25 day block

Jessica Ivankovic 212074063 66

7.3 25 Day Block

Pre-Placement 16/08/15

Some thoughts: I really want to try my best this placement, especially to be prepared and work hard.

I’ve created a checklist of things I want to ask my mentors, however, here a some

things I would like to know before I finish my placement this time around:

• Assessment o How to give appropriate feedback o How to assess

§ In class? Take notes § Tests at the end of the topic? § Identifying what to implement in class

• Work load o How to cater to different students, and being aware of that o What to set as homework/classwork

• Knowing students o How do I know my students o Cater the curriculum to what they are like

• Class management strategies

Let’s see how we go! Don’t be good, be great.

Some prompt questions:

What did you notice and why did you notice it?

Monday 16/08/15 Day 1 P3 Psych34

Looking a mental health: tying up the end of the topic.

Looking at the BPS model: useful diagram

- Students really quiet

- Maybe because they are year 12

Teach yr 11 psych

Teaching year 11 psych, going through some content, so far so good. They seem a little

reluctant to participate in discussion, but hopefully, they will be a bit more engaged.

It has been reiterated to be strict with these guys: prepare them for year 12, and to have high

expectations.

• I would like to incorporate some interesting activities in this class, we’re they can learn and talk together, create that sense of community

Some things I noticed:

• Very quiet class, keep expectations high.


• Comparing different students work rate: most are up to Q3, so they work at very similar rates.

• One of the boys in the class was talking, about the content, think of strategies to ensure he is engaged in class discussion. Because he is into the content, however, he was discussing quietly with his friend (it seems like something I would do, because I don’t like speaking up)

o Seemed really engaged talking about the content with his table friend and myself

• Could tell that the end of the class, everyone knew, and was ready to pack up. So I reflected-in-action, looked at my watch and told the class what they were supposed to do, just in time.

o Follow up with it these students as we are supposed to reiterate high expectations for them. They need to put in the work

• Thinking I should have stopped the class, waited for them to stop and listen, then let

them be excused o Why? They should leave when excused by the teacher o It could be considered disrespectful to leave while someone is talking (the

teacher) o All the students may have been thinking about was ‘I’ve gotta get going’

Overall

A great day to come back. It will be interesting to observe these students, and really get to

know them as individuals

• Hopefully at some stage, I can really connect with them, which may have been done in the year 12 class

o One of the students said they found year 12 psych boring, and I was like ‘what part of psych do you enjoy?’ and she replied with criminology, and crime scene, and so I asked her if what she was doing now is relevant to crime scene, and she was like ‘yeah it can be’. It looked like it was a lightbulb moment for her, I urged her to consider things in psychology that may apply to criminology and make the link, because it will add to her experience in criminology

Tuesday 18/08/15 Day 2 Year 10 psych observe

Lying really relevant and students can relate to it. Due to lack of class time from school

activities last week, the lessons have to be condensed.

Reading through the PDF as a class. Relating these to examples of real life. It would be pretty

cool to integrate a few youtube videos, to illustrate and break it up, though because of limited

time, probably can’t

It doesn’t appear all students were engaged; a few were playing games.

Though, most students were following along. Individual class assessment. More time in class

to do their assessment pieces.

Year 11 Further maths

Matrices new topic is being introduced. Use of powerpoint to teach, drawing on the white

board to annotate. Setting exercise 12A for students to work.


Efficient, introducing classpads (casio calculator). Dammit, they use casio instead of TI.

Different variations on the calculator, eventually I’ll have to learn it, I can feel it!

The teacher looks like she has a really good rapport with the students. She focuses a lot of

her energy on the right side of the room. Because of this, it seems like she really knows the

students, as these students don’t appear to be focused 100% on task. She doesn’t raise her

voice, she doesn’t tell people they shouldYet, it appears that the student understand her

expectations of them with the utmost clarity. She watches them and they know that she is

watching them at some stage.

Year 11 methods observe

Rate of change – Going through different ways of representing rate on a graph. Calculating

rates, speed etc. The gradient is known as the rate.

PowerPoint and chatting through examples on the board.

Ideas for linking activities:

Rate of change:

• Speed/time graph o Linking to graphs, intercepts etc. o The kids knew expectations, all really quiet, asked questions when they

needed to.

Wednesday 19/08/15 Day 3 Year 8 maths observe

Interesting learning curve. One of the teachers was away most of last week, and so the

students haven’t been going through the chapter. So, she’s doing a catch up lesson and

seeing how much everybody knows by giving them different coloured paper with questions

based on perimeter.

While the students are working on those questions, come formulas are put on the board.

Going through the formulae on the board

Helping students around the room. I’ve got to work on the way I ask questions for

understanding, without giving too much away and also with more clarity.

Year 10 maths

Solving quadratics for year 10s. The different types, budgeting for time, complete the square.

Students really good, and really responsive. Why?

Not sure. They like maths a lot, they have a good relationship with their teacher.

Expectations are clear – at the start of the year, if they played up ‘you are in year 10,

everyone in the classroom is here to learn, if you wanna talk, I’ll sign your diary and you can

go to the library.’

It has worked, and they are well behaved.

Year 8 maths core observe


Going through an example with geometry and shapes. Quickly going through them, the

students are picking them up. Noticed the students getting restless close to the end, so

quickly got through.

- Maybe they weren’t engaged?

Thursday 20/08/15 Day 4 Observe year 12 methods

Going through revision and tests, approaching students individually, what they need help

with. Treating it as a study session.

Year 8 maths

Made a mistake going through the content. It was okay though! Some of the students had

trouble with the work. Some things to point out to remember:

• Keep an eye on students, with behaviour and work. Set standards. • Two tables were not doing work.

o The back table was running a muck and the front two boys, we really distracted

o Use firm voices when addressing them

It was suggested by my mentor that some students not doing the work may need a little push

start i.e. help them with a question to get them started.

Try not to be too uptight for not doing work

• Maybe you should also focus on engaging tasks, collaborative work

Year 11 psych

Good class, good class discussion.

Reflection-in-action: decided what work to set students based on their lack of

examples/discussion.

I thought in the moment that in order for some of these students to have a better

understanding, and contribute to class,

Some things I noticed:

One of the boys seemed engaged and was talking to one of the other boys, however it was

purely about the content. He also handed in his ERA today, even though it was assumed he

was not going to.

The two groups of girls were really good with their contribution to class. However, some of the

other tables were really quiet

Good use of the content: Just need more practice, getting into the swing of things, discussion

etc.

In the moment, I decided to tell students to read the next topic we will be covering in class

(factors influencing reluctance to help) last minute, in hopes that they will contribute to class

discussion.

I feel I can’t just ask people to contribute in the classroom sometimes. There is a diffusion of

responsibility -> like the class hahaha good idea for relating concpt to psych lesson.


Here is something that I would like to build on over the course of my place with these

students. More contribution to class, taking responsibility for their learning. But how?

Friday 21/08/15 Day 5 So so so so so priviledged, NAY HONOURED to participate in a PD day with the teachers of

the college. The day’s speaker was Glenn Pearsall and he has quite the reputation.

Word clouds: Fist to five: strategy to get feedback in the classroom.

Chorusing: engagement when other students join in. Acknowledge them and ask for input.

Questioning tool kit. The more mistakes students make, the better learning. Make safe in

class to make mistakes.

Side approach, what might be the answer? To speculate. Create a safe environment.

Race the bell: factorial evaluate great for year twelves.

a worded problems in maths: new pan prompts

Non verbal signals.

Talking tokens.

Lots of strategies to talk about in terms of assessing students feedback immediately. Using

technology to assess students. Eg exit pass.

Part three: better richer learning.

It was an AMAZING opportunity, in which we were provided concrete examples of where to

enrich the learning experience of students in the classroom, as well as for students to get

feedback from themselves in class.

The entire time, I was thinking of ways I could relate to the year 11 psych class as well as the

year 10 and 8 maths classes.

For example, it turns out that getting the students to read the following topic was an excellent

move before our next class, as I can facilitate discussion and practice my questioning

techniques.

Hopefully some techniques to get the year 8 math students to show their working out while

doing composite shapes such as writing the formula, and annotating, I can get them to

assess.

I’m so glad we all have a little booklet to refer to like a bible!

Monday 24/08/15 Day 6 PD day today, maths examples discussed, with students from the autism spectrum. Give

opportunity for students to express their interests. Quiet magic. World racing Luke – 1M

followers in Twitter. Respect autistic students and respect.

How do you go when it's the parents you're fighting against? There were too many parents

speaking for their kids.’I know your kid is in the spectrum, but I feel this is a good opportunity,

that I feel they will benefit from’


Labels can help you better understand their perspectives, but don't act according to their

label, use it only as a resource.

Also PDs, different workshops.

Workshop1: daymap and how to use that to communicate with parents. Creating tasks and

student files etc.

Workshop2: working through goals for parent teacher interview. Goal setting for

students.reflection to engage students and make it meaningful.

Workshop3: develop rubrics and tests based. All resources on professional learning details

stile. Using multiple intelligences and blooms according to a rubric. Assessing, and modifying

and adapting based on ausvels. Really good and some things to think about.

Workshop4: rubric for topic. Using skills. How does that apply to mathematical? Skills and

stuff, what do we assess one?

Appropriate verbs for solo taxonomy. Pay attention with these.

These different workshops highlighted that teachers work together collaboratively, and

continue to strive and learn from each other. They share resources, practices, what they

found work and didn’t work, in order to share with their peers for the benefit of improving

students over the course of subjects.

Some of the workshops highlighted the ability to differentiate based on the marking scheme of

assessment tasks (rubrics) and others just focused on relfection and how their faculty worked

to improve.

Tuesday 25/08/15 Day 7 Today the students are back to school after their long weekend.

Year 11 psych teach

Tried to adapt a few things that worked really well. The aim was to put the responsibility on

the students, to come up with the answers and use each other to understand the content.

They were instructed to read the relevant pages of factors influencing reluctance to help, for

class discussion. After attending the PD session on Friday, I really wanted to engage

students in the classroom and practice ‘questioning techniques’. I really wanted to encourage

students to think through conversation, this looked like it gave them the opportunity to

collaborate as a class, and not have the information handed to them on a slide. These

students have a way of disengaging in class, and zoning out, so I also wanted to see if they

understood the content.

My mentor was really pleased. Mentioned that it was really good, got them to think and take

responsibility for learning. She said that even the students that would normally talk during

class activities were listening and paying attention. At one point They were really engaged by

the time the kitty case that we discussed, all of these ideas, and the noise increased amongst

tables. She noticed it was really hard at first, but you were resistant and stuck through, made

them really think they had to contribute and that doing the discussion task with students

haven’t done the reading is a hurdle enough.


I noticed a few things too. I used my wait time, took the time. At one stage I realized that

students were talking to each other, debating. I didn’t have to say anything, I just let them

speak. There were still some quiet students I had to notice in order for them to participate. F,

B, C amongst the most quiet. I students become engaged in the discussion, such as G, V, S,

B and I. Really appreciated their input and it helped the class a lot.

Getting students to try and do it, while reinforcing that they should have done their homework

and readings to come to class.

Really happy with the class, my mentor mentioned that I should count this class as a success,

and I even got a fist bump from her.

Observe Year 11 general

Extremely high expectations of class, which is very good, intolerable to bad behaviour. Even

when students are disruptive. Isn’t scared of them, and encourages respect.

Wanted to move one of the girls in the front row, to split the group up, she blatantly said no,

and the other girls started to kick up a stink. The teacher wanted to move them, but didn’t.

Maybe because she knows all hell will break loose in the classroom, if she does.

In terms of organisation and planning, the teacher has a digital planner, a table on the word

document outlining what is going to be covered during the lesson. Maybe I could do

something like that?

Wednesday 26/08/15 Day 8 Year 10 Methods teach

I’m really glad that I got to use technology in this classroom, to quickly illustrate what the

discriminant was, got a few photos of my board work and my iPad which worked out well. I

may have freaked out at one point, tried to redeem myself, but kept my cool. I noticed,

because I’ve only taken the class twice or three times, prior to this round, they were very used

to their normal teacher, and reluctant to change. Things such as I put the 3 dots on the board

that mean ‘therefore’ and straight away got picked up on it (what does that mean? Don’t do

it). One of the girls was rather annoying, always asking questions, but got agitated when I

couldn’t answer properly, because she couldn’t ask properly. I feel that because the students

respected their teacher, they respect me after seeing me throughout the year. Which made it

okay when I stuffed up. But they were really good students overall, and its excellent to see

that they take responsibility for their learning.

Year 11 Psych teach

I am really enjoying the year 11 psych class!

My mentor and I discussed a learning strategy that she wanted to implement within the

classroom based on the PD we attended at the end of last week. Self-assessment, where


students were to mark their major assessment task based on the rubric they were given to

complete it in the first place. We were hoping that they would benefit from the experience,

and it looked like they did. I handed out the ERAs back, and the students read through and

marked them. They read carefully. Some students were saying ’oh my god I made a mistake’

others were just flicking through patiently, and marking with their greyleads.

When finished, we swapped everyones ERA with another person. In the class, and urged

students to be honest, everyone is doing this, and think of it as a learning experience.

After that, class discussion was conducted, and I asked students questions like ‘what did you

learn?’, ‘how do you feel?’ ‘what did you notice?’. Some of the students responded with ‘some

parts weren’t as clear, and didn’t add up.’ Others mentioned that they really benefited from it,

but didn’t know how to explain it. Students were then given time to reflect and write a

summary of their experience and what they had learned.

It looks as though they have really stepped up their game over the time that I have been here.

I can’t believe I said ‘You gon’ learn today!’ The class just lost it.

I had no time for post-it note exercise, which I wanted to do to influence the types of

questions that were going to be on the test for topics 8-10. I’ll see if I can do this for Fridays

class this week.

Students today came up and worked within the timeframe, was considering on saying ‘its

okay guys, ill give you some time to work in class on Friday to tweak it’, but there is not need

to do so. I set high expectations and the worked very productively on them! Great.

I believe I used the space effectively when grouping students to work. They managed to

huddle on the three tables quite close together, it worked well. Because when I needed to

address them, I went up to all of the tables and talked to them intimately

I praised all of the students who worked well in class, and handed in their PP. Which, as

mentioned, was all of them.

Year 8 Maths teach

Interesting lesson today. I think it was a really positive step towards my classroom

management. One of the trouble makers (J), I confronted, and he talked back. I told him that

‘they have been acting silly the entire lesson, and that they should use this time effectively.’

But miss, I don't know, ‘if you don’t know, ask for help. You have been stuffing around and

haven’t asked for help once. If you ask, I will help you.’ And he asked for help, and was quiet.

I still have a long way to go to reinforce consistent expectations of some of the students in the

class, as I’m only a student teacher, and secondly, because groups are going to change

again in.

I’ve gotta make sure to learn all of their names, I feel it will be 10 times easier to address

students individually in terms of class behaviour, but especially in terms of cold calling

students ‘what do you think the volume is?


I just find it so difficult to understand the students strengths and weaknesses, because they

are always changing, I never know their names, it is just super hard to develop a rapport with

them.

Thursday 27/08/15 Day 9 Year 11 Methods observe

Going through examples on the board. The students were quiet, not asking questions. Only a

couple of students contributed. Why this method? I feel maybe I may need to use this

method, instead of asking questions in the year 10 class, because they are used to it.

Time is given in class to work on questions 1-17.

It would be good to probably project the graph on the board, and visually zoom in on an

example, maybe something to add to give a clearer picture.

Year 11 physics observe

This class seems to be very organised using Daymap. Quick kick off, some of the key points

in the lesson. Relating the concept of refraction to real life.

Using examples how light bends.

Using the experiment for the students to investigate how light refracts when it is approaching

a rectangular prism at an angle of 45 deg. from the vertical.

checking up on students who have who have completed to check if they are on the right track.

Do another on, and a different angle.

Application questions to help reinforce, and for students to find out how they can relate the

angles. So it is an investigation reporting findings, in true science. Checking up on every

table.

Using self-marking strategy for improving diagrams, and it has been working from last lesson

really good strategy.

Year 12 methods

Going through some examples of questions of practice exam questions on the board.

Pointing out any tricks etc.

After school math meeting

Talking about different textbooks. And whether students would benefit from a change in

textbook.

Changing the scope and sequence, incorporating the different topics in the changed VCE

maths curriculum. Introducing their module at the year 10 level to assist them in VCE further

maths.

Year 7 -8 maths: discussing activities. Ditching the worksheet ideas. Good idea.


Friday 28/08/15 Day 10 Psych year 11 teaching

It was tricky this morning, the students were having difficulty concentrating, they weren’t

feeling the class today. So I fed off of them, gave them a break, and told them to work at their

own pace. My mentor thought it was a good idea to give them a break as well. It made me

realise that you must take into consideration how students are feeling on the day, and adapt

to them. Why? I’m not sure why, maybe it was because it was simply the end of the week.L.

I spoke about the overall feedback with the class, they just took it, no questions, which was

weird, but they just seemed tired. I gave them the rubric with feedback and told them if they

had any questions, to ask me during independent learning. Some of the students got worried

‘were we getting graded on this?’ I said it was nothing official, it’s just feedback based on

what was completed and that I had to do it for uni.

I gave students time to work through what they wanted to, independent learning, which

worked out really well, they were in no mood for instruction today.

Maths methods year 10

Transformations in class, using a table to get through the transformations section. Covering

dilation, reflection and translation in the one lesson. They seem to be really getting it, and it

appears that the table is super effective.

Monday 31/08/15 Day 11 Methods year 11 observe

Very quiet class used to prepare students for the SAC on Wednesday. Clear expectations of

class, students are responsible and willing to work on things they need to.

Year 8 PE

Playing a warm up game with the students, relay games. The students were acting silly, and

high expectations were implemented. Really interesting to see these students in a different

class.

Teaching psych 11

It was okay today. I had my expectations. The students that wanted to get something out of

the class, got something and tried.

I found it really difficult to do a revision on 2 chapters that I didn't teach. I wasn’t sure what

they covered, or their level of understanding, but I was more confident with the topic that I

taught (pro and anti social behaviour).

Some of the students were engaged, others weren’t. They responded really well to the task

when I first did this game. Maybe the questions were a bit better? I think they may have been

more engaging in the way I asked them, and I knew the topics a bit better? Tricky.


Tuesday 1/09/15 Day 12 Year 10 Maths Really rushed and tricky. I tried to use an app and it took a bit of time to download, so it took a

lot of work from their class time. But, the students responded well to the task over time. I feel

that this app would have been more useful in class if they knew the content better, as revision

maybe.

I’m thinking at this point to try the app again and use it again, now that the students have it.

They can sketch the graphs with more detail then which will be good.

I covered a lot of content in the class, so next class we’re going to break it up and work from

there.

Year 8 maths entreé

It was good the way I introduced the topic, a little bit of a story about the Cartesian plane. I

used my website to reference and paint a picture of what we looked at. The students seemed

to understood very well all of the content, just some of them didn’t do the work. The front table

with L, A, just being boys. L’s a little disrespectful at times, I’ll have to make sure I tight nip

that in the bud.

I managed to split the group of three boys, Harry, Noah and Sam. I was really happy with this

approach, as I explicitly told the boys ‘look one warning, you guys better do your work, I don’t

want to move you guys’. I came back in a couple of mins and they had not improved, so I said

‘that's it, you’re moving.’ I didn’t yell, I didn’t raise my voice; I waited patiently, and told them

to move. My mentor sent me an email after saying she thought I was going to fold. Very

happy. They weren’t bitter, they didn't yell, they were just ‘dawh man’ so it was okay. It’s good

to see that they respect me.

I set high expectations and kept tabs on some of the students., trying to buzz and note what

they were working on. They spent a lot of time working on drawing the axes that I think I may

need to bring graph paper to class next lesson, and some glue and scissors.

The class really enjoyed battleship a lot, and were engaged in it. I really good activity for them

to work on.

Observe VCAL class

Walking to the Patch for the vcal projects.rupurtswood harvest 25th oct. The year 10 boys

helped with the garden, planting flowers in bigger pots, moving branches for the pigs, running

errands and contributing to the farm.

The boys worked well and were interested in the work that they were doing.

Wednesday 2/9/15 Day 13 Observing year 8 science

Revision class, it is good to see some students that I teach in a different class. Saying hi and

remembering some of the students names. They were playing up a little bit, but there is not

use in yelling at them.


Teaching year 10 methods

Teaching the class was okay. I noticed this class get easily freaked out when being taught. To

rest their minds, my mentor and I decided to break up the parts of sketching the parabola.

At first, the students were really confused, and chatty. But, I regain attention, which was nice,

and they were listening. After checking up on them, they seemed to understand it. Some of

the boys were playing up in class, and not doing some of the work. I just wanted them to pay

attention when I was delivering the content, so they didn't get distracted.

Some of the students had lapses in knowledge from missing a day or so, and they struggle a

little in that sense. I’m really happy that I explained a concept ‘the null factor’ really well, as

the students seemed to get it. So I was good. I feel like the students are really reliant also.

Teach year 8 maths

I’m not 100% content with how I am presenting the work. I really need to work on how to

clearly teach certain elements. Maybe if that means spending more time figuring out how to

present the work. Or even researching and watching Youtube videos to research. so

hopefully that works well!

I was really worried with some of the boys. i.e Brodie, Ben and Jye, they are ridiculously crazy

it is unbelievable! But they ended up having to sit the test that they missed last week, in turn,

missing the content for the lesson even more. How can you help these students when they

play up? Is this something that you should approach the parents with to inform them? Do the

parents even care? Are the parents all like ‘it is your job you fix it’ because I have heard some

stories from my mentor about some of the parents with the other teachers, putting the

responsibility solely on the teacher, without regarding the work ethic of their child.

It got me a little down, but I should really focus on the positives:

Most of the class got most of the questions completed, which was excellent!

It was period 4, so what do you expect students to do. I think it was great that they worked on

the questions.

I really should have considered the types of strategies to use with Noah and Harry. They are

really good, and maybe they just needed an individual example to go through. I should have

done that this lesson. I’ve also got to be aware of my rapport with them. They appear to be

too friendly with me, and it appears to be early signs of being manipulative.

It went well, but I know I could have done better in class.

Thursday 3/9/15 Day 14 Observe drama year 8

They were very energised, the year 8 drama class. The teacher pointed out something

interesting about the dynamics of the class today. That because of MADD day yesterday, the

students are a bit energised and looking forward to the weekend, so they feel a bit restless.

So the teacher was flexible, and diverse in her approach. She through that students wouldn’t

concentrate on their theory work that was supposed to be done today, and instead, students


were doing prac in preparation for their assessment. It’s really good to take into consideration

how your students may feel. For instance, as long as they focus on the math exercises, it

doesn’t matter if they don't during the activities, if it is on P4 at the end of the day.

The boys seemed crazy, but they participated and got their work done. The class presented a

mime on sayings, which was interesting. It was also good to see that the students were able

to present their mime as a story, and clearly articulate that through their movements (even

though they may not have focused on that).

Teach year 10 maths

I was happy with today. I presented the content slower than I thought I would, going into

detail, and cutting out the middle-man. The class was instructed to only find the y-intercept

and the turning point using complete the square, so it was good to revise. Some of the

students ended up skipping ahead to putting it all together during the examples, so I wanted

to see if I could fit one last example by the end of class. Ended up only getting the

I really have to make sure that when I teach the TP on Monday, to touch base on how to use

the table, even if I use small diagrams with arrows. Just to relate the turning point to what it

means by a parabola.

Next lesson: I only got to see how Ebony, Joel, Josh and Michael predominantly, I really want

to touch base with the others, especially Casey and Jack, I don’t want them to think I hate

them (why? Because I called them out today in class. I interpreted Casey looking down at his

paper, and not faceing the front, I don't believe he was writing down the notes. I want to check

their progress to show that I care).

I was happy with my instruction, it made sense. I’m glad I set the next exercise to do on the

weekend.

Observe year 12 physics

Private revision study, where they are studying for a sac. The teacher was going around the

tables, and helping students individually. I tried to listen to the ways he was questioning his

students. Making a deal with the students, also providing the year 12s a practice exam. I

noticed it was hard for his students to work on the Friday afternoon, so the teacher decided to

give the students a 2.5 hour prac exam, to have a head start in class, and finish them on the

weekend. Just so the students are working effectively in class.

Monday 7/9/15 Day 16 Year 10 maths methods teach

Really happy with today's class ecstatic!

Some of the students are having trouble with square rooting numbers, they don't remember

that if there is a square root of 4 that it is plus and minus two, I may have to point that out next

lesson during revision.


I was deliberately pushing one of the girls to finding the solution, and she was basically like

just tell me. I didn't want to I wanted her to put two and two togethe, and to fingered out the

answer herself, which she did eventually linking the work. It made me realise the importance

of being consistent over lessons, as students may feel lost with some explanations.

Some of the students aren't confident with complete the square, but as I explained a couple,

they ended up getting it.

Spur of the moment decision to use fist to five techniques, to make note of how the students

are progressing with the topic. I have noticed that a lot more of them are feeling confident in

their approaches, and 95% of the class has improved in their knowledge of different

strategies. One of the boys was still having trouble, and I made sure to tell him that it if he has

any trouble, he has to tell me, he really does. He had a big weekend partying with his footy

mates and stuff, his a good kid.

The girls were a bit chatty up the from and one of them swore, which I pointed out. There

were notices on the bulletin about swearing, so as soon as I heard about it, I was straight on

it.

Which leads me in to reflecting on what happened at the end of Friday's class. One of the

boys said that he wouldn't have time to do the homework on the weekend because he has a

house party and more parties to go to where he is going to party and get drunk. My response

was ‘I don't care, I don't wanna know this’. Reflecting on it now, I felt at the time that it was

inappropriate, and that I really shouldn't be acknowledging this sort of behaviour as a teacher.

I think the way I reacted to it was blow out of proportion, and that I should really.

I think the way that I reacted was because I was conscious of how some of the year 8s saw

me, and how a few of the boys were being super nice to me to get into my good books.

I think in future, it would be good just to listen, and only really good to draw the line when it's

something really stupid. I could possibly say something like that is really inappropriate, I don't

need to hear it. But apart from that, he didn't say anything super inappropriate, it was okay.

I've got to speak to my mentor about this, because I noticed that she would have spoken to

him.

Year 8 Teach

Very good class, delivery was a bit weird, I’ve really got to

Tuesday 8/9/15 Day 17 Year 11 teach

Students were given their tests to work on. It was just a test day.

Year 11 and 12 Geography

Geography looking at different area, CBD, inner mixed space, suburbia, rural urban, using

photos and cutting out. Talking about different aspects of the IMZ, and summarising.


Science faculty meeting

Really good activity, where logic and reasoning is used. Even got some of the activities,

where you had to use logic.

Wednesday 9/9/15 Day 18 Year 11 Maths Methods

It was a really good class. I felt really relaxed when teaching and I had a bit of fun teaching

the year 11s. There was a bit of banter occurring with the year 10, some of the boys, but it

was okay. I learned to distinguish between the really nasty banter and just banter. So it was

really good. The only thing about the banter was that, I feel because of my age and the fact

that I look like a year 12, alongside with my student teacher status, there is that compromise

in professional relationship, which I hate. I’ve got to find a way to break this somehow.

Year 11 psychology

I tried really hard planning this lesson by myself, and looking at ways to make it more

engaging, and it felt that the students just didn’t appreciate it. I hardly got conversation or

input when asking questions, and I really took a beating from that. There are some really

good students in the class, only a few, but the rest, they just social loaf and it’s awkward

teaching this class.

When the activity came along, some students took it really well, the other students just didn’t

really care about it and didn't really use it for their benefit. I expected the activity to go for a

little longer in class, so I left a bit of time. Some of the girls who didn’t put as much effort into

the activity finished early and I really had to discipline them, which I didn’t do this lesson.

They were distracted and being idiots. Next lesson, really keep on top of this, strategies like

‘are you girls working’ ‘if you finished your work it is your responsibility to ask what else you

can do to enhance learning’.

I probably had to tie that lesson up a little quicker because of the lack of effort of some of the

girls. And when I tried to get some class input, no one wanted to share their pictures. Like

what the?! It’s like pulling teeth.

And the boys, don’t even get me started at the back. The two boys I am so disappointed with

them. I have got to discipline, and not be scared of receiving smack from them. It is their

attitude that I need to address. They are in class, and I am trying to make it engaging for

them, and they are the ones that just don’t care. And I’ve tried and tried but not. They were

being smart asses and sarcastic also. I will get them.

Year 8 maths

Absolutely horrible. I hated the lesson because of myself. First of all, what went wrong was I

couldn't find the appropriate PP for my examples. Secondly, I assumed that students had

looked at linear rules of y = mx + b, and tried to question them about it. Only one of the girls


knew. This lead to students not getting it. But after debriefing with one of the other math

teachers, she said that her students didn’t get that lesson either, which was okay, it’s not

100% me, it’s a tricky concept for the students to grasp.

Thirdly, because of my lack in confidence, I felt as though I didn’t have the authority to

discipline the students. I should have taken phones away if I saw them out, I should have kept

on top of the noise level in class. I should have given students warnings if they were acting

like idiots and then followed through by moving them if they didn't comply.

Some pros, I was happy I did damage control, and went around to students, slowly they were

grasping concepts and they tried really hard, which was lovely to see. I was happy with

everyone’s progress and effort. Some students that may have had trouble with the concepts

were Brodie, Harry and Noah. I’ve got to check up on the girls individually at the back as well,

because they may say they understand it, when really they could have misconceptions.

I am going to take into consideration these factors, and put a recap exercise on the board, to

check how student work, while I set up the class. Then we can all go through the answers

and address any issues.

Tomorrow, I will be great, I can do this, I will get this. I just need to become aware, and sort of

back off. I am going to be a teacher, and I must start thinking like one.

I think in future, it would be good just to listen, and only really good to draw the line when it's

something really stupid. I could possibly say something like that is really inappropriate, I don't

need to hear it. But apart from that, he didn't say anything super inappropriate, it was okay.

I've got to speak to my mentor about this, because I noticed that she would have spoken to

him.

Year 8 Teach

Very good class, delivery was a bit weird, I’ve really got to


Tuesday 8/9/15 Day 17 Year 11 teach

Students were given their tests to work on. It was just a test day.

Year 11 and 12 Geography

Geography looking at different area, CBD, inner mixed space, suburbia, rural urban, using

photos and cutting out. Talking about different aspects of the IMZ, and summarising.

Science faculty meeting Really good activity, where logic and reasoning is used. Even got some of the activities,

where you had to use logic.

Wednesday 9/9/15 Day 18 Year 11 Maths Methods

It was a really good class. I felt really relaxed when teaching and I had a bit of fun teaching

the year 11s. There was a bit of banter occurring with the year 10, some of the boys, but it

was okay. I learned to distinguish between the really nasty banter and just banter. So it was

really good. The only thing about the banter was that, I feel because of my age and the fact

that I look like a year 12, alongside with my student teacher status, there is that compromise

in professional relationship, which I hate. I’ve got to find a way to break this somehow.

Year 11 psychology

I tried really hard planning this lesson by myself, and looking at ways to make it more

engaging, and it felt that the students just didn’t appreciate it. I hardly got conversation or

input when asking questions, and I really took a beating from that. There are some really

good students in the class, only a few, but the rest, they just social loaf and it’s awkward

teaching this class.

When the activity came along, some students took it really well, the other students just didn’t

really care about it and didn't really use it for their benefit. I expected the activity to go for a

little longer in class, so I left a bit of time. Some of the girls who didn’t put as much effort into

the activity finished early and I really had to discipline them, which I didn’t do this lesson.

They were distracted and being idiots. Next lesson, really keep on top of this, strategies like

‘are you girls working’ ‘if you finished your work it is your responsibility to ask what else you

can do to enhance learning’.

I probably had to tie that lesson up a little quicker because of the lack of effort of some of the

girls. And when I tried to get some class input, no one wanted to share their pictures. Like

what the?! It’s like pulling teeth.


And the boys, don’t even get me started at the back. The two boys I am so disappointed with

them. I have got to discipline, and not be scared of receiving smack from them. It is their

attitude that I need to address. They are in class, and I am trying to make it engaging for

them, and they are the ones that just don’t care. And I’ve tried and tried but not. They were

being smart asses and sarcastic also. I will get them.

Year 8 maths

Absolutely horrible. I hated the lesson because of myself. First of all, what went wrong was I

couldn't find the appropriate PP for my examples. Secondly, I assumed that students had

looked at linear rules of y = mx + b, and tried to question them about it. Only one of the girls

knew. This lead to students not getting it. But after debriefing with one of the other math

teachers, she said that her students didn’t get that lesson either, which was okay, it’s not

100% me, it’s a tricky concept for the students to grasp.

Thirdly, because of my lack in confidence, I felt as though I didn’t have the authority to

discipline the students. I should have taken phones away if I saw them out, I should have kept

on top of the noise level in class. I should have given students warnings if they were acting

like idiots and then followed through by moving them if they didn't comply.

Some pros, I was happy I did damage control, and went around to students, slowly they were

grasping concepts and they tried really hard, which was lovely to see. I was happy with

everyone’s progress and effort. Some students that may have had trouble with the concepts

were Brodie, Harry and Noah. I’ve got to check up on the girls individually at the back as well,

because they may say they understand it, when really they could have misconceptions.

I am going to take into consideration these factors, and put a recap exercise on the board, to

check how student work, while I set up the class. Then we can all go through the answers

and address any issues.

Tomorrow, I will be great, I can do this, I will get this. I just need to become aware, and sort of

back off. I am going to be a teacher, and I must start thinking like one.

Thursday 10/9/15 Day 19 Observe Year 12 psych

Talking through depression with the class and having students discuss the content.

Independent work, a lot of the year 12s have independent work or study.

They seem a little distracted, they have had a lot of SACs, so they need a break. It’s taking a

toll on students.

Observe year 8 maths

The teacher used the environment really well, amazing! Very clear expectation. I think this

class is the entreé class, because it was well structured and they were instructed to

specifically copy things down.


Teach year 8 maths

Ten times better than yesterday. I felt more confident, I had structure. It seemed like the kids

really knew what they were doing.

The boys at the back were being smartasses. I’m thinking of getting some of them to sit at the

front, instead of sitting at the back. That way I can keep an eye on them. Those two boys

were little shits, and I’m not sure why. This was a different group of boys compared to the

group at the start of the year. Maybe they were also disengaged? Maybe they didn’t get it

also. Because I had noticed a couple of them were away, and were behind. And my mentor

only intervened because the boys were playing up, and tricking me when they were at the

back of the room. I have really got to listen and keep my eyes peeled, its annoying, and its

embarrassing that they can get away with it. They were being jerks.

Staff meeting

Talking about the crisis in Syria and how the Salesian community feels about it. It’s tragic.

Another note and discussion about the NAPLAN results and what they mean for the school,

how the school has improved immensely.

Another discussion about students with ASD, and how there is the secret agent mission for

them, which is a great initiative for these students, so they can develop social skills and

recognizing emotions, its really fun and cool

The main thing today is that I have to learn to have faith in myself. I really do. M said that I

must be kind to myself, because if I’m not, the job will eat me alive. ML has been absolutely

amazing also, and I cannot thank her enough. She has been amazing and I’m really going to

miss these teachers when I finish.

Friday 11/9/15 Day 20 Psych year 11

The students seemed really engaged in the class. Some students we chatty and I had to pull

them up on it at the start of the class. But as a whole, they appeared interesting in finding

their unique intelligences. I felt as though I didn't know the content thoroughly enough, which

made it tricky to teach at times. But I believe that all just comes with experience. And my

mentor has mentioned that I’m really good with the content and that being confident with it

comes with experience. It is really tricky to engage this particular group of students, and I've

had this problem, it's like that no one wants to do psych or be there.

Assembly whole school

Students gathered for a whole school assembly at the stadium. There were announcements

such as student of the term for each form, the media crew travelling to Samoa with father Will

and the anniversary of 9/11, putting emphasis on faith, and being kind. Refugees in Syria also

demonstrated this, and the Naughton house initiation, raising money for MND. The Salesian’s

play an integral role in the community.


Year 10 maths

Students were set to doing the test and I conducted it. I felt awful because the students

weren’t confident with the test at all.

Monday 14/9/15 Day 21 Italian class

The class were playing a game of naughts and crosses, Italian style. The class was really

loud, I think because it was the last week of school, which influences

Maybe I can play this game in maths or psych, answering questions. The students were really

talkative at times, but it was alright. Noisy class, but they were engaged and helping each

other out.

Using a formative test to check how students understand the topic.

Introducing ‘to play and instrument’. Psych Class year 12 observe

Revision. Giving students some practice exams. Going through different factors of BPS.

Psych class year 11 teach So far, some of the students have ben disruptive. I was very happy with the way that I reacted

to a student using their phone. The class isn't engaged in the task at all. It may be a

combination.

I identified a situation where the students were disruptive, and my mentor asked what I would

do, and I didn’t have an answer ARGH how could I not have an answer!? Anything at all?! I

didn’t know what to do because I was thinking about the group and the PowerPoint. In the

end, I wanted them to present the information I'm a succinct form. I gave them,plenty of time

to do it in class, and I still received slabs of information on each PowerPoint slide. When I

deliberately put on the board expectations and guidelines. I'll have to fill in the gaps when I

upload the PDFs.

Almost experienced conflict with one of the students. When I moved two of the students so

they would be more productive, they were really lippy and bitchy towards me, but I honestly

didn't care. When I told B to move, she gave me a bit of lip, and said I don't wanna move. I

just stood there and waited and didn't argue. And she ended up moving, I was totally

expecting her to argue also crazy as.

Parent teacher observations some of the interactions were interesting to observe. One of

the year 10 boys said he was going to drop methods, he just tries hard and he is stressing

about it. It was okay when we were talking to the mum. One of the girls in year 10 was having

trouble with attendance and missing out on school, in turn falling behind in maths. She

needed that boost of confidence because she is slowly falling behind, even though she isn't

doing well, the teacher suggested that she start with a clean slate, for the subject, put


everything behind her, and move forward, and that she asked if there was anything that she

could do to help, offer her email etc. one of the students got grilled by his parents, where the

parents were on the teachers side and was grilling them.

Tuesday 15/09/15 Day 22 Parent teacher interviews day

Really good to see that it is important to listen to the parents, and keep them happy.

A lot of the parents asked ‘what can I do to help’, which really put the trust in the teacher as

professionals.

I noted that a lot of the parents were saying things like ‘my child went really well in maths

during year 7, and now they are falling down’ sort of asking for an explanation.

It was a

Wednesday 16/09/15 Day 23 Year 8 English observe

Absolutely amazing class. High expectation, the classs knows exactly what is expected. The

teacher is absolutely amazing.

The first activity was a line debate, where students were separated

It made me think to work towards having a maths classroom like this. The kids knew exactly

what was expected of them. They were given time frames to work in, to train them to use their

time effectively. It is advised to do this, to prepare them for senior school and life. If you give a

timeframe, use it effectively.

The second activity was when students were given a capital city, they were to research it for

precisely 5 minutes, and report to the class one point why they should visit their researched

country.

They were then to vote on which peers country they would visit and why. Their homework by

next class each student is given a minute to make as many points

Reflection, what would you do differently?

This is what many years of experience looks like.

Year 10 maths

We ended up going through the test this lesson, everyone was pretty good, patient, paying

attention. I was really happy that some questions were asked, but no one argued, so it looked

like what I was going through was fair.

Thursday 17/09/15 Day 24 Year 8 science class

Revision class, it's the end of term and all the students are feeling it. Really versatile with

class. Year 8, end of term, activities are short and sharp, which tries to balance. Glen Pearsall


in the class is crazy cool!

I’ve got to do that in class. They really got into it.

’30 points if it looks like Adrian’ ‘YEAH’

And it’s a race go.

The students were to draw a mind map of forces for the next activity and play a game.

Kahoot games to use as a revision tool in science. Students really got into that and

hyperactive. It was their last science class for the term.

One of the students got really aggressive when he answered the question wrong, he kicked

the chair. One of the experiences teachers saw it, and straight away sent him out of class to

cool down. Then spoke to him 2 mins after when he cooled down, telling him that kicking the

chair was inappropriate. It was short and sharp

Year 8 maths

Test conditions, because some of the students were going to premier league, they couldn’t do

the test. It was a 45 min test, so the test ended up starting after. I gave responsibility to the

year 8s, to use that 15 mins for study revision, any last minute questions and so on. You

could tell some of the ones who were really trying hard, and asking questions. One of the

boys asked if I was going to be teaching next term, I think my teaching style was his style

also. And it was really nice to hear him annoyed when I told him I finished my rounds and

wasn’t coming back.

A couple of the boys ended up giving me hugs, they were too friendly during the year. But I

feel it was their personality. I managed to at one point, reiterate expectations.

Year 11 psych.

I didn’t want to move one of the girls in class today, but she was chatting and being really

disruptive.

Friday 18/09/15 Day 25 Year 11 psych

Last lesson to use as a study lesson. Recapping the placement and going over the report.

Really happy with everything.

Again, I felt really shaky with the content, but all good. I put the responsibility on the students

to come up with their notes for their folio. It is good because they need to come up with their

own resources.

Whenever I feel like I’m going to tear up, I must implement a strategy to counter that, like

thinking of a joke, or ‘banana hammock’ from scrubs, or ‘stupid sexy Flanders’ from

Simpsons, Or ‘why you always lying’ that song from Youtube, or even some funny dubsmash

that I’m going to make after school. Yes make sure you think of that.

They worked really quietly in general.


Year 10 maths

This lesson was just a free period, as my mentor advised that I not start the new topic. The

students were really good to talk to, and got to know them on a personal level before leaving

them. Some of the girls really liked my style of teaching. My mentor mentioned a few days

ago that she got really good feedback from the students when she asked them what they

thought of me. The one of the students said that I should apply for a job her, and she would

vouch for me. One of the other boys said that I’m too nice, and that they’ll eat me alive. He

offered that as constructive feedback, not to take it personally, but to try and be a ‘bitch’ like

he said (he’s words, not mine).

But they were a really good class, and I shall miss them.

25 day block

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