AITSL STANDARDS FOR GRADUATES Standard #1

AITSL
Standards for Graduates
1.1 Physical, social and intellectual development
and characteristics of students

1.2 Understand how students learn

1.3 Students with diverse linguistic, cultural,

religious and socioeconomic backgrounds

1.4 Strategies for teaching Aboriginal and Torres

Strait Islander students

1.5 Differentiate teaching to meet the specific

learning needs of students across the full range
of abilities

1. Know students and how they learn

by Sophie Love
Case Story - 1.1 Physical, social and intellectual development and characteristics of students
and 1.6 Strategies to support full participation of students with disability
One of the most exciting challenges I faced my final practicum was seeing the development of students who
had learning or confidence difficulties. My first drama lesson was a strong learning curve when it came to this
area. I had no knowledge of the students I would be teaching and the first thing I did was ask them a few
questions about themselves. When one of the students blankly stared back at me and said nothing (every time I
spoke him) I presumed he just didnt know the answers or he was resisting me. It wasnt until after my mentor
told me he had a learning difficulty, that I realised I needed to make a special effort to get to know him. After
another class we had to walk across the school to the next lesson and I decided to walk alongside him. I
carefully and gently asked him simple questions about how he felt in the class and what he needed from me to
help him learn. He seemed very appreciative and after a long pause he admitted he was normally cast drama
roles that had very minimal lines because he struggled to get the words out. I took that as a challenge; I
could see he was eager and I had already seen him improvise well that day. The following week as the class
devised a drama piece for the term, I decided to scaffold a role for him that would give him simple but
effective lines. This had been a big change for him because in his last play, he had only one repeated line. Now
he had five appearances and different lines for each. To my relief, he embraced the challenge. I gave him
somewhat of a comical roll, so that if he did stumble, it would look like part of the play. I checked throughout
the lesson to see if he was happy with the lines, and he was. He played the part with gusto and against the
rubric for his performance for the term, I could confidently place him highly. I knew he gave his best, despite
having simpler lines than the other classmates and it was an exciting moment for me as teacher indeed.

What I learnt in this instance and something I plan on continuing, was the power of building a safe connection
with students and families with disability. In the future when I face the variance of student needs, I plan on
utilising such connections. Parental contact is invaluable; I found they are often the most educated on their
childs needs. They can suggest things that work and things that dont. Having their support also means I can go
to them for advice when I am unsure. I spoke to this students mother early on and she gave me advice on how
to best help him which was extremely helpful. Secondly, teachers assistants are often there for the purpose of
helping struggling students; my FPE school had several teachers trained for these types of students and getting
their advice was also fantastic. This particular school actually set up a game plan for their education, a
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pathway, that I would be able to lean into, long term, if I were teaching there. If this wasnt available in a
school that I might work for the future, I did develop a relationship with a particular teacher who was trained
in special needs students. I spoke with her frequently and she is a personal friend that I can speak to in the
future. What I did see, in all my practicums, was that there was almost always some form of programs for
these students in various forms. Because I believe all students are different, I realise there is no one set path
that works for every student. This is why it is particularly important that I take each student case individually
and keep in constant communication with the people that matter; parents, teachers and school aids.

Figure 1 These are initial notes I wrote in regards to the student with a learning difficulty with the dates a shown you can see that I
mention he has lower ability but I want to see how far we can push him (gently) 25/7. It was from here that I started to develop a role for
him with increased lines and opportunities.

Figure 2 This is the comment my mentor made on helping the above mentioned student to have an increased role.