Personal Reflections @ Lighthouse Christian College 15 Oct 2012, P1 Literacy

In terms of the stated learning outcomes the session was extremely effective. More than 75% of the class completed their assigned task. One group, normally struggling to work independently and quietly when required, managed to achieve this for close to the full 25 minutes of Procedure time. This is a significant accomplishment, in particularly for three students who struggle with Attention Deficit and ESL. The students overall were engaged with the learning, due to the quality of Intro segment and my clear expectations and consistent rewards and punishments - a strength of my facilitation of the lesson. Personal improvement includes becoming more familiar with materials and resources the class has.

15 Oct 2012, P3&4 Literacy

In terms of the stated learning outcomes the shared session between another Prep class and pre-service teacher was effective. Most of the 40 plus students were stimulated and their attention and efforts held by the 10 station activities. The preservice and I did well to assess the dynamic effectiveness of each station by gauging/observing the learning and involvement, as well as restocking and resetting activities regularly. Improvement could happen in terms of the attention given at an individual level, assessing the learning and particular needs of each student and offering them valuable minutes of one-on-one teaching/help/discussion. This could be achieved by involving Teacher Assistants and Grade 6 students, given the roles underlined above.

16 Oct 2012, P1 Literacy

In terms of the stated learning outcomes the session was extremely effective. Close to the entire class completed their differentiated tasks. A few struggled to work at a whisper level. I can improve by addressing this immediately to prevent the lone offenders recruiting other talkers and walkers - spiralling out of control. The students overall were engaged with the learning, due to the quality of Intro segment and my clear expectations and consistent rewards and punishments - a strength of my facilitation of the lesson. I showed strength by taking initiative and spoke outside the classroom to students with instructions and expectations. At mat I affirmed those following these instructions and expectations by saying, Eric, I can see you have decided as you came through the door this morning today was going to be a great day: Today Im going to give my best. Thankyou Eric.

16 Oct 2012, P3 Literacy

In terms of the stated learning outcomes the session was extremely effective. I used a strategy from Stephanie to get their attention: Stop, look and listen, number one putting my hands up with fingers wiggling, as a call for them to copy me. I like this and found it an effective way to get eye contact and distracting objects (e.g. pencils) out of their hands while I give ongoing instructions. The handwriting quality for most students was close to their best work because I gave revised tuition and my clear expectation and promised rewards during the introduction time. I am increasingly seeing the crucial need for having a quality introduction. It must include clear outline, expectations and appropriate teaching segment to catalyse the students responding work once they leave the floor.

17 Oct 2012, P2 Literacy

The class was engaged, participating wholeheartedly in group discussion, and working independently without distraction. This was catalysed in part by having the students participate in their understanding of the Verb concept and getting to come up to the whiteboard. I showed strength by thinking on my feet to draw out fun discussion, in response to the internet not being available to show the clip I had banked on as my key opening engagement tool. Still, I can improve my lesson planning by always having a non-computer, non-internet backup activity/intro example in case ICT breaks down. I am improving at addressing students close to immediately when they break out class rules. This is important in these five weeks (which simulate somewhat my first five weeks in my future class) to establish authority and respect.

22 Oct 2012, P1 Literacy

In terms of the stated learning outcomes the session was even more successful than last week. I purposed to act on reflections and feedback from Stephanie, students and myself. (The bolded directions on the plan are these intentional improvements). The level of work noise and distractions was reduced because less unnecessary questions were asked of me. This not only led to a more productive class, but it obviously produced in several of the Green group members a strong feeling of accomplishment and satisfaction. Interestingly, a few of these were the ones who initially put up resistance to my modification. I want to grow in my confidence to run with ideas that I have, not being fearful of making a mistake.

22 Oct 2012, P2 Numeracy

In terms of the stated learning outcomes the session was extremely effective. The kinaesthetic and visual introduction using whiteboard and dome markers to explain the jumping back subtraction strategy in a physical way became a powerful teaching moment for most students. This was evident in the speed at which many completed their two Mathletics pages and wrote their own impressive subtraction sentences. I have been reminded of the effectiveness of simple physical props. The media and ICT saturated approaches to teaching maths need to be embraced but not at the expense of other mediums and methods. I want my approach to teaching maths to improve in the area of helping students see mathematics in everyday situations, objects and realities around them.

23 Oct 2012, P1 Literacy

In terms of the stated learning outcomes the session was even more successful than last week. Again I purposed to act on the feedback from Stephanie, the class and my own reflections. (The bolded directions on the plan are these intentional improvements). I am growing in confidence to try out my creative ideas, and discovering that my personal teaching style has a strong creative element to it. As a result of the bold introduction of Tiny Ticks and Tiny Dots (bold because I havent seen it anywhere, simply came to me) over half the class wrote neater more accurately formed letters. What a great feeling!

23 Oct 2012, P2 Numeracy

In terms of the stated learning outcomes the session was semi effective. Using games and instruction on the floor it appeared that a good number of the class were engaged and understanding the topic. However, a lack of poor time planning and time monitoring during the lesson didnt allow time for bookwork. This would have provided a more accurate assessment of whether the session learning outcomes were reached. Benefiting from this reflection and similar feedback from Stephanie I will make certain my next lesson plan is better thought through in terms of time. I can buy more time by reducing unnecessary time wastage through over talking during Intro and not starting with group on time. The class clock is not in an ideal position for seeing it readily so I will use my gifted student to be my timekeeper for each segment of a session (I will give him a mini plan with times).

30 Oct 2012, P2 Numeracy

In terms of the stated learning outcomes the session was extremely effective. I am learning numerous lesson to improve my teaching style, lessons and also being encouraged at the success I am having building repoire with the students and watching them respond to my approach and creative ideas that are coming as I continue to grow in confidence and comfortability in this deep end of teaching most lessons that I have been thrown into. I still need to improve on the level of reflection I do, the prep beforehand and my attention to time.

30 Oct 2012, P4 Literacy

Revision of topics is so important to the students grasping and having the time not to be rushed to learn and get better with a particular concept or topic or skill being taught. Especially important is this for learning styles that need extra time for the flower to bloom as it were. Sometimes the classroom environment and the completing of lessons and reaching for attaining curriculum outcomes feels like chaos or rushed at the very least. I dont want to compromise the students journey or process with topics so that they continue to love the art of learning and not see it as a chore to be completed, robbed of its fun and mystery because it is happening , and moving on to a new topic at breakneck speed.

31 Oct 2012, P1 Numeracy

In terms of the stated learning outcomes the session was extremely fairly effective. The students were engaged and the activities successful. However, despite the teacher feedback, I think I spent too long in my introduction, i.e. we started late and I went over by a few minutes for my planned 10minutes. I didnt notice this until too late. I opted to keep going with the plan but should have culled one activity to go deep with the rest. Instead each segment, although successful in that the students enjoyed it and were learning and participating, we didnt have a chance to follow it through as much as I had envisaged in my mind and each child to get the attention and chance to participate I wanted them to.

31 Oct 2012, P2 Literacy

In terms of the stated learning outcomes the session was extremely effective. The highlight was the random object I placed in front of them to write a comparing sentence about of their choice. It had a mixture of mystery and freedom for their own creative thought built into it. It taught me powerfully as much as ICT is amazing and compliments teaching in the classroom, not to be reliant upon it. It is not the end and be all of teaching tools and strategies. Once upon a time there was none of it in the classroom and brilliant students were still being turned out.

8 Nov 2012, P3&4 Christian Studies

In terms of learning outcomes the session was highly effective. This double period delivery was the best of my time at LCC, a culmination of every lesson I have learned across 19 days with the preps and Stephanies mentoring. I am also enjoying the aspect of teaching in that Im finding out more about myself, my preferences and styles of teaching as well as the thrill and satisfaction of dynamic ideas coming to mind, trying it in that moment and it going well! I pray I grow in my intimacy with the Holy Spirit because I recognise and am thankful that it is Him bringing this wisdom and the right words for delivery and handling situations to mind.

9 Nov 2012, P5&6 Literacy

In terms of the stated learning outcome the class became familiar as a whole with the introduced sound and its use. Most of the students were stimulated and their attention and efforts held by the opening story and clear learning intentions explained - They are beginning to get used to these three (WALT, WILF and TIB) and are responding really well. I will be using these as a graduate teacher in my own class. It is pleasing to put together lesson plans that can be repeated in the future, expanded into double periods, and also used as a program for introducing the other blends and sounds during Literacy sessions. I am aware during this Practicum that my skill for critiquing things is invaluable. I just need to ensure I place a high value on, and make time for reflection upon each lesson. The improvements I make will pay off for other lessons (even if unrelated) and when repeating this and others like it for similar blends.