Professional Documents
Culture Documents
REFLECTION
The placement undertaken at Kellyville High School Learning Centre allowed me to appreciate
the diversity of learners across years 7-10. The learning centre is designed to support students with
learning and behaviour difficulties both inside and outside the classroom settings. The centre takes
the responsibility of providing day to day support to students with their classroom activities,
additional support to students for improving their literacy and numeracy skills, and personalised
learning plans for students with special learning needs.
I hold the values of respect, accountability, social justice, self-control and gratitude as highly
important. Students were constantly reminded of these values in a positive manner to build a
positive classroom culture. Reflexivity in my practice also allowed me to think and plan for new
strategies and classroom designs for enhancing student-teacher interaction, student engagement and
reducing inappropriate behaviours. This experience allowed me to grow as a teacher and use my
knowledge and skills towards supporting student learning needs. Through active listening and
effective communication, I enabled students to realize their needs, evaluate their choices to fulfil
these needs and consider alternative choices. As a result, I was able to generate a sense of
motivation in my students to achieve more and believe in themselves.
This course allowed me to experience the philosophical, ethical, practical and pedagogical
perspectives of becoming a teacher in diverse, contemporary educational settings. It showed me how
to build a capacity to modify and adjust teaching practice to best meet the needs of all students.
Adoption of culturally responsive pedagogy by inclusion of diverse perspectives, knowledge and
multiple modes of representation increased student engagement and inclusiveness. Inclusion of
extended reading resources and interactive activities also targeted the talented students in class.
Regular interaction with the class and encouraging students to ask questions and reflect on their
perspectives also allowed me to assess the formation of learning.
Overall, learning in this setting allowed me to achieve a greater sense of personal efficacy,
personal identity, spiritual growth, moral development, and improved my social responsibility and
teaching skills. I gained more reflexivity in my practice, reduced stereotypes and developed greater
inter-cultural understanding, resulting in greater involvement with the students. By integrating
meaningful student relationships with instruction and reflection, this experience has brought a
substantial change in my development as a teacher.