their personal faith. Science is a field that is continually in motion. Our understandings of the natural world are constantly changing, and constantly being revised. I believe that rather than becoming discouraged with such uncertainty, we must understand and embrace it.
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control
As stated earlier, I believe Classroom Management is the key to how learning can take place and students can feel safe participating. I hope to create an environment that is conducive to learning and involves all my students. I believe the most important part of classroom management is not the behavior problems but creating a good rapport with the students, encouraging them to succeed and setting high expectations for them. As well as using an engaging a curriculum, I believe you can create this environment and it will limit the behavior problems in your classroom from the
Classroom management, involving all the strategies used by teachers in order to provide order in the classroom, can be regarded as an essential for effective teaching and learning. According to Davis (1981), “basic classroom management is just plain good sense. Yet, it can be as personal as your private lifestyle” (p.79). One of the biggest challenge teachers face day in and day out is dealing with behavior of children and young pupils in classroom. Therefore, the classroom practice of individual teachers would be the key aspect of improving the behavior of pupils in schools (Hart, 2010). One of the significant attribute of promise to teaching, especially in classroom behavior management, is teacher’s sense of efficacy. According to Woolfolk-Hoy (2000), development of self-efficacy is essential for producing effective, committed and ardent teachers, Moreover, teachers who are trained to be more effective in meeting both academic and non-academic student needs create a positive and successful classroom environment for all students (Alvares, 2007). The importance of self-efficacy in behavior management has been highlighted by Martin, linfoot, and stephenson (1999) who proposed that teacher’ responses to misbehavior may be mediated by their beliefs about their ability to deal with behavior, as well as their beliefs about the causes of student misbehavior.
5. How did your lesson plan and instruction change over time to consider your student’s language and home culture? How have you ensured that you have made science learning accessible and relevant to
After taking the StrenghtsQuest and the Holland Interest Inventory I have realized a lot of points that I’ve never realized before. I have realized there are certain things that I did know about but I just never justified the interest in knowing about it. After much consideration I’m honestly not sure if my career that I’m looking into is really what is going to fit my profile. I’m going to tell you my top three scores from the Holland Interest Inventory and the top five StrengthsQuest.
The combination of my degree at the University of Canberra, my diverse practical placements and especially the experience I have gained from working at a High School has been an enlightening experience in which I have gained valuable professional knowledge that I will use and extend in my professional career as a teacher. I have been exposed to a wealth of knowledge that has been uninhibitedly shared which has enriched and helped developed my personal teaching beliefs. I have also engaged in workshops, seminars, and self-directed study to enhance my teaching practices and
Strategies to support inclusive student participation and engagement in learning allow the teacher to help students who struggle to become involved in class and who struggle to engage in the learning material. Finally, organisation of the classroom and providing directions to learners managing challenging behaviour is highly important to create a positive and creative workspace that allows students to want to learn and to reduce bullying in the class.
Learning is a continuous process and it takes time to process the knowledge. It is essentially an observable and measurable change in behaviour that is the result of an experience. Vygotsky (1978) describes the existence of continuous interactions of thoughts, simulations, past experiences, personal opinions when learning takes place. In a classroom setting, diversification exists in the background of the pupils. This diversification is based on culture and origin that makes it difficult for the teacher to create a homogenized and harmonized learning environment which would benefit all of the pupils equally. In order to promote learning behaviour, it is very important to me as a teacher to understand and know the backgrounds of pupils. This requirement can be fulfilled through ‘inclusive classroom’ settings that offer ‘cooperative and collaborative learning’ that in turn will bridge the communication and the achievement gap, and make them understand the course objectives at the same time. In this paper, the potential causes of disengagement with the curriculum with reference to science and the factors involved in promoting positive learning environment are discussed. The literature is reviewed critically and various personal opinions are shared based on my school experience to promote positive learning behaviour.
As discussed throughout this paper we build our classroom management plans based on our past experiences, our knowledge, our professional learning and our very own personal reflection. The importance of our beliefs, values and our philosophy play a major role in our planning. I, personally have a strong desire to support students who are often labelled ‘troubled’ and ‘the naughty child’, I believe there are reasons behind why students misbehave and strive to do my best as an educator to engage students through positive reinforcements as discussed and continue to put in place preventive practices. Building our own positive learning framework is key to a successful classroom. Even throughout our ongoing experiences we may adapt to other methods, theories and even values according to our journey as a teacher. Even as teachers we will always be learning and continue to perfect our individual