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Summary
Description of the three perspectives
Y Lectures- We were spoken to by different lecturers about different aspects that directly relate to the teaching that we undertake in our practicum and the teaching we will be doing in our professional lives.
We have covered topics such as child protection, teaching strategies, classroom programming and effective classroom management. The lectures included individual tasks combined with group work tasks that required us to work together to accumulate several ideas on how a specific problem could be solved. The advantage of these lectures is that you can ask questions to someone who is experienced in the area you are learning about something you can¡¦t quite grasp or is not covered in the textbook.
Cheap University Papers on Education Perspectives
Y Textbook- Our textbook is Beginning Teaching and Beyond rd Edition by Kevin Barry and Len King. This book reinforces a lot of what we learn in lectures and what we notice when observing teachers in our practicum. It covers topics very similar to those mentioned above. The advantage of the book is that it contains visual aids that help us to understand just a little bit better.
Y Observations in class- I have been attending Caringbah High School, Caringbah for my teaching practicum. I have been going every Tuesday to observe the teachers in the science department teach their classes, while I observe the different techniques mentioned in the text and at lectures put to practical use. The huge advantage that this practicum offers is the amount of experience that we receive by observing the ideas, styles and techniques of teachers who have been teaching for their entire career.
Similarities of the three perspectives
Y Lesson Planning- The three perspectives have some similar aspects in relation to lesson planning. They all suggest that the lesson plan needs to be set out prior to the lesson and needs to accommodate the material that is required to be covered. Also the factors present inside the classroom, such as time restrictions, individual student needs, the particular subject being taught, strategies of teaching (chalk and talk, group work etc).
Y Classroom Management- During practicum, I have observed many of the classroom management techniques mentioned in the textbook and in lectures. However, the lecture about Eddy¡¦s Annexe and the textbook to an extent, focussed more on techniques that prevent inappropriate behaviour. These include creating an environment free from judgement and teasing, creating an environment where every student can be who they are and express feelings freely, treating every student equally, simply listening to students and responding well to the students¡¦ positive attributes. From what I observed during the practical, techniques that put a cease to inappropriate behaviour were much widely used and much more visible, whereas some techniques that prevented inappropriate behaviour were used more subtly. Such as keeping students occupied, having extra activities just in case the lesson runs under time, individual interaction with the student and practical (hands on) group work.
Y Teaching Activities- The three perspectives coincide a lot in relation to teaching activities. The teaching strategies in the text are very similar to those that were presented in the third lecture on teaching strategies. These are use of chalkboard/whiteboard, discussions, use of AV equipment and films/software, lecture, groupwork, demonstrations and oral reports. Many of these strategies I have observed during the practicum.
Differences of the three perspectives
Y Lesson Planning- One difference that I have noticed is that the lesson plan that is set out in the text, and to some extent set out in the lectures, has a section where the teachers give themselves a self-evaluation. In the practicum, I noticed that the teachers didn¡¦t have that section in their plan. This was probably due to the fact that they have been teaching for so long (0 years in most cases) that they are confident in the way that they present the lesson. Also the format of the lesson plan for an experienced teacher is different from that in the text. The teacher¡¦s plan is sometimes a few lines of notes of what they plan to do, as opposed to the A4 sized sheets that were given in the lecture. Although we were told in the lectures that more experienced teachers did this.
Y Classroom Management- During practicum, the teachers I observed concentrated on techniques that ceased misbehaving students. The ceasing techniques included calling attention to misbehaving students by name, raising voice above noise level of class, walking behind students, stop teaching until every student starts listening, asking student (who is obviously not listening) to respond to a question you have just asked or sending them outside. Whereas the lecture from Raylene Holz focussed more on the preventative techniques mentioned earlier.
Y Teaching Activities- Every strategy mentioned in the text and lectures, I observed whilst on practicum. However, I noticed that the teachers I observed tended to use more of a combination of the techniques mentioned. When watching a video, the teacher occasionally stopped the tape and talked and wrote on the whiteboard, then resumed the tape. Another example is when a teacher is talking about a specific topic, they clarify what they are explaining with a demonstration.
Analyses
Y What are the implications of these reflections?
I believe that these different perspectives have given me a broader view of different ways a particular situation can be dealt with. This in turn, I believe will give me an opportunity to take several different ideas and weigh the pros and cons and find the best one for the situation.
Y What issues were missing from the perspectives?
One issue which I thought needed some information on was the catering for specific students needs and how that is done. When we go to teach, we need to be able to determine how particular students will respond to certain types of strategies, types of management and lesson structures.
Y How did your reflection relate to learning in other subjects?
The same strategies and techniques can be carried out in other subjects. The main point to consider is taking into account that the lesson plan needs to be accommodating to the particular subject that is being taught.
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