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Professional Experience (A): Self-Reflection - Coggle Diagram
Professional Experience (A): Self-Reflection
What did you see to be your strengths - alight with APST and how does it demonstrate the APST.
APST 1.1: Physical, social, and intellectual characteristics of students. I took the time to build a rapport with the students.l One task I gave all of my classes what that I had written then all a letter introducing myself and asked them to write me a letter and introduce themselves with information about their likes and dislikes but also about their school context including the ways in which they like to learn. This way I could take this into consideration when planning and teaching for effective student learning.
What areas to you need to improve on? What are the things you need to avoid? Think about the feedback that has been provided to you.
APST 3.3: Use teaching strategies. Feedback provides to me what that I could benefit from experimenting with a range of teaching strategies as I tended to frequently use GRR or teacher-led pedagogies. For my next placement I will aim to limit my use of PPTs that I teach off and incorporate more student-led activities.
Feedback given to me was about my time management. My SBTEs informed me that while it was great that I was taking the time to include lots of learning in each lesson I need to ensure that I am taking the time to include five minutes to dismiss the students and have them working write up until the bell. I also found this tricky at this particular school because their was no bells between Periods 1 and 2 and 3 and 4 - the teacher had to know the bell times.
APST 1.5: Differentiate teaching to meet the specific learning needs of students across a diverse range of abilities. While I had previously differentiated before this was my first experience with a Year 9 student working at a Year 5 curriculum. Next placement I would like to learn about and incorporate alternative strategies to support this student further.
What are you planning to do to address the area that has been identified (either by yourself or SBTE) was needing the most improvement to appreciate graduate level?
Backwards map for my learning and teaching
Managing my time to ensure that I can conclude the lesson and dismiss my students on time.
Incorporating more activities that consolidate the knowledge of my students rather than just relying on teacher-led strategies.
Follow the spiral of v. 9 content descriptors to support students working at different curriculum levels to the class I am teaching.
Is there particular knowledge that you are lacking that is a barrier for you demonstrating graduate level for a particular APST? Where can you source that knowledge?
I don't believe that there is particular knowledge that I am lacking that causes a barrier for me to demonstrate graduate level for a particular APST however, for example, with my time management and wrapping up lessons in time my SBTE stressed that this is something that will develop with time and experience as a first year teacher.
What do you see as the greatest challenge to difficulty that you may see as a threat to achieving success in the Final Placement. It does not have to be knowledge or skills. E.g. organisation, time, confidence, workload.
Whilst I don't believe that there are threats to achieving success in the Final Placement there are skills that I would like to work on to improve my practice. I often struggle with perfectionism and do not like to move on before I'm sure a lesson and resources are absolutely perfect which can hinder my organisation.
What are you planning to do to address these challenges?
My SBTE introduced me to a really effective overview template for planning my lesson and how to link all of my lesson plans and resources into this to be able to access from a singular point. I look forward to using this during Professional Experience (B) to work on this limitation of mine.
What attitudes or personal characteristics do you need to embrace to achieve these goals?
I need to embrace that I just need to plan for effective learning and teaching not PERFECT.