Professional Experience 2 – Post-Prac Teaching Confirmation

Professional Experience 2 has by far confirmed my desire to become a teacher. I am more than excited about the confidence it has given me, the experience over the last couple of weeks or so has been wonderful, and has been more motivating than ever.

It has been a draining, tiring, challenging, hair pulling experience that has left me wanting more. I really believe it was what I needed, giving me the inspiration to keep going – I now see an end goal. I know and understand it was only my first real teaching prac but it really has made a world of difference.

My lessons went as well as I hoped they would – there were obviously a few occasions that things didn’t go that well, but I got through them, and definitely learnt from them. The biggest problem I had in respect to lesson success was that I didn’t have a clear idea of the kids abilities – my ‘Chinese Lantern’ lesson was simply too easy which caused the kids to muck up a bit, they weren’t challenged enough to hold their concentration; my other ‘Improper Fractions’ lesson was just too hard, it suited the more advanced students but didn’t suit the average or below average students. In both cases, nothing went out of control but I was definitely flustered throughout and disappointed that I didn’t get it right for the kids.

One of the things I didn’t incorporate in my lessons at all was any element of educational technology, the school simply didn’t have the resources. I would definitely love to use a smart board. In a blog called ‘Veronica’s Teaching Adventures: Revelations about technology in education’, Veronica discusses her success with using a smart board; next prac I hope to have an opportunity like she did, be exposed to further educational technology.

Professional Experience 2 – Pre-Prac Hesitations

Ok, well, it is now time for Professional Experience 2 Practicum and I’m as scared as I think I have ever been, I actually have to teach! A budding teacher having to teach! It’s not too bad, just a little bit nervous, especially about having to manage 28 year 5 students.

I have been studying the different management principles I can use, I think I’m going to focus on reinforcement (positive reinforcement and punishment), all based upon Skinner’s theory of operant conditioning. From last prac I have a pretty good idea what the kids are like, there aren’t any trouble makers really, and my co-operating teacher gets along really well with them so my management focus is going to be to maintain the positive nature of the class, the positive environment – what I’ve noticed is how well the kids respond to verbal positive reinforcement (encouragement), as long as it is based upon some sort of descriptive evidence. I’ll use more tangible rewards as well; stickers, awards etc.

I’m really quite excited, I have been thinking of different lessons I could do. I know everyone in the class loves football (soccer) so I’ll definitely have a PDHPE football session. I’m considering writing up a music lesson and taking my clarinet into the classroom, but I really don’t know if I have the nerve to do that. Otherwise I think I’ll teach some Maths and English; the hardest part I think will be making sure I know enough about the subject to successfully teach it!

My co-operating teacher is really supportive so I know I’ll be absolutely fine!

Professional Experience 1 – Change of Perspective

After exploring during prac (specifically during today’s observations) the different roles of a teacher, my views of teaching have changed. Prior to commencing this course, I always saw the teacher’s role to be incredibly important, particularly in reference to communication and his/her relationship with the students. However it was only until this first prac where I was able to make notes, interview and observe my cooperating teacher at work that I realised the extensive nature of a teachers work. During prac I started to make a list concerning the roles a teacher actually takes on – it got longer and longer. It doesn’t deter me from wanting to be a teacher, but it did open my eyes.

My co-operative teacher saw her main role as a ‘facilitator of learning’ and a provider of learning experiences with the aim for the kids to learn by coming to their own conclusions. My co-operating teacher’s responsibility and dedication to her profession saw her take tango dancing lessons to further the children’s skills in dance class; the chance for teachers to further their own abilities and their roles for their class, school and community are endless, it certainly takes a great amount of passion. It really is about providing the kids with as many opportunities as possible.

What really stood out for me was the importance of communication and people skills; knowing the children, letting the kids know you know them. Everyway that the teacher acts or doesn’t act makes a difference both in the classroom and outside of it; extreme detail and even caution, balanced with a relaxed yet focused teaching and learning environment is needed.

A teacher has roles in the immediate classroom, the school, and the community; it is hard and needs passion behind it otherwise it won’t work, education is one of the most fundamental needs in a persons life and being a teacher, taking on all those expected roles, is as important as it comes.

Image: Woodleywonderworks. (2007). Atlas, it’s time for your bath. Retrieved October 11, 2008, from http://www.flickr.com/photos/wwworks/440672445/?addedcomment=1#comment72157607925129880