Professional Experience 3 2019 Monique Eggers

EDUC3061 110231658
Student overview and implications for teaching-

Standard 1 know students and how they learn: Focus area 1.1 Physical, social and intellectual
development, 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds, 1.5
Differentiate teaching to meet the specific learning needs of students across a full range of abilities

Name (first name Student characteristics Implications for my teaching

and initial)

Ada M Eager to give everything a go, smart Try to call on her more in class,
have more conversations with
her during tasks to make sure
she fully understands the topic

Alice Z Alice is very quiet and I will often not speak to Try to call on her more in class,
her in the class as she is one of the ‘middle’ have more conversations with
students that fly under the radar her during tasks

Amanda G Tall, smart, has trouble sitting still and always Give her a fidget toy to hopefully
moving make her sit down and
concentrate

Amber Z Tall, smart, wears glasses, answers questions Try to call on her more in class,
but can also be very distracted by others have more conversations with
around her. her during tasks to make sure
she fully understands the topic

Emily C Moody, gives everything a go but will Allow her to do her own thing,
sometimes not attempt anything, even activities don’t push her but still make sure
that she is focusing on the topic
and understanding

Amy F Glasses, tall, good at gymnastics, smart Try to call on her more in class,
have more conversations with
her during tasks to make sure
she fully understands the topic

Apple C Answers a lot of questions, has a go, will often Call on her to answer questions.
finish her work quickly Allow for lots of pair and group
work so she can share her ideas.
If she finishes work early, allow
her to go help others, gaining
more confidence

Arron J Cheeky, likes to speak, pays attention however Give him a fidget toy to see if that
can be easily distracted and is often seen helps him sit still. call on him to
playing around rather than sitting still answer CCQ to make sure he is
understanding

Brian L Very smart, loves to talk and help explain Call on him to answer questions.
things If he finishes work early, allow
him to go help others, gaining
Professional Experience 3 2019
EDUC3061
Cecilia W Very smart, likes to talk, gives everything a go.
Will often tell other people to stop talking
Charlie Z Continuously off task, always talking to other
students and distracting them, struggles to
listen to teachers instructions, has glasses. In
Phonics he will write all the sounds and words
in a little notebook and practice
Coco Z Cheeky, loves to talk and explain things but
can take a while to actually get the right words
out
Collin Z Quiet achiever- is quite smart- but will often not
put up his hand to answer questions. His work
is quite good. Will often
Eason C Very quiet talker, gives it a go when you call on
him in class
Henry H Lower level of class, still gives everything a go,
talks to people around him
Henry S Tall, Smart, will not put hand up but will most
likely know the answer.
Jonny X Jonny likes to be the class leader and will often
be seen yelling at the front of the line or trying
to get other students in order. He is too social
and rarely finishes his work on time
Julie L Julie is also very quiet and I will often not
speak to her in the class as she is one of the
‘middle’ students that fly under the radar. I
have noticed that she spends quite a lot of time
on her work, sometimes not quite finishing
tasks.
Kevin Y Has a go- can be quite aggressive towards
other children e.g. putting them in a headlock
Monique Eggers
110231658
more confidence and leadership
skills
Call on her. If she finishes work
early, allow her to go help others,
gaining more confidence
Remind him to put all things
away on his desk. In phonics,
allow him to write all the sounds
and words after he has finished
to work to make sure he doesn’t
get behind.
Continue to help her build her
confidence and learning skills by
calling on her to answer
questions and giving her time to
think of answers.
Allow for group work so that he
can share his ideas with peers
that he is comfortable with
Allow for group work so that he
can share his ideas with peers
that he is comfortable with
Sit him with more advanced
students to allow him the hear
their ideas and share his own.
Push him to answer questions,
share his ideas. Create more pair
work so he is engaging in more
activities
Set rules in the classroom about
talking, making sure to reiterate
them each lesson and explain
benefits of finishing work in class,
rather than as homework.
Allow for more think, pair, share
so that she is able to share her
ideas with others. Spend time
with her during tasks to make
sure she is on track
Keep reminding Kevin to stay on
task, call on him to answer CCQ
to make sure he is understanding
Professional Experience 3 2019
EDUC3061
when they have something of him, continuously
touching other children
Leo D Quiet, doesn’t put up his hand a lot so I am
unsure of how well he is doing in school
Leo Z small, smart, is often talking to other students
or not listening properly. I have to constantly
tell him to stop moving or talking
Lili L Very small, small voice too, a good speller and
loves to answer questions
Matthew Z Smart, likes to answer a lot of questions, helps
others, constantly is talking but knows the
answers to questions
Merlin L Quiet talker, has a go but will not always put up
her hand
Michael Z Gets very off task, will often have to remind him
to listen as otherwise he will be daydreaming.
The homeroom teaching is often seen yelling at
him as he does not listen. His work isn’t great,
and you can tell that he isn’t listening to
instructions
Nadia S Clear, loud voice, gives everything a go when
you ask her but she wont put up her hand
unless she knows for sure.
Olivia P Cheeky, loves to talk and help explain things,
has a go even though she may be wrong
sometimes
Toby Y Doesn’t pay attention in class, is often seen
playing with something in his hand, loves to
talk, will not be able to answer question as he
does not pay attention, needs glasses
Monique Eggers
110231658
Try to call on him more- ask him
more questions
Remind him and the class about
the behaviour in the classroom
Remind her to be nice and loud,
possibly see if she can sit at the
front of the classroom so I can
hear her
Try to challenge him with tasks
and questions- set harder work
for him
Allow for more think, pair, share
so that she is able to share her
ideas with others
Keep reminding him to listen,
place him at the front of the room
so that you can let him know
quietly whenever he is not
listening. Ask him lots of
questions to make sure he heard
all the information and tasks.
Call on her in the class and help
her build her confidence
Continue to support her in the
classroom, calling on her to
answer questions and do some
group and pair work so she can
first tell someone else her ideas.
Have him sit at the front of the
class so he can see the board
and also so you can work close
with him, making sure that he is
paying attention