Feedback on the Action Plan
Teaching Observation
Mentor: Howard Clark
Date: 10/8/2022
Mentor notes:
Brett, your introduction was very well done. You were able to withdraw the student’s knowledge by asking well directed questions – excellent.
Make sure that prior to the lesson, that you ask the boys to correct their dress (could you please fix your tie up and tuck your shirt in) whilst also asking the boys to place any rubbish in the bin. This formalises the class and provides a framework for the boys to work in – expectations.
When completing the role, rather than say “Paul”, “here” you may like to think of saying, “Good morning, Paul” with their response being “Good morning, Mr Barfoot” The reason being that it makes your introduction a personal greeting to each student. It only takes an additional 30 seconds, however, in my view, it is certainly worth the added time it takes.
Brett, I really liked your introductory activity of asking the boys to move around the class in small groups (that they were able to choose. Well Done. The boys were clear upon the instruction given and enjoyed the activity presented. I was pleased that provided the students with a time frame to work within “You have two minutes to complete the task” Excellent. You may consider stopping the boys, within the first two minutes of the activity and asking a student to explain what he had written. This is not only an informal evaluation, but it also provides the boys with a clear understanding of what is required.
Make sure that when discussing the findings of the class, that each boy is seated, quiet and settled. This ensures that you maintain “control” of the class (although this certainly wasn’t an issue) I was really pleased that you asked several students to discuss their findings and wrote each of their responses on the board. This is further consolidation for the boys.
I love your questioning technique and the questions that you use, however as indicated, try, and scan the whole classroom and over the period, try and ask most boys at least one question.
Your use of praise is very good. We all like to be praised and you do this extremely well. Please continue to do this throughout your teaching.
The boys really enjoy your style of teaching, and you combine this extremely well with your more formal aspects to your teaching. Great.
Try and modulate your voice to add variety to your teaching. At times, almost whisper, especially when indicating your expectations to the class example: “Max, can you hear me” almost in whisper form. “If Max can hear me and he is allocated at the other side of the room, when moving around the room, when working with your group, you only need to speak quietly to each other” This provides a respectful framework for the boys to work within.
At times, when asking the question “Does this make sense?” some students continued to look at their computer. Make sure that they are engaged as there were some students, who didn’t engage verbally, throughout the whole 45-minute period. Try and ask a question to each of these students, as it makes them accountable to the learning within your classroom.
Your acronym was beautifully presented. I loved how you asked each student, to write a summary that included each word from the acronym and a place that they could identify with. This is extremely important as when teaching our young men such as our indigenous students, they can use home as their starting point. It allows each of them to research a place where they are comfortable and safe – excellent.
Teaching Observation
Mentor: Matt Miller
Date: 10/8/2022
Mentor notes:
Introduction:
- Greeting students as they enter
- Clear instructions on the board
- All students settled quite well, using predictable cues to ensure ALL are listening.
Recapping of previous content: ‘Henry’s and Xavier’s answers were quite good; it was obvious that they had ‘learnt’ and understood previous content
Cold calling
- Worked well, as all students were thinking and engaging in learning.
- BB responded to responses, with positive feedback
- Students knew that there are no hands up.
- Roaming is important, as it holds students accountable, as they cannot hide.
- When students are working/thinking, it’s important to give them cues to finish. i.e. in 10 seconds you need to listen. Otherwise, it’s too abrupt.
Relational learning - good example providing personalised response to their own experiences.
Lecture 1
Outlined clear Learning Intention- You can be more explicit in this. ‘Today our learning intention is…’. ‘Silly’ comments are tough- you choose to ignore. I think in that instance, good choice. Otherwise, it could have derailed the class.
Attention of students was very good- clearly believe you are authentic and trust your teaching.
Task 1:
- Explained and students knew the process. Predictable.
- Modelled example of how to complete task.
- Roaming improved students accountability, ensured they were learning and on task
- Cold-called students for answers.
Lecture 2:
Recapping previous lessons.
Laptops distraction for students- some students completing homework etc.
I Do, We do, and You do.
- Provided thinking aloud for students to understand the process. Gave students words, terms to use in their writing. Scaffolded writing
- Noticeably clear, in staged transitions.
- Modelled structure of writing on board. Gave tips and clues for next feature of model.
- Students knew that they were helping the class responses, after BB had presented his ‘I do’.
- After ‘We do’ students now know how to complete the structure.
- • All students started their responses straight away, no questions for clarification were needed as the I do, and We do, was explicitly taught.
Maintaining Professional Relationships
I acknowledge that my role as a teacher requires me to act in accordance with the Victorian Teaching Profession Code of Conduct when carrying out my day-to-day duties and establishing relationships with students, parents/carers and colleagues. In order to meet the expectations of the Code of Conduct I implement the following practices into my conduct each day:
- Establishing positive and professional relationships with students, parents/carers and colleagues.
- Demonstrating respect and empathy for the opinions and needs of students, parents/carers and colleagues.
- Ensuring I know my students so that I am able to approach my teaching practice and interactions with them in a manner that is relevant and appropriate to them and their individual needs.
- Maintain high standards and expectations for the conduct of both myself and students within all educational environments.
- Conducting myself professionally when representing the college in the community.
- Remain objective in all situations.
- Provide equal opportunities for all students to learn.
- Communicate effectively, professionally and frequently with parents/carers.
- Working collaboratively with colleagues to ensure the best outcomes for students
Maintaining appropriate professional relationships is essential to ensuring a positive experience for all members of the school community. These relationships provide a foundation of trust and respect, which are essential for effective communication and collaboration.
Open and positive professional relationships allow for the free flow of ideas and information, which is essential for effective teaching and learning. These relationships also provide a supportive network for teachers, which can be invaluable when dealing with challenging situations.
Professional relationships also play an important role in building a positive school culture. By maintaining positive and respectful relationships with students, parents and carers, teachers can help to create a positive and inclusive environment. This positive school culture can have a profound impact on student wellbeing and academic success.
It is essential for teachers to maintain professional relationships with students, teachers and parents for many reasons. First and foremost, professional relationships provide the foundation for effective communication. Good communication is essential to ensuring that students are successful in school and that parents are involved in their child's education. Secondly, professional relationships help to create a positive learning environment. A positive learning environment is one in which students feel safe, respected and supported. It is one in which teachers feel valued and appreciated. Lastly, professional relationships help to build trust. Trust is essential in any relationship, but it is especially important in the relationship between teachers and students. When students trust their teachers, they are more likely to take risks and to try new things. They are also more likely to feel comfortable asking for help when they need it. When teachers trust their students, they are more likely to give them the benefit of the doubt and to give them second chances. Lastly, when parents trust their child's teachers, they are more likely to be involved in their child's education and to support the school.