1.2 Understand how students learn
'Alex offered "Brain Breaks", physical exercise and snap quizzes and exit strategies to ensure a strong learning environment' (Gleeson Report).
During my placements it became very apparent that students learn very differently. I was able to adapt to this with different groups. At VHHS teaching the same history unit to two classes I 'experienced two very different classes academically and managed the challenges of working between both' (VHHS Report).
At Gleeson I tried to ensure I was requiring the students attention for more than 10 minutes as they would become restless and disengaged. Equally during a 90 minute lesson, where possible i tried to ensure the students did at least three different things during the lesson to keep them engaged or offer incentives and "brain breaks" to keep them motivated and engaged.
During my placements it became very apparent that students learn very differently. I was able to adapt to this with different groups. At VHHS teaching the same history unit to two classes I 'experienced two very different classes academically and managed the challenges of working between both' (VHHS Report).
At Gleeson I tried to ensure I was requiring the students attention for more than 10 minutes as they would become restless and disengaged. Equally during a 90 minute lesson, where possible i tried to ensure the students did at least three different things during the lesson to keep them engaged or offer incentives and "brain breaks" to keep them motivated and engaged.