Self-Reflection using APST

Situation Action Outcome + :Changes for the

future
1. Professional Knowledge Know students and how they learn
1.1. Physical, social On the first day in the I did this in my Knowing the needs of In lessons/planning
and intellectual classroom I identified interactions in the different students, knowing the students
development and students that I thought classroom; walking allowed me to be different needs and
characteristics of had diversities in around, observing, flexible in lesson learning styles allows
students culture, learning answering questions planning and move me to research
1.2 Understand how ability, learning styles and helping with around the class in methods to be
students learn and behaviour. problems that activities to use low inclusive individual
1.3 Students with students had. key class management needs.
diverse linguistic, techniques to keep the
cultural, religious and At the end of the day I class working Incorporating these
socioeconomic had a discussion with effectively. into my teaching will
backgrounds my mentor in regards benefit me in
1.4 Strategies for to students and their This in turn allowed classroom
teaching Aboriginal different learning better learning for management and
and Torres Strait abilities and some students that helping the students to
Islander students backgrounds. I put have difficulty in learn effectively.
1.5 Differentiate forwards what I had certain areas to better
teaching to meet the learned about the learn and understand
specific learning needs students and my the concepts.
of students mentor told me some
across the full range of other information
abilities about others in the
1.6 Strategies to class that could be
support full helpful.
participation of
students with
disability

Rating:
Self-Reflection using APST

I would rate myself as competent I knowing the students and how they learn by constantly reflecting on how they interact
with lessons and what individuals find difficult, be it concentration, following instructions etc.
 Situation Action Outcome +: Changes for the
future
1. Knowing the content and how to teach it
Self-Reflection
2.1 Content andusing APSTDuring one of my For the lesson I The lesson progressed In delivering content
teaching strategies lessons I was covering planned to use a well and had the class be sure to get make
of content for Literacy. power point to outline engaged in sure that students
the teaching area The focus (as directed the structure of speech conversation about understand the main
2.2 Content by my mentor) was to and building dialogue. dialogue and what that objective of the
selection and be on creating a Then run over some is, what it includes and exercise.
organisation dialogue and using examples of synonyms how to write one. For example: When
2.3 Curriculum, correct conventions of of said. This was then instructions students
assessment and speech, namely use of changed up a bit after Some students created on creating dialogue,
reporting speech marks and the discussion with my good dialogues and repeat and give visual
2.4 Understand and punctuation used to mentor. The lesson others did not quite representation of
respect Aboriginal create a dialogue. played out with a class understand the use of correct use of the
and Torres Strait Secondary focus was discussion about speech marks and the conventions of
Islander people to get the students to dialogue, I asked need for a designated dialogue. This could be
to promote continue their question of the class speaker. in the form of a correct
reconciliation between development in use of about what they knew passage for them to
Indigenous and non- synonyms of said to and spread the refer to.
Indigenous build interesting and discussion around the
Australians descriptive dialogue. room to students until
2.5 Literacy and I gained a view of their
numeracy strategies prior knowledge. This
2.6 Information and was followed by
Communication examples of
Technology (ICT) punctuation, editing a
passage of speech as
a group on a piece of
butcher paper on the
board, then discussion
in the same format as
above of use of
synonyms of said and
direction to the display
of these they had
previously covered.
Students were then
required to create a
dialogue of their own
to hand in for marking.
I put up on the board a
picture of a boat with
Self-Reflection using APST

Situation Action Outcome +: Changes for the

future
2. Plan for an implement effective teaching and learning
3.1 Establish Lesson for sentence Reviewed conjunctions A majority of the After the lesson I
challenging learning structure/ complex and how they are used students were able to discussed with my
goals sentences and through discussion and complete the lesson in mentor better ways to
3.2 Plan, structure conjunctions. visual display on the the time allocated. go about dealing with
and sequence This lesson was board for later student the class finishing
learning programs restricted for time due reference. Some of the students tasks and needing to
3.3 Use teaching to a last minute Outlined the task to did not understand the check work.
strategies assembly announced complete: On the instructions at first and
3.4 Select and use the day before. worksheet provided I had to re-explain. She suggested to get
resources there are some students to swap work
3.5 Use effective sentences, combine When the first and mark each other,
classroom these using the students finished the while I read out
communication conjunction/s provided worksheet, I walked answers to the whole
3.6 Evaluate and and write the around and started group.
improve teaching combined sentence in marking and making
programs your workbook. comments if I thought For the need to re-
3.7 Engage they could think about explain the
Self-Reflection using APST

parents/carers in the Asked a student to an answer. instructions, next time

educative process paraphrase the a good strategy is to
instructions As other students write the instructions
began to finish I did on the board or a
Gave the students a not know what to do to sequence that they/ I
set amount of time to progress the lesson can follow.
complete the task of and keep the students
15 minutes as I knew involved. To engage parents in
there was going to be the learning
an interruption, this sequences, spelling
way the students knew words are already put
the amount of work in a communications
needed to be done diary of each student
before the end of the for the week. This
time. could be modified and
added to, to involve
parents in learning.
Students could identify
conjunctions on their
list and the parents
would see that they
are working on
conjunctions and
sentence structure.
Rating: For this standard I feel I using a range of teaching strategies, resources, and communicating effectively. I need to
improve the sequence an planning of my lessons.
Self-Reflection using APST

Situation Action Outcome +: Changes for the

future
3. Create and maintain supportive and safe learning environments
4.1 Support student Group discussion on a First activities were The start of the lesson -Use visual aids better
participation poem The Cow Roald written on a board on went well and all and have multiple
4.2 Manage Dahl. Followed by a large piece of students were involved pieces of paper set up
classroom activities writing of a retell/ butchers paper for in the discussion. with different things
4.3 Manage summary of the poem students to see. Students then read the written on them to
challenging behaviour by students to collect poem and following follow (for myself and
4.4 Maintain student Group of 10 students Students were asked that asked a few students). So having
safety involved to discuss what a questions about the questions to think
4.5 Use ICT safely, poem about a cow phrases they didnt about written on the
Self-Reflection using APST

responsibly and might be about, then if know the meaning of. sheets board so that
ethically they knew that it was In the second students can read
by Roald Dahl? What discussion surrounding them off.
might you expect/ questions a couple of - when students
what do you know students werent as started to get
about Roald Dahl? involved and I distracted by others
(Develop thinking prompted them by separate the students,
about different writers asking their opinion of move one to another
styles). the question and area or get students to
giving them thanks for change seats.
Students were given 5 their contribution. - use either or strategy
minutes to read poem Some of the students to manage and say
and asked to identify started to get off task you can do a certain
words/ phrases that and a bit silly. I used amount now or at
they didnt understand squaring off to try and recess with me.
to discuss after manage the situation.
reading. The students settled
after that for a time.
Discussion was then When asked to do a
undertaken about the retell the students
poem as a group, could tell me what it
using a series of was but did not start
questions to direct the work promptly.
topic. Students were
asked to write their
answers down first and
discuss in 10 minutes.

Asked student to write

a retell/ summary.
Asked them what a
retell was? Summary?
If they were different.
Self-Reflection using APST

Students were then

given 10 minutes to
write a brief retell of
the poem to be
handed in.

Rating: I feel I have started to enable students participation well and spread discussion to those who are quieter in
personality. I can better my classroom management skills and strategies, although I have used low key methods I need to
utilise others to stop escalation.
Self-Reflection using APST

Situation Action Outcome +: Changes for the

future
4. Assess, provide feedback and report on student learning
5.1 Assess student During a lesson on As the activity was Students that had As only some of the
learning sentence structure and running I walked joined a sentence in a students got to do this,
5.2 Provide conjunctions. around and monitored way that didnt make I would have like to get
feedback to the students. I talked much sense where the group together at
students on their to students and able to figure out a the end and discuss
learning suggested/instructed more correct structure the answers but the
5.3 Make consistent where students could at my suggestion by lesson got cut short for
and comparable improve their reading the sentence an impromptu
judgements sentences. out loud. This led to assembly.
5.4 Interpret student the students
data confirming their Next time I would set
5.5 Report on student knowledge and up the lesson in a
achievement learning a strategy to sequence to explain
help themselves concepts and activity,
comprehend. complete activity and
monitor, then discuss
and swap work with a
partner to mark and
learn about correct
sentence structure and
joining sentences.
Rating: I would say for feedback I have done satisfactorily, I have provided immediate feedback on some occasions. I can
improve by getting all students work marked at times by swap and mark methods to get feedback about how to answer
certain troublesome questions for a wider range of the class.
Self-Reflection using APST

Situation Action Outcome +: Changes for the

future
5. Engage in professional learning
6.1 Identify and plan Reflection and At the conclusion of The following lesson From this reflection I
professional discussion of lessons the day my mentor after a reflection, I was able to improve
learning needs undertaken during the and I sat down and looked at sequencing the way I ran a lesson
6.2 Engage in day with mentor after discussed what I and use of visual and completed the
professional learning conclusion of the thought I did well and representation in my tasks and feedback to
and school day. what I could improve lesson to help as a the students so the
improve practice on. reference point for message of the lesson
6.3 Engage with students and myself in was not lost.
colleagues and My mentor gave me the progression of a
improve some brief write ups lesson. This was one of For the future I would
practice on the lessons I took items of my lesson we like to continue to try
6.4 Apply professional and main focus areas identified the previous and improve my use of
leaning and for improvement in my day to help my written prompts to
improve student professional teaching and get the better the flow of my
learning development. objectives of the lessons.
lesson completed. This
allowed better
confirmation of
objective at the end of
the lesson.
Rating: I feel that I engage in learning professionally from every experience through reflection but could better utilise this
in consolidation and research into better methods on a more regular basis through time management
Self-Reflection using APST

Situation Action Outcome +: Changes for the

future
6. Engage professionally with colleagues, parents/careers and the community
7.1 Meet When undertaking the Printed and distributed The students that Be able to work with
professional ethics exercise of doing an the permission slips were given the both the students at
and responsibilities interview and a shared for two students permission slips where individual occasions,
7.2 Comply with reading experience. I explaining what they both very keen to take so that they can get
legislative, sought my mentors are in regards to and part in the experience the best of the
administrative and advice on getting what the and both returned the situation presented.
organisational permission from the confidentiality and permission slips to,
requirements parents. anonymous nature of signed by their
7.3 Engage with the interview process. parents.
parents/carers
7.4 Engage with Two students were This was a great
professional teaching chosen so that there outcome and a raffle
networks and broader was a better chance was drawn to make it
communities that one student would fair about who would
be able to undertake take part in the
the experience. experience.
The student chosen
enjoyed the
experience and I got to
forge a little bit of a
bond with the student.
Rating:
Self-Reflection using APST

Mentor: (Standard 7)
I reached out to my mentor at first via email to establish a dialogue about my willingness to learn and help out in classroom
activities. My mentor A* was away before the start of the practical placement on a school camp. I found this out from the
principal and took an understanding approach to lack of communication prior to the start of placement.
Upon arriving at placement and meeting my mentor I expressed my enthusiasm for the experience and communicated what
we were required to undertake as part of our learning. She explained what she expected of me and how she would like to
proceed in the placement. I collaboratively undertook lesson planning with A*, she provided the basic structure of most
lessons she said she would like me to take small groups at the start of the week and then move on to whole class lessons.
She suggested that we talk at the end of each day about how I went and agreed it would be a good idea for me to reflect
during the day and get back to her on the things I thought I did well and things for improvement. This created a very open
dialogue around freely expressing how we both thought the lessons went.
I was genuinely curious about my mentors background as a teacher and asked about her experiences starting teaching and
her career. It provided interesting conversation around teaching philosophy and learning about each others sense of humour.
I felt this made us able to be on a good conversational level and open about how we though our relationship was progressing
as motor and mentee in the classroom.

Avatars:
The avatars have been helpful for general interaction practice with students. Planning a lesson for the ten minutes was very
difficult to understand and could have been better outlined for the task relating to avatars. Although we had clarification
later, a more succinct outline of what was expected was needed to alleviate concerns as we found out information about the
task on the day.
Self-Reflection using APST

Interaction on a classroom setting could be more realistic as the children are only talked to individually in the lesson. The
experience gave a vague understanding of teaching a lesson to a class. Upon finishing lessons the reflection definitely helped
to identify struggles I had in conducting the lesson and the different planning and management strategies that could have
been utilised in different parts of the lesson.