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Australian Catholic University
Luca Asmonti, S00217447
EDFD548 Effective Teaching and Professional Practice
Assessment II
Reflective Journal
2
Introduction: Topic and objectives of the Unit The aim of this unit has been to help pre-service teachers develop an
understanding of the theories and practices underpinning effective teaching
(Australian Catholic University [ACU], 2016, p. 1).
One of the unit’s stated goals was to enable participants to acquire a reflective
approach to teaching, and to understand the importance of engaging in
professional development. To achieve this, the unit has combined scholarship
analysis, tutorial discussions and practical scenario explorations. This
approach has helped me to:
- Reflect on the changing nature of learning environments;
- Analyse different classroom strategies;
- Develop my teaching activities and philosophy in preparation for my
first professional experience practice.
NB: This journal draws on a synthesis of my analysis of and reflection on the
topics discussed in the unit. A fuller account of these is included in the
appendix.
Topic 1: The foundations of effective teaching The unit began with a discussion of the personal and professional attributes
informing effective teaching. A reflection on the work of authors such as
Killen, Moyles and Marzano stressed the importance of combining strong
personal qualities (enthusiasm, empathy), a commitment to students and
good organizational skills to achieve effective teaching and learning (Moyles
2007, p. 3; Killen, 2012, pp. 117-118). All these authors also stressed the
importance of personal development to meet the demands of an evolving
learning environment. In particular, Killen advocates the adoption of a
“systematic approach to learning” whereby a teacher’s activities are guided by
an ongoing reflection on his/her teaching practices and their outcomes (Killen,
2012, pp. 111-129).
In the course of the tutorial, a discussion on the benefits of reflective teaching
highlighted the importance of envisaging the classroom as a ‘community of
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learners’, in which all members learn from experience and are committed to a
process of shared growth through positive relationships.
This module has been an important opportunity to:
- Reflect critically on my previous experience as a university lecturer and
analyze how I tried to use student feedback to improve my courses;
- Consider the importance of enthusiasm and empathy to deliver an
engaging learning experience for students.
Drawing on this analysis, I now understand the importance of planning a
teaching strategy informed by reflection and student response. The word
“adrenaline” used in the tutorial well synthesized the combination of personal
and professional commitment necessary to achieve effective teaching.
Topic 2: Classroom strategies Drawing on our analysis on the attributes of effective teaching, this module
discussed how to use these qualities to create a positive learning
environment. The foundation for this module was the analysis of a number of
behaviour strategies and scenarios, including the Wongs’ ‘Pragmatic
Classroom Management’ (Charles, 2008), Dreikurs’ ‘Democratic discipline
model’ (Clifford, 2004), and Carter’s assertive discipline approach. These
readings have helped me to consider:
- The role of shared and clear routines in shaping a healthy learning
environment;
- The importance of understanding students’ behaviour as a response to
their environment (Hardin, 2008).
In the course of the tutorial we discussed the practical applications of these
approaches and the different components of an effective learning
environment. Building on this, I have begun to reflect on the idea of academic
trust as the result of positive teacher leadership, engaging and relevant
academic activities, and a sense of shared respect and commitment. The
interview to English teacher Patrice Honnef clearly highlighted the benefits of
such approach (Australian Institute for Teaching and School Leadership
[AITSL], 2014a). Key to her methods are:
- Straightforward communication with students;
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- Emphasis on “communality” and respect;
- Command of learning activities;
- A reflective approach to teaching: all activities are constantly modeled
around the needs of the classroom community (“constant modeling”,
“setting the bar”);
This week’s discussion has encouraged me to consider the dynamic nature of
today’s learning environments, and the need to maintain effective
communication with school management (“upwards and outwards”). As stated
in the LEO module, good classroom management is an essential component
of effective learning: a good teacher creates a positive learning environment
in which all learners can thrive according to their abilities. In this positive
environment, the diversity of the student body contributes to enrich and
enhance the learning experience for everyone. To attain this, I will need to
design teaching activities underpinned by:
-‐ Consistency: students must learn that rules serve a purpose and apply
to all (Rogers, 2008, p. 243);
-‐ Pace: the learning process should be kept diverse and interesting.
Monotony causes disengagement and undermines the teacher’s
leadership;
-‐ Fairness: goals should be clear and achievable.
Topic 3: Effective teaching planning This module discussed the importance of careful planning to achieve effective
teaching. In particular, it has given me the opportunity to reflect on the
relevance of:
- Reaching a good life balance through intelligent professional and
personal planning (‘important things’ first, not ‘urgent’);
- Combining three different planning levels – program, unit and lesson;
- Creating a wholesome school experience, which takes into account
students’ backgrounds to deliver relevant learning tasks.
The tutorial has drawn on an analysis of the Wongs’ ‘Pragmatic Classroom
Management’ and Skinner’s behavioural model to address the issue of
classroom discipline management. As a pre-service teacher, I have found this
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discussion very useful to understand the context in which I will have to
operate, what will be expected from me in terms of discipline management
and the strategies that I will need to apply to create a positive learning
environment. I have also been encouraged again to consider the importance
of reflective teaching and the need to negotiate academic and discipline
expectations through an ongoing, fair dialogue with students.
This module has given me very useful insight into the social contexts of
teaching and learning, combined with important practical advice on classroom
discipline management. The class planning exercise was a useful activity to
consider the various components of an effective learning environment, and
the importance of good planning for successful learning. I have also
understood how good organization contributes to the creation of academic
trust. As a teacher, I will attain this by:
- Communicating learning goals clearly;
- Creating well organized educational experiences through a range of
teaching and learning methods;
- Catering for the diverse needs of the learning community;
- Setting achievable tasks in relation to the resources available to
students.
Topic 4: Teaching strategies This module has built on our analysis of effective teaching and planning to
discuss a number of classroom strategies that can be used to create an
engaging and diverse learning experience. The analysis of classroom
discussion and direct teaching in the LEO module has been a useful
opportunity to reflect on this topic. In particular, it has made me reflect on the
importance of:
- Creating inclusive opportunities for classroom discussion;
- Encouraging higher-order thinking through effective questioning
techniques.
As discussed in the tutorial, a good teacher puts “students first”. This is why
understanding student backgrounds is essential to designing effective
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teaching activities. In particular, it will be important to reflect on the following
questions:
- Who are my students?
- Why are they interested in my topic?
- What do they know about it?
- What are their expectations?
The answers to these questions will inform a learning experience in which
students can contribute to the creation of knowledge. In this respect, tutorial
discussion gave me the opportunity to reflect on the correct and effective use
of ICTs. As a pre-service teacher, I particularly look forward to my
professional placement experience to explore the use of these technologies
for the teaching of history and languages.
Topic 5: Support and engagement This week’s discussion focused on the importance of a safe, inclusive and
supportive environment for effective learning. The LEO module and tutorial
have encouraged us to frame the “learning environment” as both a physical
space and a social context. As it was stressed in the tutorial, it is certainly true
that “a neat classroom says something about the teacher”. While my
experience as a student in the dilapidated Italian State system may have
helped me to develop resilience and the ability to make the most of limited
and outdated resources, this module has made me reflect on how a safe
environment can contribute to effective learning. In particular, as a pre-service
teacher I will need to concentrate on the following:
- How a suitable environment can help students to feel comfortable and
improve their learning;
- How to use the resources of my learning environment to create a
diverse learning experience (e.g., whiteboard for direct teaching, ICT
for multimedia engagement and discussion, suitable furniture for
dividing classes into small groups);
- How to create suitable spaces for differentiated learning, especially for
special-need students;
- How to use classroom facilities to support visual learners;
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- How to modify my body language in relation to a specific learning
environment.
The module also addressed the important issue of how a student’s home
environment affects education. This made me critically reflect on the need for
today’s teachers to understand the dynamic nature of learning in the age of
information technology. This has brought about a “demand, from both
students and their parents, for seamless movement between learning at
school, home, work and play” (Department of Education and Training [DET],
2016). As a teacher, I will need to build academic trust within this complex
network. This cannot happen without establishing a positive and effective
relationship with all stakeholders in a young student’s education, starting from
their parents/carers and, of course, the students themselves.
Topic 6: Teaching as a profession This module focused on the changing nature of the teaching profession in
today’s complex and diverse societies. These societal changes have created
new, sometimes contrasting demands on teachers. It is therefore not
surprising that many teachers decide on a change of career within five years
from entering the profession, while graduate teachers describe the transition
from study to the workplace as a “fracturing experience” (Ewing & Smith,
2003, p. 18). Teaching can be physically and mentally draining. The reflective
nature of the profession also requires teachers to constantly question their
methods and practice.
Knowledge, passion, commitment and responsibility are in my opinion the key
attributes to meet the challenges of today’s learning environment. These
qualities should also help one to develop a personal approach to teaching
drawing on individual interests and experiences. This is why I have found the
idea of “finding a niche” particularly interesting (Ewing and Smith, 2003, p.
19).
As an early-career teacher, I will need to find my “niche”. As a member of the
very small club of male language teachers, I will have the opportunity to bring
in a different perspective to the discipline. Likewise, as a native Italian it will
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be important to engage with students by sharing my direct experience of the
country’s language and culture.
Reflections on teaching and learning after two weeks of professional practice As I write these notes, I have entered the third week of my teaching practicum
at Mount Alvernia College, an independent Franciscan school for young
women. In this time I have had the opportunity to design and deliver Italian
languages classes for students in Year 7 to 12 and to contribute to other
learning activities, including English (Year 10), Domestic Economy (Year 9),
and Junior School Core Studies (Year 7). This has been an immensely
rewarding and enjoyable experience, which has contributed to strengthen my
commitment to teaching. It has also been an important opportunity to reflect
on the topics discussed in this unit. In particular, I have appreciated the
importance of the following:
- A positive school environment is essential to developing a reflective
approach to teaching, as it engenders enthusiasm and a sense of
belonging, and encourages educators to consider the impact of their
work on the wider learning community (see below, pp. 27-28; Rogers,
2008, pp. 255-257; Killen, 2012, pp. 117-118);
- “Teaching the subject” and “teaching the student” are not separate
strategies: the best way to teach the subject is to make it engaging for
the student (Killen, 2012, p. 23);
- There is no “one-fits-all” approach to classroom management.
Classroom dynamics are determined by a range of factors including:
the age and number of students, classroom layout, the time of the day
(and of the week) in which the class takes place (the first class after
lunch is always challenging), and an infinite series of other
imponderables. Positive behaviour is therefore the result of an ongoing
negotiation between teacher and students. When such negotiation is
successful, the teacher is able to change students’ mistaken goals
(Edwards, 2004, 118-125);
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- Students expect to be taught. They also expect consistent, fair and
decisive leadership from the teacher (Rogers, 2008, pp. 243-248);
- The importance of good scaffolding cannot be overestimated,
especially for younger students. Even the smallest activity should have
a clear goal which the teacher must make explicit;
- As discussed in module 4, knowing how to ask questions is important.
Questions should be used to give an opportunity to students to reflect
on what they are learning; they are not for teachers to show off how
much they know. When asking a question, give the students time to
articulate a good answer;
- Good timing is essential. Rushing through materials in the last minutes
of a class causes confusion and disengagement.
- “Reflective teaching” is the only possible approach to the profession. It
stems naturally from one’s daily interaction with students. Reflective
teaching starts as soon as a teacher walks into the classroom and
begins to observe how students react to the day’s activities. There is
not a single moment in which students are not sending you feedback.
In conclusion, this unit has been an invaluable introduction to the challenges
and opportunities of teaching. It has made me reflect on the importance of
committing to an ongoing process of growth and development and has helped
me to develop individual teaching strategies based on my personal interests
and attitudes.
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Appendix
11
Week 1 – Foundations of effective teaching Introduction and professional profile My interest in high-school teaching, and more specifically in the disciplines of
History and Foreign Languages, stems from my personal and professional
experiences, intellectual interests and a passion for learning and discovery.
My degree in Classics and Ancient History (University of Milan, Italy,
December 2000) has provided the foundation for important cultural and
professional experiences in a number of diverse and stimulating contexts. A
grant from the university of Milan gave me the opportunity to spend a year as
a Visiting Scholar at the University of Cambridge (2002-2003), and then
undertake a PhD in Ancient History at King’s College London (2003-2007).
Following the completion of my doctoral studies, I held academic positions at
important research-led universities in Ireland, UK and Australia. In an
academic environment where financial constraints, shifting cultural
perspectives, and changing organizational models have had a profound effect
on the professional role of the academic, and on teacher-learner dynamics, I
have striven to offer my students a fulfilling learning experience through
engaging lecture design, tutorial discussion, and fieldwork activities.
My interest in high-school teaching is a response to the questions raised by
my experience as a university lecturer: what I seek in my future career is the
opportunity to engage with students on a daily basis and across a wider range
of disciplines and topics, to nurture the natural curiosity of youth.
I am aware that, with new professional pursuits, also come new challenges
and trials. This is particularly true when facing the huge responsibility of
educating young minds. What I seek from this course of study is therefore a
solid foundation for my future teaching practice, and to combine the study of
the political and legal framework of teaching in Australia with a hands-on
discussion of real-life experiences.
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This week’s activities In the course of this module we have discussed the content of the unit and
addressed the topic of good teaching practice. The unit’s activities began with
a series of readings from authors such as Killen, Moyles and Marzano,
focusing on the personal and professional qualities of effective teachers.
While the authors addressed this issue from a number of different angles and
perspectives, all of them address the importance of the following:
-‐ Personal and professional skills are both essential to achieve effective
teaching;
-‐ Enthusiasm is crucial;
-‐ An effective teacher needs to be both a good communicator and a
good listener;
-‐ An effective teacher puts students first and delivers a learning
experience which relevant to students;
-‐ It takes time and effort to achieve teaching effectiveness.
According to Killen, the ability to develop wholesome and relevant learning
experience for students goes hand in hand with a teacher’s commitment to
develop a critical and reflective approach to their work. This is underpinned by
an awareness that a teacher’s actions are the “prime determinant” of learning,
and by a commitment to improve students’ learning through effective teaching
practices (Killen, 2012, pp. 117-118).
These readings have led to an interesting and stimulating classroom
discussion on the challenges of life in the classroom. An important word used
in the tutorial was ‘adrenaline’: there is no good teaching without passion,
from both teachers and students (see Moyles 2007, p. 3). Indeed this is what
the ancient Romans meant by studium: a strife and commitment to making
yourself a better, fuller person.
In my opinion, effective teaching is about feeding this studium, and the real
challenge is to develop the ability to do so in an education environment where
13
a teacher’s methods, knowledge, and principles are constantly called into
question by the diversity of students’ demands and experiences. Good
teachers know that they can never rest on their laurels, for their skills and
competence will be constantly put to the test. This is what inspires ‘reflective
teaching”, and this is why, as observed by Covey, effectiveness cannot but
me measured over time, and against a number of different scenarios and
situations.
Further reflections – Two weeks into my professional placement programme
As I read through these note at the end of the second week of my
professional placement programme at Mount Alvernia College, an
independent Franciscan school for girls, I need to add that, just as “powerful
learning” is the result of an effective learning situation created by a skilful
teacher” (Joyce & Showers, 1991, p. 10), likewise, a positive and engaging
environment is essential for the development of a caring, enthusiastic
“reflective teacher”. In these two weeks I understood the importance of
creating an educational environment where the school is, indeed, a
“community of learners”, and everyone is encouraged to contribute to this
ongoing, shared growth process. A positive environment is essential to
develop such reflective approach to teaching, as it engenders enthusiasm and
sense of belonging, and encourages educators to develop an awareness of
the impact of their work on that of others (Killen, 2012, pp. 117-118). I have
been very fortunate to join an education community in which this culture of
shared learning is explicitly spelled out in the school’s learning framework:
“encourage, expect, and require authentic collegiality among the adults in the
system” (Mount Alvernia College, 2016a).
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Week 2 – Classroom management
This week’s activities In the course of this module we have explored the importance of creating a
positive learning environment through effective classroom management. This
has been an important occasion to reflect on the interplay between positive
behaviour management, good academic practice and a healthy learning
context underpinned by mutual respect.
Effective teaching is about creating a positive learning environment in which
all learners can thrive according to their abilities. In this positive environment,
the diversity of the student body would contribute to enrich and enhance the
learning experience for everyone.
How this is achieved, obviously depends on the various strategies which
teachers adopt in response to the specific educational contexts in which they
have to operate. The ability to understand these circumstances and respond
effectively to them is the key to good classroom management. This unit
discussed a number of various strategies and scenarios, ranging from the
Wongs’ ‘Pragmatic Classroom Management’ to Dreikurs’ ‘Democratic
discipline models’. All these approaches stem from different cultural contexts
and are often the response of different educational demands. It would be very
difficult, while dealing with the daily occurrences of life in the classroom, to
apply exclusively one of these models. However, in spite of all the differences
between these models, all of them seem to come down to one common
factor, that is the ability on the part of the teacher to establish an authoritative,
fair, calm and strong leadership, which is recognised by students, and
provides the basis for a successful and enjoyable learning experience.
The AITSL website offers useful models of positive teaching leadership in
practice (Australian Institute for Teaching and School Leadership [AITSL],
2014a). In a very engaging video, English teacher Patrice Honnef discussed
her strategies for dealing with challenging behaviour in the classroom. Key to
her method is a straightforward communication with students, emphasis on
15
communality and respect, and a command of learning activities. The students’
interviews also highlighted the close correlation between a healthy and
positive discipline within the classroom community and academic
achievement. Honnef also stressed the importance of “constant modeling”
and “setting the bar”.
Classroom leadership is built on trust. Teachers like Honnef have the ability to
engage individually with students without losing control of the overall
classroom dynamics. Many of the classroom techniques discussed in the
videos by Bill Rogers also seem to point to this as he stresses the importance
of “cueing in” the classroom while addressing individual behaviour.
Building a good classroom environment is therefore a collegial effort by the
teacher, as leader and facilitator of the learning experience, and the students.
Good classroom management is built on a day-by-day engagement with
students. Far from trying to impose unrealistic expectations on their students,
good teachers create the best conditions for the environment in which they
have to operate.
The following points are in my opinion the key elements of a well-managed
classroom environment:
-‐ Timing: first impressions are crucial and young students take very little
time to make one. Good practice should be established from the start.
The Wongs stress the importance of this;
-‐ Consistency: students must learn that rules serve a purpose and are
essential to the smooth running of school activities.
-‐ Pace: at the same time, the learning process should be kept diverse
and interesting. Monotony brings about lack of interest and raises
questions on the teacher’s commitment to the group.
-‐ Fairness: academic goals should be clear and achievable. Again,
students should be confident that assessment serves a clear purpose,
and is part of a broader learning plan;
-‐ Shared rules: make it clear that we are all parts of a community of
learners (Rogers, 2008, p. 243).
16
Further reflections – Two weeks into my professional placement programme
In the first two weeks of my professional placement at Mount Alvernia College
I have had the opportunity to experience directly the importance of
establishing trust and respect with students to create a positive learning
environment. In particular, I have realized the importance of constantly
modeling and reinforcing good practice to students, and of developing the
verbal and non-verbal communication skills which are necessary to
communicate positive classroom behaviour effectively (again, Bill Rogers’
discussion of “cueing” is particularly relevant, Osiris Educational, 2012). I
have also experienced the importance of creating a positive environment to
attain expected behaviour (Hardin, 2008, pp. 23-24). As I began to develop
my classroom management skills, I have realized how different classroom
dynamics can be, depending on the age and number of students, the physical
settings of the class (including lighting, furniture, ICT tools and so forth), the
time of the day (and of the week) in which the class takes place (the first class
after lunch is always challenging). Positive behaviour is therefore the result of
an ongoing negotiation between teacher and students (one should always
bear in mind that the pact stipulated by teacher and students always implies
an expected standard of teacher behaviour). Spelling out rules and expecting
student to abide to them is therefore not sufficient. Expected behaviour
objectives, just like expected academic objectives, should be fair and
achievable, and good teachers should develop reinforcing strategies which
are responsive to the specific environment in which they operate.
17
Week 3 – Planning for effective teaching This week’s activities I am only two weeks into my training as a high school teacher and I have
already had many great opportunities to discuss the tasks and responsibilities
which will be waiting for me in the classroom. Taking part in a Professional
Training workshop at Mount Alvernia College on ‘overparenting’ was
particularly important. As a teacher I will have to manage an educational
scenario extending well beyond the walls of the classroom: it is a complex
environment in which teachers have to work together with students, school
management, parents and other stakeholders to deliver the most effective and
productive learning experience possible. The problem is, of course, that very
often it will be necessary to mediate between different demands and
expectations.
In the course of this module we have further explored some of these
strategies, in particular the procedure-based model developed by the Wongs
and the behaviour modification approach. Reading some of the behaviour
policies and codes currently operating in Australian schools made me realize
the importance of constantly reinforcing expected school practices, and the
risks entailed in taking important things for granted.
Putting students first is essential to effective teaching. Planning your teaching
activities around your students contributes to a good teaching environment,
and increases students’ discipline, trust and respect. Good class planning tells
students that the teacher is committed to them. As observed by Killen, every
lesson must be a “positive and productive experience” (Killen, 2012, p. 86). To
achieve this, it is important to set both short- and long-term plans to give the
students a clear framework of classroom routines in which they can operate
confidently while setting clear goals to be attained within a broader unit of
instruction, or a whole program. The discussion of how to to work confidently
on different levels (Program, Unit and Lesson) has been particularly
18
interesting. The Australian Curriculum and the Queensland various subject
syllabuses provide a good framework to achieve this.
The unit on Hiroshima discussed by Marzano (2007, pp. 9-11) is a good
example of how to set ambitious goals and engage students with potentially
controversial issues if your plans are supported by a clearly structured
sequence of learning activities. To achieve this, building “academic trust” is
absolutely essential.
While good class planning can be achieved through different pathways and
teaching methods, these are in my opinion essential points to keep in mind
while designing a learning experience:
-‐ Set clear and realistic objectives;
-‐ Use a variety of teaching methods, both within a single class or
a broader teaching unit (see the Marzano’s ‘focuses of unit’ in
Marzano, 2007, pp. 177-180).
-‐ Pace your classes clearly;
-‐ Have a ‘Plan B’ in case students do not respond to the planned
activities as expected (as discussed in a course of the tutorial, a well
organized teacher always carries some extra materials for
emergencies such as an unexpected cover class, or a technical
problem with ICTs. While good planning is a fundamental asset, being
able to cater for emergencies is also very important).
Further reflections – Two weeks into my professional placement programme The area of planning has been particularly relevant in my first two weeks of
professional practice. In this time I have had the opportunity to realize the
importance of creating well-structured and diverse classes while gaining a
deeper understanding of the different classroom strategies which are needed
to engage with junior and senior students. In particular, I have understood the
importance of good scaffolding, especially for Year 7 and 8 classes. Indeed, a
clearly paced class plan is essential to minimise time wasting and keep the
19
student focused. As I have begun to develop my class planning skills, I have
observed the importance of the following points:
-‐ You can never give too much direction to young students;
-‐ Students expect the teacher to be in charge: this means giving them
clear working instructions, highlighting the difficulties which they may
encounter in the task, setting clear and explicit goals (“what we are
going to learn today is…”), stressing the importance of a quiet and well-
behaved environment, knowing the resources which are going to be
used, answering possible questions clearly;
-‐ At Year 7 and 8, students are more like sprinters than marathoners:
give them a clear objective which is in sight, and tell them how this will
concur to reaching longer-term learning goals. Make these learning
goals exciting. Instead of telling them that they have 20 minutes to find
out about A, B, C, and D, divide the work into four separate units on
each topic, and then draw conclusions and address the wider issue
with them. Students expect teachers to teach;
-‐ Knowing how to ask questions is an important skill. Questions should
be used to give an opportunity to students to reflect on what they are
learning; they are not for teachers to show off how much they know.
When asking a question, give the students time to articulate a good
answer. This is an important point which has been raised at tutorial and
to which I need to pay more attention;
-‐ Even when students are asked to work independently, good teachers
should know how to make their presence felt;
-‐ Timing classes well is absolutely essential. Rushing through materials
in the last minutes of a class sends all possible wrong messages and
creates space for ambiguities and misunderstanding.
20
Week 4 – Teaching strategies This week’s activities One of the key questions which I have been asking myself since starting this
program of study is what I will need to do to transition from the former role as
a university lecturer to that of high-school teacher. As a lecturer, I have gained
experience of a wide range of learning situations, such as lectures, seminars,
language classes, archaeological fieldwork and one-to-one tutorials. However,
as teaching stereotypes go, I was definitely a “lecturer”: my weekly schedule
was generally organized around two big two-hour lectures for large groups of
students, which catalyzed most of my time and energies – both physical and
mental. While I always tried to make my lectures engaging and enjoyable by
encouraging students’ input and questions, there is no doubt that my teaching
was first and foremost about me: to deliver a successful lecture, I had to make
sure that my words were the catalyst of attention. The starting assumption of
my lecture planning was that I could count on two hours of silent attention
from my audience of students.
To be an effective teacher, it will be absolutely essential that my students will
not be treated as an audience, but as the pulsating heart of the learning
experience. Each class or teaching activity will have to start from the students,
meant not as a generic body of listeners, but as the specific group of
individuals with whom I will be engaging in the classroom. This is why, as we
discussed last week, understanding student background is the first, crucial
step in the design of a teaching activity. Who are they? Where do they come
from? Why are they interested in my topic? What do they know about it? What
are their expectations?
Answering these questions will be the first step to build a new, more dynamic
kind of teaching leadership. To be an effective teacher it will be necessary to
address directly the students’ interests and expectations through a variety of
activities and a genuine dialogue. To attain this, knowledge of the discipline
will no longer be sufficient: a dynamic learning environment requires rigorous
planning, personal commitment, enthusiasm, and adaptability. To be an
21
effective and authoritative teacher I will therefore need to understand what my
students demand from their learning experience.
One of the major topics for discussions in the course of these weeks has been
the growing relevance of ICT in the classroom, and beyond. ICT have
transformed learning into an ongoing, more fluid process, somehow
undermining the centrality of the classroom (and perhaps of the teacher). As
documents such as the Australian Syllabus, the Melbourne Declaration, or the
Queensland DET’s ‘SmartClassroom’ strategy reveal, there is a great push to
make ICT literacy a central element in today’s education. This is undoubtedly
important but, as we have discussed in the course of the tutorial, and as I
learnt in my previous professional experiences, there is a serious risk of using
ICT for its own sake, which can be very counterproductive.
Further reflections – Two weeks into my professional placement programme In these two first weeks of professional placement, I have been warned time
and again about the differences between university and high school teaching.
Indeed, developing the mindset and classroom culture necessary to be an
effective teacher is a primary area of reflection for me, especially since, even
at university, my teaching style, while generally appreciated by students, was
at times labeled as too magisterial. Therefore, upon starting my PEP, my main
concern was whether I had the necessary skills to connect with Year 7 and 8
students. As things turned out, this has been perhaps the most positive
surprise of these two, intense weeks. In particular, in these first classes I have
understood the importance of using clear scaffolding, modeling good
behaviour and academic practice, and creating diverse and engaging classes.
Class dynamics in the junior years are also less predictable, and special
attention has to be paid to the time and place in which the class occurs.
Sometime the most insignificant episode can be a trigger for distraction. A
good teacher needs to be always equipped for all the little imponderables of
life with large groups of pre-teen students, in terms of teaching resources and
22
activities, behaviour management strategies, and physical resilience. Having
said that, successful junior-year classes are especially rewarding.
23
Week 5 – Supporting engagement
This week’s activities
One of the great, involuntary advantages of an education in the cash-stripped
Italian State system is that it teaches you to enhance your personal skills and
abilities by forcing you to cope with limited and outdated resources, poor
infrastructures and a generally challenging learning environment. My High
School, Liceo Ginnasio Giuseppe Parini, was – and still is – one of Milan’s
best. Its status within the city’s education establishment may be compared to
that of Brisbane State High School here in Queensland. Yet, a sufficient
number of chairs and desks was not something we could necessarily take for
granted, nor was a hole-proof ceiling in the classrooms or the gymnasium. It is
therefore very reassuring for me to see how much attention here is paid to
establishing a suitable learning environment. It is certainly true that “a neat
classroom says something about the teacher”, and I think that the ability to
create one such learning environment is essential to developing effective
teaching leadership.
In the course of this week we have been discussing the importance of
creating a safe, inclusive and supportive environment for effective learning.
This environment will be both a physical space and a social context. In fact,
as society becomes more complex, the need grows for individualized
educational experiences which may cater for the different needs of a diverse
learning community. An effective teacher will be therefore able to create a
sense of trust and belonging while addressing specific needs which may arise
within the learning group. To address these issues effectively, it will be very
important for the teacher to be part of a wider network of support, including
colleagues, school management, education governance and professional
bodies. It is therefore very important that “engagement” has been included in
the Australian professional standards for teachers (Australian Institute for
Teaching and School Leadership [AITSL], 2014b).
24
As we discussed the topic of learning environment in this and other units, I
have been reflecting on one question which, in my opinion, is becoming
increasingly important in education: Is the classroom the only environment in
which the learning process takes place?
The discussion on the importance of the home learning environment raised
important points in relation to the changes currently happening in education,
especially as concerns the place of the classroom in a young person’s
upbringing. Quite interestingly, this issue has been raised in all units which I
have been attending: as an unprecedented mass of information is made
available through a vast network of channels and media, the role of formal
education in the learning process becomes increasingly relativized. In fact, the
Smart Classrooms strategy may be seen as a response to these changes:
creating a new student-centered learning environment which may recognize
“the demand, from both students and their parents, for seamless movement
between learning at school, home, work and play” (Department of Education
and Training [DET], 2016).
One of the challenges facing today’s teachers is that of defining their role and
establishing their leadership within this complex network. This cannot happen
without establishing a positive and effective relationship with all stakeholders
in a young student’s education, starting from their parents/carers and, of
course, the students themselves. Killen’s idea of a teacher as a “monitor”
rather than the “director’ of small-group classroom activities clearly moves in
this direction (Killen, 2012, pp. 200-201): today, teaching leadership also
requires the ability to appreciate and encourage student input, and to make
student diversity an important part of the education process. Creating a
positive relationship with a student’s family is also extremely important to
establish effective teaching leadership through a deeper understanding and
involvement in a student’s learning network (Marzano, 2007, pp. 139-140).
Once again, the issues raised by this week’s module have highlighted the
importance of placing the student at the centre of the learning process to
achieve teaching excellence. This is a continuing, painstaking process,
requiring empathy, creativity, cultural and social sensitivity, and a genuine
sense of duty and care.
25
Further reflections – Two weeks into my professional placement programme
Through my placement I have understood the importance of working within a
positive and effective support network. This support network can work in two
ways: there is an informal support network, consisting in a good relationship
between colleagues, advice and occasional feedback from more experienced
teachers, and, more generally, a positive vibe within the whole school
community. It is however absolutely indispensable to have a series of precise
policies and procedures to guide a teacher’s actions whenever a problematic
situation may arise. In the course of the first two weeks of professional
placement I have had the opportunity to take part in discipline and school-
wide meetings at which the issue of how to deal with angry (and sometimes
abusive) parents was addressed. As I begun to reflect on this kind of
situations, and their frequency, I realized the importance of scrupulously
following school and departmental guidelines in all professional activities. For
example, a teacher will be able to make a stronger case when a parent or a
student complains about a mark if the feedback provided follows closely the
grade descriptors outlined in the curriculum or syllabus. Likewise, close
adherence to the relevant school policy will help to have consistency in
discipline management. A good teacher will also be able to relate any
behaviour management decision to the broader ethos of the school. In my
case, it has been important to analyse and reflect on the school’s ‘Vision and
Mission’ and ‘Learning Framework’ documents (Mount Alvernia College,
2016a & 2016b). Having a copy of the latter on display in every classroom has
been very helpful to inform my teaching strategies and deliver learning
experiences consistent with the identity of the school.
26
Week 6 – Teaching as a profession
This week’s activities
The readings for this week’s module focused on the changing nature of the
teaching profession. As discussed in a number of occasions in the course of
this and other units, as society becomes more diverse and complex, so does
the role of teacher. Indeed, teachers often have to deal with a series of
competing and sometimes contrasting demands. This can be sometimes and
frustrating for beginning teachers as highlighted in Ewing and Smith (2003, p.
18):
“I wasn’t prepared for how much of me, how much of myself would be
embedded in these relationships and how difficult classroom and school
cultures would be to negotiate”.
Other beginning teachers defined the transition from study to the profession
as a “fracturing experience” (Ewing & Smith, 2003, p. 18).
As the world of education is constantly evolving, indeed, to “meet the
demands” of an increasingly complex and diverse society, it comes perhaps
as no surprise that most teachers decide on a change of career within five
years from entering the profession. Teaching can be physically and mentally
draining, as we are often reminded by the many stories of violence and abuse
emerging from too many schools. But even in less extreme environments, the
profession of teacher is one that raises infinite questions and doubts: am I the
right person for this school? Will the students appreciate my method? Is my
discipline still relevant in today’s society? While, as we have often said,
establishing positive routines is an effective classroom strategy, the
comforting taste of routine is a rare and precious delicacy in the life of a
teacher.
While official document stress the importance of “quality” and “comparability”
(Queensland Curriculum and Assessment Authority [QCAA], 2016), to be a
27
good teacher first and foremost means to be able and willing to make a
difference and, perhaps, to be different. Reflecting on my personal experience
as a student, the best teachers whom I have ever met were all strong
personalities with great command of their discipline and a natural sense for
human interaction; their classes were always effortlessly engaging and
penetrating. Their intelligence and empathy were their most precious teaching
resources.
In my opinion, the key assets of a good teacher are knowledge, passion,
commitment and responsibility. The combination of these qualities is what
creates a unique and different teaching experience. This is why I have found
the idea of “finding a niche” as discussed by Ewing and Smith (2003, p. 19)
particularly interesting. What will my niche be? As a member of the very
exclusive club of male language teachers, I have the opportunity to bring in a
fresh and unusual perspective to my chosen discipline. Being at the same
time a white male and a “minority” will certainly be interesting, and a very
good standpoint to engage in some myth busting. I am very looking forward to
seeing how my students will react at the sight of a male Italian teacher.
Likewise, as a male teacher, I would really like to have the opportunity to
teach in a boys’ school and see how my work can be relevant to them, in their
journey to full manhood through the “storm and stress” of adolescence.
I am strongly convinced that Catholic education would be the most congenial
environment for me to achieve. As I compared the Australian Professional
Standard for the Profession of Teacher and the Education Code of Conduct
document of the Archdiocese of Brisbane, the word which stood out the most
in the latter and was conspicuously absent in the former, was “challenge”
(Queensland College of Teachers, 2010; Catholic Education Archdiocese of
Brisbane, 2008). To have a fruitful and really engaging learning experience,
students must be prepared to get out of their comfort zone, and get
challenged and sometimes confronted (as people often were by St. Francis. In
the Mount Alvernia’s ‘Vision and Mission, it is explicitly stated that a
community of learning should welcome and support “those whose life
circumstances present special challenges”, Mount Alvernia College, 2016b
28
This is why the school has a specific program peer-support program whereby
senior students “make connections with students who may be experiencing
challenges in their lives or in their relationships with others”, Mount Alvernia
College, 2016c).
Dealing with the challenges of working as a teacher, however exciting, will not
always be easy. Sooner or later the time will come to face difficult classes and
difficult students. Time constraints or bureaucratic hurdles will force me to fold
interesting plans and projects. In this respect, my experience as a Graduate
Diploma student at ACU has been quite different from those of students
complaining about the “idealistic” nature of teacher training (Ewing & Smith,
2003, pp. 19-20).
Further reflections – Two weeks into my professional placement programme
As I began my professional placement experience, I began to reflect on what
my special role, or “niche” (Ewing & Smith, 2003, p. 19), would be in a diverse
learning and teaching community. As I had the opportunity to experience, not
only did my “sight” attract the attention of students, but so did my accent,
teaching style, habitual attire, knowledge, and personal experiences. As an
Italian teacher of my mother-tongue language, I considered how I could create
new and engaging learning experience while contributing to the general
culture and identity of the school. In this respect, working in a learning
community which is proud of its Italian heritage was also important (Mount
Alvernia College, 2016d), and helped me to make my work relevant, both with
students and other teachers. My personal background also helped me to get
involved in some of the school’s co-curricular activities.
29
Week 7 – More ideas for the classroom
This week’s activities This week’s module really resounded with some of the questions that I have
been asking myself throughout this first month (and a half) as a pre-service
teacher. The first of these concerns the idea, as stated by Killen, that the
ability to turn raw content into something that is easy to learn is essential to
effective teaching (Killen, 2012, p. 23). The problem here is what we mean by
‘easy’: as my experience goes, the teachers who left the deepest impression
on me seemed in fact to eschew ‘easy’. They always encouraged us to
engage with the more problematic and controversial facets of their discipline.
They wanted us to be aware that the learning experience is not necessarily an
easy, smooth road. Long-term, life-shaping learning always come with a
challenge. By raising the proverbial bar, they wanted to communicate to us
their love and respect for the discipline. They were driven by a strong belief in
the importance of education, and wanted us to be intellectually and
emotionally involved in it. Going to school was really about body, mind and
soul.
While they never tried to make their “raw materials” look easy (Killen, 2012, p.
26), almost out of a kind of reverence and respect, they always did their best
to facilitate their encounter with them: they showed us a difficult, mountainous
path, but they also taught us to enjoy the walking. In a nutshell, they mastered
the art of scaffolding: they helped students achieve and learn independently,
to expand their intellectual horizons and to become more ambitious and
curious. As the learning process becomes increasingly networked and liquid,
the ability to create effective scaffolding is absolutely central to quality
teaching.
This idea of learning as a hard, yet engaging task requires a growth mindset.
The ability (and determination) to focus on the learning process is essential to
embrace tasks and challenges with “gusto”, as argued by Carol Dweck
(2014). In fact, ‘gusto’ is a very apt word to describe the combination of
passion, curiosity and commitment that is at the core of effective teaching and
30
learning. As I said in my first journal entry, this is what the Romans called
studium. To thirst and strive for knowledge is also at the heart of the Ulysses
myth. The combined course on science and technology also illustrates well
this kind of approach.
As I prepare to enter the classroom for my first placement experience, I have
tried to design teaching activities which may encourage this engaging
approach from my future students. In my Italian classes, this will mean
combining the study of the language with a discussion of the culture and
environment of which the language is a product. For history, this will imply a
strong emphasis on inquiry learning, direct engagement with primary sources
and good opportunities for class debate.
Acquiring a growth mindset may be a difficult task in itself. There have been
many occasions, especially at the beginning of a learning activity, when I have
found myself thinking that “I will never be able to do it”. These range from my
first driving class to the day when I first brought home my Greek textbooks.
On those occasions, trying to move from a fixed mindset to a growth mindset
marked the very beginning of the learning process, especially when it involves
sensible and potentially traumatic personal transitions, such as moving from
primary to high school.
Building bridges is a very good metaphor to describe this approach to
teaching and learning: a difficult operation which requires commitment and
dedication, and if successful, may completely transform the environment
around you. It also requires well rolled-out preparatory work and clearly
defined objectives. Solid scaffolding is essential. I have had the opportunity to
discuss this with my Italian teaching mentor, as we worked together to
prepare my classroom activities: students appreciate good direction and are
more willing to embark upon ambitious tasks if you give them clear guidelines,
fair objectives and a precise framework.
31
Further reflections – Two weeks into my professional placement programme In the course of my first two weeks of professional placement, I have the
opportunity to reflect on the importance of many of the issues discussed in
this module:
-‐ Scaffolding is absolutely essential, especially with younger students.
They demand clear direction and this must be given to create an
exciting and engaging learning experience;
-‐ Supporting students: just like every learning activity requires adequate
scaffolding, likewise teachers must be able to offer long-term support to
their students, and offer ongoing guidance throughout their time at
school.
-‐ Growth mindset: this is the most important behaviour to acquire, and
good teachers need to reinforce it constantly throughout their teaching
activities.
32
Week 8 – Mid-semester break, one week before the beginning of professional placement
The last week was a particularly important one in my training as a pre-service
teacher. As I visited the school where I will be undertaking my first
professional placement service, I finally began to familiarize myself with the
tasks, practices and rituals of an Australian learning community. As I began to
envisage myself as part of this community, I immediately realized the
importance of its identity and shared values to underpin a quality and fulfilling
learning experience. A well-sounded and shared identity is essential to create
a sense of shared purpose for learners and teachers, and is invaluable for the
latter to design an engaging educational strategy within a supportive
framework.
This framework will be particularly important for me as a pre-service teacher,
for I will have to offer classes and other teaching activities consistent with the
school’s mission and identity while I am still in a learning capacity, and not a
full member of its educational community. My overarching aim in undertaking
my first professional placement experience is to try to achieve this
consistency by designing classes which are responsive to the school’s ethos
while contributing my personal interests and experiences. To attain this it will
be essential to immerse myself in the wider life of the school, understand the
interplay between various disciplines, observe classes and contribute to co-
curricular activities. It will also be very important to pay attention to the
smaller, and perhaps less obvious facets of the school identity, such as the
terminology used to define specific areas of the school and its organization.
My professional placement will also be an interesting opportunity to test the
various discipline management techniques which we have been discussing in
class and, arguably, to witness the vast gulf separating theory and practice. In
my school we are fortunate to have clear guidelines on discipline
management, as well as a generally harmonious learning environment. My
first encounter with a houseroom group was very positive. At some stage,
however, the time will come to face a difficult situation, where textbooks and
class notes will be of little use. Then, my best guide will be my integrity,
33
professionalism and conscientiousness. In fact, in the course of the last seven
weeks we have been discussing different teaching and discipline
management strategies, offering different, and sometimes contradictory
advice. However, all of them, from their different perspectives, stressed the
importance of the following:
-‐ Good planning
-‐ Fairness
-‐ Consistency
-‐ Timely action
-‐ Respect
A positive learning community is one in which all the members respect each
other. Building this respect is the first duty of a good educational leader and
learning how to achieve it will be my priority in the forthcoming weeks.
34
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