Emma Rayner

Annotations - Improving practice

Description

Throughout the first two weeks of placement my mentor and other teachers provided me with written feedback on my teaching and planning. The constructive feedback I received in combination with my own reflections, allowed me to evaluate and identify areas that I could improve on such as student reflection time.  I spent some time looking into different student reflection processes. My mentor recommended the tools found in ‘Ten Minutes Tops’ by Andrea Hillbrick and Kristin Humphreys as a starting point towards developing reflections so that the embed and extend student knowledge as well as checking for understanding. I trialled a number of different tools to find which worked best for my students. The images show feedback given by my mentor and other teachers and some of the different reflection tools that I used.

 

VIT Standard

• 6.1 Identify and plan professional learning needs,  Use the Australian Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs.

• 6.2 Engage in professional learning and improve practice, Participate in learning to update knowledge and practice,  targeted to professional needs and school and/or system priorities.

• 6.3 Engage with colleagues and improve practice, Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.

• 7.4 Engage with professional teaching networks and broader communities, Participate in professional and community networks and forums to broaden knowledge and improve practice.

 

 

Personal Philosophy

As a teacher I am continually reflecting on my practice to find areas for improvement. It is the responsibility of the teacher to works with colleagues and professional teaching networks to improve teaching for student learning.

 

Other Theory

“Teacher reflection is considered an important means for developing subject matter, pedagogical, and pedagogical-content knowledge about how to teach” (Hoffman-Kipp et al., 2003, p.1) a number of theorists have argued for a proactive and learner centered form of relection which the teacher becomes the subject (Hoffman-kipp, 2003).