Welcome
I have a passion for educating young people and a strong belief in the positive difference I can make as an educator and role model for generations to come. I understand and am prepared for the rigors of teaching, the work ethic required and the unrivalled commitment necessary to achieve positive learning outcomes for young learners. I first experienced the joy of educating through sports coaching at various levels and sports, which helped drive me towards a rewarding career. Personal pride is a primary motivator; I refuse to let people down, least of all myself. Teaching is not a job; it is a career, it is a responsibility and it is my passion.
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My Practicum Reports - Overall Evaluations
Gleeson College - Prac #2
Alex’s practicum was exemplary. I was very impressed with his preparation, commitment and appreciation of the demands of teaching. He was willing to ask questions of every aspect of secondary school life from a student and teaching perspective. Alex could have easily taken over my classes and in my professional opinion he is not only ready to teach but will make a great teacher. I was also very impressed with his professional attire and approach to every aspect of his future career. Alex embraces new technology and has a warmth and understanding of young people that enables him to establish professional relationships with his classes quickly. He was comfortable in staff meetings and staff lounge and offices but most of all he is aware of the demands and the discipline to not only make a wonderful career but make a difference in the lives of those he teaches.
(Full report available in 'Evaluation' -> 'Professional Appraisals')
Victor Harbour High School - Prac #1
Overall it has been a pleasure to have Alex as a Student Teacher. He has been friendly to both staff and students, enthusiastic and easy to work with. Alex is keen to improve on his knowledge and skill base and has worked hard to make sure his placement was successful. I have appreciated his valuable addition to my literacy resources. Alex is not afraid to try something new and has been innovative in developing his own resources. He has shown himself to be at the beginning stages of becoming a very skillful practitioner. I would be happy to work with Alex in the future and I wish him all the best.
Alex’s practicum was exemplary. I was very impressed with his preparation, commitment and appreciation of the demands of teaching. He was willing to ask questions of every aspect of secondary school life from a student and teaching perspective. Alex could have easily taken over my classes and in my professional opinion he is not only ready to teach but will make a great teacher. I was also very impressed with his professional attire and approach to every aspect of his future career. Alex embraces new technology and has a warmth and understanding of young people that enables him to establish professional relationships with his classes quickly. He was comfortable in staff meetings and staff lounge and offices but most of all he is aware of the demands and the discipline to not only make a wonderful career but make a difference in the lives of those he teaches.
(Full report available in 'Evaluation' -> 'Professional Appraisals')
Victor Harbour High School - Prac #1
Overall it has been a pleasure to have Alex as a Student Teacher. He has been friendly to both staff and students, enthusiastic and easy to work with. Alex is keen to improve on his knowledge and skill base and has worked hard to make sure his placement was successful. I have appreciated his valuable addition to my literacy resources. Alex is not afraid to try something new and has been innovative in developing his own resources. He has shown himself to be at the beginning stages of becoming a very skillful practitioner. I would be happy to work with Alex in the future and I wish him all the best.
What Is Important To Me?
STUDENT LEARNING
Students learn in a variety of ways and as educators it is our role to facilitate that learning. I have a responsibility to create safe conditions for rigorous learning, develop expert learners and personalise and connect learning. In accordance with the SA TfEL I aim to consciously foster supportive yet challenging conditions and provide students with increased opportunities for high quality learning. One way I achieved this during my practicum was to use self-guided research tasks instead of just providing the information to the students. This challenged the students to continue to develop their research skills and guide their own learning, with my guidance and support where necessary. Learning itself is a skill that needs to be taught; students must develop their own way of learning to best suit them.
During my practicum I tried to incorporate a verbal, visual and practical method of learning into each lesson and monitor how each method was received so I can focus on particular strategies for future lessons. Many of my Year 10 classes did not know how to write an essay so I adapted learning plans to allow for explicit teaching around essay writing. I learnt during my practicum that students value this explicit teaching and using examples as a way of learning. It is important to develop curriculum and LAPs to cater for the school environment and the student cohort. Using real life problems and issues to enhance student learning is effective. For example during a media unit on practicum I focussed on current media that the students could relate to and continue to explore in their own time. In order to focus on the achievement standards for my subject areas I employed backwards design techniques to focus on the required skills of the Australian Curriculum, differentiating teaching and assessment as appropriate to provide opportunities for successful learning for a diverse range of student needs.
Students learn in a variety of ways and as educators it is our role to facilitate that learning. I have a responsibility to create safe conditions for rigorous learning, develop expert learners and personalise and connect learning. In accordance with the SA TfEL I aim to consciously foster supportive yet challenging conditions and provide students with increased opportunities for high quality learning. One way I achieved this during my practicum was to use self-guided research tasks instead of just providing the information to the students. This challenged the students to continue to develop their research skills and guide their own learning, with my guidance and support where necessary. Learning itself is a skill that needs to be taught; students must develop their own way of learning to best suit them.
During my practicum I tried to incorporate a verbal, visual and practical method of learning into each lesson and monitor how each method was received so I can focus on particular strategies for future lessons. Many of my Year 10 classes did not know how to write an essay so I adapted learning plans to allow for explicit teaching around essay writing. I learnt during my practicum that students value this explicit teaching and using examples as a way of learning. It is important to develop curriculum and LAPs to cater for the school environment and the student cohort. Using real life problems and issues to enhance student learning is effective. For example during a media unit on practicum I focussed on current media that the students could relate to and continue to explore in their own time. In order to focus on the achievement standards for my subject areas I employed backwards design techniques to focus on the required skills of the Australian Curriculum, differentiating teaching and assessment as appropriate to provide opportunities for successful learning for a diverse range of student needs.
CURRICULUM
I have trained in English and History, two subjects I firmly believe to be very important in achieving a well-rounded education. The Australian Curriculum website is easy to navigate and use, facilitating backwards design for exposure to, and achievement of, all the necessary learning outcomes.
In History my primary focus in LAP development is to focus on the history skills. The achievement standards at the conclusion of each year level do not require that students accurately recall specific dates or who did what but expect that they can recognise, explain, identify, describe, analyse, select, organise, develop, interpret, sequence and distinguish in a historical context. With a skills focus it is subsequently important that assessments be designed to allow students to meet the achievement standards. Assessments should therefore not require a regurgitation of knowledge but instead focus on the understanding and application of key history skills for that year level. To effectively engage young people in History they need to understand why we study history and the cross disciplinary valuable skills they will develop by doing so. I endeavour to pass on my passion for history when I teach the subject, striving for full engagement through interesting and interactive lessons.
The English Curriculum focuses on three strands of language, literature and literacy. In a similar fashion to History, the English curriculum focuses on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. It is important in English to understand the student group and design LAPs to best lead the students towards the achievement standards. During my practicum I was able to teach both these subject areas and had the opportunity to design, implement and assess a full unit of work. I designed the assignments in accordance with the achievement standards and provided the students with the skills and knowledge to effectively showcase their skills.
I have trained in English and History, two subjects I firmly believe to be very important in achieving a well-rounded education. The Australian Curriculum website is easy to navigate and use, facilitating backwards design for exposure to, and achievement of, all the necessary learning outcomes.
In History my primary focus in LAP development is to focus on the history skills. The achievement standards at the conclusion of each year level do not require that students accurately recall specific dates or who did what but expect that they can recognise, explain, identify, describe, analyse, select, organise, develop, interpret, sequence and distinguish in a historical context. With a skills focus it is subsequently important that assessments be designed to allow students to meet the achievement standards. Assessments should therefore not require a regurgitation of knowledge but instead focus on the understanding and application of key history skills for that year level. To effectively engage young people in History they need to understand why we study history and the cross disciplinary valuable skills they will develop by doing so. I endeavour to pass on my passion for history when I teach the subject, striving for full engagement through interesting and interactive lessons.
The English Curriculum focuses on three strands of language, literature and literacy. In a similar fashion to History, the English curriculum focuses on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. It is important in English to understand the student group and design LAPs to best lead the students towards the achievement standards. During my practicum I was able to teach both these subject areas and had the opportunity to design, implement and assess a full unit of work. I designed the assignments in accordance with the achievement standards and provided the students with the skills and knowledge to effectively showcase their skills.
RELATIONSHIPS
Building relationships is a fundamental necessity as an educator. It is vital to build professional and caring relationships with students, parents and colleagues. One mentor wrote; ‘overall I believe Alex to be a wonderful teacher building relationships with students quickly and constantly connecting with his mentor teachers for feedback’. Educating a young person is a team effort and facilitating positive relationships through leadership and initiative is an important role I have as an educator. The responsibility to act with professionalism and composure at all times must be taken seriously in order to build and maintain constructive relationships. Respect and understanding helps build the positive relationships required when striving for greatness in all aspects of education. I dress professionally as I believe non-verbal communication to be of significance as well; my students from my practicum commented on this positively.
On my first practicum I had four different mentors whom I met and communicated with regularly to reflect on my teaching practice. During my practicum I drafted an email with my mentor to send to a parent; the email was well received, and opened up avenues of discussion towards an action plan for the student.
With the common use of technology to communicate it is important to construct written communication thoughtfully as emails can often be misinterpreted. It is often helpful to have someone else read emails before you send them or delay sending them for a period of time to avoid an emotional or knee-jerk reaction response to an issue. Communication is a fundamental role I have as an educator and it is a skill to do it well. It is therefore something I constantly reflect on personally as well as through mentors and colleagues.
Building relationships is a fundamental necessity as an educator. It is vital to build professional and caring relationships with students, parents and colleagues. One mentor wrote; ‘overall I believe Alex to be a wonderful teacher building relationships with students quickly and constantly connecting with his mentor teachers for feedback’. Educating a young person is a team effort and facilitating positive relationships through leadership and initiative is an important role I have as an educator. The responsibility to act with professionalism and composure at all times must be taken seriously in order to build and maintain constructive relationships. Respect and understanding helps build the positive relationships required when striving for greatness in all aspects of education. I dress professionally as I believe non-verbal communication to be of significance as well; my students from my practicum commented on this positively.
On my first practicum I had four different mentors whom I met and communicated with regularly to reflect on my teaching practice. During my practicum I drafted an email with my mentor to send to a parent; the email was well received, and opened up avenues of discussion towards an action plan for the student.
With the common use of technology to communicate it is important to construct written communication thoughtfully as emails can often be misinterpreted. It is often helpful to have someone else read emails before you send them or delay sending them for a period of time to avoid an emotional or knee-jerk reaction response to an issue. Communication is a fundamental role I have as an educator and it is a skill to do it well. It is therefore something I constantly reflect on personally as well as through mentors and colleagues.
SAFE WORK PRACTICES
Safety in schools for the staff and the students is crucial in developing an effective learning environment. I have obtained my BELS certificate through the Red Cross and have applied these skills in the workplace. I have worked on ‘The Safety Team’ in a previous role, identifying and rectifying threats to health and wellbeing. Having studied the ‘Risk Management Flow Chart’ from DECD I am confident I can accurately and promptly identify risks to people, information, physical assets, finances and reputation. Some key steps to risk management are communication and consultation followed by monitoring and review.
It is crucial at any site that those with a duty of care are familiar with all the sirens, fire exits and emergency procedures. I have had to be involved in a lock down, not a drill, during which I was required to assist with one other educator supervising sixty anxious Year 8s. This experience taught me the importance of remaining calm because the students will look to leaders to mirror their response to a situation. It became evident that the importance of immediately recognising a siren and responding in accordance to the prescribed procedures was vital to maintaining composure and calm amongst the students.
Technology has a vital role to play in OHS&W. The spread of information was evident during the lockdown I experienced, as it did not take long for parents to be on the phones demanding to know what was going on. Technology creates another world in which our students can be subjected to psychological torment and subsequent physical abuse. Education is absolutely paramount to help protect our students in a world where we cannot be there with them. It is essential that our students feel safe to optimise effective teaching and learning. The SA TfEL Framework Guide states that ‘safe classroom conditions enable teachers to explicitly challenge students in a low-threat environment’, which is what I strive for in my classrooms.
Safety in schools for the staff and the students is crucial in developing an effective learning environment. I have obtained my BELS certificate through the Red Cross and have applied these skills in the workplace. I have worked on ‘The Safety Team’ in a previous role, identifying and rectifying threats to health and wellbeing. Having studied the ‘Risk Management Flow Chart’ from DECD I am confident I can accurately and promptly identify risks to people, information, physical assets, finances and reputation. Some key steps to risk management are communication and consultation followed by monitoring and review.
It is crucial at any site that those with a duty of care are familiar with all the sirens, fire exits and emergency procedures. I have had to be involved in a lock down, not a drill, during which I was required to assist with one other educator supervising sixty anxious Year 8s. This experience taught me the importance of remaining calm because the students will look to leaders to mirror their response to a situation. It became evident that the importance of immediately recognising a siren and responding in accordance to the prescribed procedures was vital to maintaining composure and calm amongst the students.
Technology has a vital role to play in OHS&W. The spread of information was evident during the lockdown I experienced, as it did not take long for parents to be on the phones demanding to know what was going on. Technology creates another world in which our students can be subjected to psychological torment and subsequent physical abuse. Education is absolutely paramount to help protect our students in a world where we cannot be there with them. It is essential that our students feel safe to optimise effective teaching and learning. The SA TfEL Framework Guide states that ‘safe classroom conditions enable teachers to explicitly challenge students in a low-threat environment’, which is what I strive for in my classrooms.