WHY IS STANDARD ONE VALUABLE?
To create an effective learning environment, it is imperative to know and understand your students and how they learn. As previously mentioned within my teaching philosophy, all students are different and come to school with various experiences, backgrounds, interests and cultures. It is important as a teacher to understand and know our students in order to bring upon effective learning and development. Once the students feel safe and respected within the four walls of the classroom, it has become evident that learning will become more effective. If a student does not feel comfortable, learning and development will unlikely occur. As a future teacher, I aim to create strong, long lasting relationships with each student I teach and ensure each student feels comfortable, respected and safe within our classroom. I believe without this occurring, learning and/or schooling may not be achieved to the standard it should.
STANDARD ONE - SITUATION, ACTION & OUTCOME
INTEGRATED STANDARDS MET: 1.1, 1.2, 1.5, 2.6, 4.2, 4.3, 4.4
Photographic Evidence of "Brain Breaks" in Practice
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1.1 - Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2 - Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3 - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 - Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
1.6 - Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Action Plan - Moving Forward
- I aim to utilise self reflection when completing each lesson. By doing so, this would give me the opportunity to document or critique anything I believe needs improving within each lesson I undertake. By self reflecting, I will be able to observe and document how my students learn along with what worked and what didn't.
- I will strive to continue to build and establish strong relationships with ALL of my students. By doing so, I will ultimately begin to know each student's lifestyle within and outside the classroom and adjust my teachings accordingly to best suit the student's needs.
- Within the school I will be based at, I will continue to pick the brains of other well established teachers, as other teachers within the school could offer a unique perspective on my teaching styles and practices. Through effective communication, I could gain some useful insights into knowing my students and understanding how each learn best.
- I also aim to further enhance my knowledge by undertaking professional development to develop strategies to support full participation of students with a disability and creating an inclusive learning environments for all involved.