22/05/2019 Supervisor and Pre-service Teacher Feedback & Reflection School Placement

Name of pre-service teacher

Michelle Hon
Course Name
M.Teaching (Primary Education)
School
Maylands Peninsula Primary School
Date of Lesson
17/05/2019
Feedback & Reflection on Teaching

https://sonia.nd.edu.au/SoniaOnline/EFormEdit.aspx 1/6
22/05/2019 Supervisor and Pre-service Teacher Feedback & Reflection School Placement
Standard Supervisor Feedback
Standard 1: Know Following our pre-lesson discussion
the students and and then through my observation , it
how they learn was obvious that you have a lot of
knowledge about the students in
your classroom. There was a nice
working atmosphere in the room.
You have developed a trusting
relationship with most students; well
done in such a short time. The next
challenge to be more effective is to
put this knowledge to good use. At
this age, students have developed
their preferred learning style. Use
that knowledge - for example, Tom
could not see the relevance of
learning about lines and angles. He
plays football - have a conversation
with him about how coaches set up
plays, and knowledge of angles will
help him kick goals rather than
points. If we understand the why,
often this is enough to re-engage
students back into the activity.
Developing the cheat sheet was a
great idea as a point of reference.
Consider for next time - incorporate
measurement when folding the
landscape orientation into 3.
Measure and mark ar 7cm then 14
cm. It is a simple prop for the
weaker students who had difficulty
with this. A last thought, colour is a
good prop in mathematics. Tom
couldn't see the co interior angles
and couldn't see the C or the F when
finding alternate angles. Have a
marker and draw the C and/or the F
in colour for him.
https://sonia.nd.edu.au/SoniaOnline/EFormEdit.aspx
Key pointers to Pre-Service Teacher Reflection
assist pre-service
teacher reflection.
It is not necessary
to answer all the
questions.
Did you know I know all the students' names, their
your students? potential to act up and their general
What evidence do background, health condition and
you have to show their level of learning. I know that
that you know Lily is learning at a Year 4 level and
your student and that Alysha and Andrew who are
how they learn? learning at a year 7-9 level. I give
How did data out assessment worksheets for the
collected enable students to work on after teaching
you to plan for the students to work on. I collect
differentiated teach their worksheets after every session
ing and learning to investigate their learning levels
activities for your and to assess if they have gotten the
students? concepts taught. The data collected
will give me information to assess if
I need to continue with the same
concepts or go to new concepts. I
need to have various worksheet
levels for learning levels and
abilities within the room, so I can
assess their progress. I need to learn
the behaviours of each student and
know who can and cannot work
together. I need to learn techniques
to know how they work together and
who can be supportive of each other.
2/6
22/05/2019 Supervisor and Pre-service Teacher Feedback & Reflection School Placement
Standard 2: Know Your use of the IWB excellent but
content and how to you read it all yourself - use students
teach it to assist. That will save your voice,
allow you to further gauge student
understanding and release you from
always being at the front of the
room. . The power point you
developed kept you well on track
and the lesson flowed logically. Well
done. Think about having your own
concrete materials next time such as
a large protractor so you could
demonstrate the angles size. This
was a hard concept and many
students didn't know what to do. It
was a good strategy telling the
students the aim of the lesson from
the outset together with the success
criteria. Well done. Remember that if
you say you will do something, you
must do it - If you're going to be
noisy I'll move you. The boys did
v=continue to be noisy - move them.
https://sonia.nd.edu.au/SoniaOnline/EFormEdit.aspx
Did you have the I had pre-planned the content and
required content checked that the knowledge was
knowledge to appropriate for the year level. I am
teach your lesson weary about the complexity of the
effectively? level of geometric measurement that
How could your I am teaching the students and the
lesson have been ability to grasp concepts. I can
improved? improve my teaching of the content
by being more emersed with the
'audience' ie. moving around the
room to monitor and assess who is
listening and who isn't and to gauge
if the students are grasping the
concepts taught. I can also learn to
monitor the students who are
misbehaving and learn techniques to
save my voice. I need to learn
techniques for discipline and
behaviour management. I need to
wait for everyone to be silent before
I start teaching or some students
may not be engaged with what is
being taught. I can learn to also be
more flexible and change the lesson
during the lesson if I notice that
misbehaviour is occurring. I need to
learn to monitor if the content is
appropriate and know how to
modify on teaching, if the content is
too complex or to limit it to more
simplified content. I need to vary
content in worksheets for students of
various learning levels and cater for
them. I need to to know which
students cannot work together and
which have the potential for acting
up and to strategise accordingly.
3/6
22/05/2019 Supervisor and Pre-service Teacher Feedback & Reflection School Placement

Standard 3: Plan Your planning was thorough and Did your planning Yes, it did. I felt that the planning
for, and implement thoughtful. Well done. Please think enable you to helped and that the powerpoints
for effective about the difference between giving teach your were a good prompt for me to know
teaching and a clear instruction and asking a objectives what the content and activities the
learning question as the instruction. Have you effectively? students should be doing. I can plan
guys done it yet or can you write the How will you for more activities for times when
rule down encourages students to modify future fillers are required and I can modify
call out, some may say No! and this planning? my planning to shorter time frames
causes delays. Consider giving an if activities run out of time. I need to
instruction - we are moving to the modify and be more flexible. I need
next section in 3, 2 1nd 1 - then to plan to use strategies of
move on. If you say all eyes on me, discipline. For example, using a
stop and wait, looking at the timer for time to take back from
stragglers. They will soon get the lunch or recess.
idea. If they continue implement
behaviour management. Try to
remember to keep scanning the
room. This will allow you to
determine whether all students are
engaged. Continuously walk around
to see. Ask yourself - did the weaker
students understand what was going
on? If not spend a little time with
them but move others on. A good
strategy, hold up your work so I can
see - quick and easy assessment tool.
Well done. When you moved onto
the last activity - the worksheets,
Lilly read. Consider next time
modifying the class sheet right down
so that she can also be included.

https://sonia.nd.edu.au/SoniaOnline/EFormEdit.aspx 4/6
22/05/2019 Supervisor and Pre-service Teacher Feedback & Reflection School Placement

Standard 4: Create Working in pairs is a great strategy, Did the learning I tried to get the students to partner
and maintain especially if your pairing is environment up to support each other a
supportive and safe effective. Student really enjoy being support your constructivist learning environment.
learning peer tutors. Your self reflection lesson? I also tried to help the students by
environments echoes this. You moved a boy to What scaffolding what they needed to do.
work with Tom, but it didn't work as improvements if The improvements I could make are
they both were mucking about. Be any would you to make sure that the partners they
careful with your selections. Over make to the select are ones that work well
the next weeks, build and develop a learning together, and to follow through with
toolkit of strategies that will save environment in the discipline if they act up.
your voice when you are bringing future?
the class together again or want their
attention. Be very careful not to
overuse your voice. I will look for
this at my next visit. Don't be afraid
to discipline a student who may be
misbehaving to see how far he or she
can push you. You have rules; if a
student crosses the line, give a
warning but then follow through.
Timing of sections of lessons
becomes easier with more
experience. Listen and watch your
students. They are your best guide -
when to continue and when to move
on. Overall though, well done.

Standard 5: Lesson closure - mark your own Did your I had worksheets that the majority of
Assess, provide work. Hindsight is wonderful, but I assessment show students are catered to. However, I
feedback and would have skipped this. It caused a the scope of your did not cater for Lily as I had
report on student major disruption and then you had students? thought she could work on her
learning difficulty finishing and recapping How could your mental maths, but I need to cater to
before the students were out of the assessment her ability and provide similar but
door for lunch. I would like to have practices be more basic maths of the same
further discussions with you at my improved? concept for her. I need to cater for
next visit about what assessments How do you know the more advanced students with
you are collecting and then how you that your their worksheets as well. This is an
are using this information. Overall assessments are area I need to work on.
though, Michelle, this was a well valid?
constructed lesson. Good job! Did you moderate
your assessments
in any way?

https://sonia.nd.edu.au/SoniaOnline/EFormEdit.aspx 5/6
22/05/2019 Supervisor and Pre-service Teacher Feedback & Reflection School Placement

Standard 6 and 7: These standards were not relevant to What engagement I have professional development
Engage in this observation and were, therefore have you had with booked with the other teachers on
Professional not assessed. professional the 29th May for Maths. I chat with
Learning; Engage learning? colleagues at the lunch room and ask
professionally with them strategies of teaching and
colleagues, whenever a parent may wish to
parents/carers and engage in conversation about their
the community child.
Please seek
feedback from the
mentor regarding
Standards 6 and 7.

At this point is the pre-service teacher at risk of failing the professional experience?
No
Name of supervisor
Phillippa Berkhout

Actioned by Michelle Hon (32008220) on 17/05/2019 2:08:21 PM

https://sonia.nd.edu.au/SoniaOnline/EFormEdit.aspx 6/6