Eport edlt115

e-Portfolio meeting the NSW Professional Teaching Standards

Kahlia Young Student: 220079211, Group 11, Y. Masters and H. Phan

1 e-Porfolio Kahlia Young 220079211

Contents Introduction Page 3

Quotes Page 4

Teaching Philosophy

(including table format and prose statement) Page 5

Elements of the NSW Professional Teaching Standards

(including outlines, reflections and Quality Teaching links) Page 8

e-Porfolio Kahlia Young 220079211 2

Introduction My name is Kahlia Young and I am currently completing a Bachelor

of Education.

I will use this e-Portfolio as a digital tool for reflection on what I am learning and to record how I am developing as a prospective teacher.

Although I have limited teaching experience in a classroom situation, I feel that my social life-experience and my professional experience as a practising beauty therapist have given me a sound foundation on which to develop my teaching skills. I believe that, through their social interactions, people are constantly learning and teaching each other naturally, and I know that, in my professional capacity, I am frequently teaching, and learning from, other staff.


Inspirational Quotes You can teach a student a lesson for a day; but if you can teach him to learn by

creating curiosity, he will continue the learning process as long as he lives.

~Clay P. Bedford


My Personal Teaching Philosophy


I believe that… Because… Therefore in my classroom I will….

Teachers should be continually updating their professional knowledge and skills

This will help teachers teach to the best of their ability, while placing them in the role of the learner themselves

Seek, and engage in, as many professional development opportunities as possible

Teacher must communicate in a clear and concise manner when setting classroom tasks

This will give students a clear direction in order to achieve set goals and maintain their focus

Endeavour to always communicate effectively and set clear and appropriate task requirements and goals

Students will achieve learning outcomes more effectively if they are interested in a topic

Curiosity ignites interest in the subject matter and facilitates students’ desire for more knowledge

Learn what interests students and aim to incorporate this into lesson planning


I believe that…. To teach to the best of their abilities, and to take the role of the

learner, teachers should be constantly updating both, their professional, and personal, knowledge and skills. I will strive to seek and engage in as many professional development opportunities as possible.

Communication is key to keeping students on task and interested. I will aim to communicate with students in a clear and concise manner.

Students will achieve learning outcomes more effectively if they find a topic interesting because curiosity sparks learning. Therefore I will aim to learn what interests individual students and aim to incorporate this into lesson planning.


Elements of the NSW Professional Teaching

Standards


Element 1

Teachers know their subject content and how to teach that content to their students.

This element means that teachers should have knowledge of the central concepts, modes of enquiry and structure of the content for the subject that they are teaching. Teachers should demonstrate knowledge of the pedagogies of the content taught. Teachers must understand and implement the NSW curriculum and be up to date with information and communication technologies relevant to the subject they are teaching.


Element 2 Teachers know their students and how

they learn This element outlines the importance of teachers

having knowledge and respect for the diverse social, cultural, ethnic and religious backgrounds of students, and the effects these factors have on students’ learning. Teachers must also have knowledge of the physical, social and intellectual developmental characteristics of the different age groups they are teaching. It is important that teachers grasp a variety of learning approaches, know strategies for addressing student needs and have knowledge of how students’ skills, interests and prior achievements affect their learning.


Reflection What

I have discovered that I am a lot more self-motivated and keen to learn when I am interested in a topic – this was extremely evident when I was undertaking my Diploma of Beauty Therapy. I found that, because I enjoyed all elements of the course, I was more attentive in class, strived harder to perform optimally in assessment tasks and even undertook further learning at home on associated topics out of curiosity. Sometimes, because of this, I found that the teacher would be teaching things that I felt I had already learnt and I wanted more information or detail, and I felt the teacher sometimes did not understand that I had previously studied some of the subjects individually.

I have also noticed in my career as a Beauty Therapist that apprentices that seem to have a genuine interest in the vocation retain much more information and achieve learning outcomes more effectively than those that

don’t.


Element 2

So what

As a teacher, it is important to endeavour to spark students’ curiosity in the topic you are teaching. Doing so will help them to achieve learning outcomes. Accordingly, it is important and extremely helpful if teachers have an understanding of students’ backgrounds, skills, prior knowledge and interests.

Now what

I will aim to know what interests individual students and endeavour to plan lessons with students’ interests in mind. To do this, I will need to appreciate a variety of learning approaches and understand a range of teaching techniques using an adequate range of resources. I will also need to have an understanding of students’ backgrounds, prior knowledge and skills to assist them to best achieve learning outcomes.


Intellectual quality

Quality learning environment

Significance

Deep knowledge Explicit quality criteria

Background knowledge

Deep understanding

Engagement Cultural knowledge

Problematic knowledge

High expectations Knowledge integration

Higher-order thinking

Social Support Inclusivity

Metalanguage Students’ self regulation

Connectedness

Substantive communication

Student direction Narrative

NSW Model of Pedagogy

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Element 2

How the NSW Quality Teaching Model of Pedagogy is relevant to Element 2 of the

Professional Teaching Standards

To maximize learning outcomes, students should be engaged or interested in the subject being taught. For this to be achieved, a

teacher will need to have both deep knowledge of the subject they are teaching, and a thorough understanding of their students and how they learn. By knowing their students, a teacher should have

expectations in respect of each student that are high relative to their current capabilities. Respect for, and knowledge of,

diversity is a vital part of providing a quality learning environment with positive social support. Part of knowing your

students is understanding, and building on, their prior learning/ background knowledge. Cultural understanding is important for both a teacher planning and implementing lessons, and likewise

the students to facilitate a socially supportive environment.


Element 3 Teachers plan, assess and report for

effective learning Planning is an important part of a teachers role.

Well planned, coherent lessons help to engage students and address learning outcomes. Teachers should identify and prepare lessons that have clear and appropriate learning goals and organize content in a logical, structured manner. To support students learning teachers should have knowledge of a range of appropriate resources for their subject and have knowledge of and use a variety assessment techniques to asses students learning.


Element 4 Teachers communicate effectively with

their students It is vital that teachers communicate effectively,

give clear and thorough directions about learning goals to students, and use questioning and

classroom discussion to assist students to achieve learning outcomes. Teachers should use a range of teaching strategies and resources, including ICT and other technologies, so as to foster students’

interest and support learning. Student group structures should be used where appropriate to

address teaching and learning goals.


reflection What The importance of effective communication was evident to me recently when I

gave my mother directions around my new home town. My mum was visiting from out of town and wanted to know how to get from my home to my work place. I hastily told my mum that she had to take one right turn at the lights on the main road and then go right at the first round a bout, follow that for around 500 meters and then turn left at the big road.

So what

I realized I had not been clear and concise enough with my directions when my mum phoned me in a panic saying that she was lost. I had forgotten to mention any landmarks and explain what I meant by main road and big road, because I didn’t take into account the fact that mum had absolutely no prior knowledge of the area. Because I said the directions too quickly and also didn’t thoroughly think about, and analyse, the knowledge I was trying to impart, my directions lacked vital information. Also, to prevent her getting lost, I should have asked mum if she understood the information I was giving her, and she, perhaps, should have questioned me if she didn’t understand the directions.


Element 4

Now what

In the future I must remember the importance of clear and concise communication. As a school teacher I will learn and implement a variety of techniques to help to confirm a students understanding of the information I am imparting such as and use questioning and class discussion. Doing so will assist students’ to achieve learning outcomes.




Significance



Deep understanding







Connectedness




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Element 4

To effectively communicate with their students, teachers must have deep knowledge and understanding of the subject they are teaching. It is important that a teacher understands a student’s background knowledge so as to not be teaching above or below the student’s level of capability. Culture must be taken into consideration where, for example, a student’s language may be a relevant factor. A student should be attentive and engaged when being taught to ensure they receive fully the information being conveyed. Narrative accounts used as content or processes in lesson plans can enrich students’ understanding and are a helpful form of communication. In addition, allowing some student self-direction (properly guided) will help students feel control over their learning and not overly dominated. Finally, explicit quality criteria will clearly communicate the standard of work students are expected to achieve.


Element 4 How the NSW Quality Teaching Model of Pedagogy is relevant to Element 4 of the

Professional Teaching Standards

Element 5 Teachers create and maintain safe and

challenging learning environments through the use of classroom management skills

A safe and supportive learning environment is essential to support student effort and learning. Teachers need to use a variety of strategies to create an environment of respect and rapport with students and colleagues alike. A teacher should manage classroom activities efficiently to enable purposeful learning activities. Students behaviour must be managed and teachers should promote students responsibility for learning. Students safety in the learning environment is vital for successful learning.


Element 6 Teachers continually improve their professional knowledge and practice

Teachers must have the capacity to analyse and reflect on practice, contribute to a professional community and engage in both personal and

professional development.


reflection What I am a senior Beauty Therapist and work at a salon where I was asked to

teach a first year apprentice theory and practical skills. On one occasion, my boss asked me to teach the apprentice how to do a lash tint. The boss was the model, and the apprentice watched while I performed the treatment. I verbally listed contraindications and thoroughly explained each step of the treatment while I did the lash tint. When I was explaining how much tint to use, the boss stopped me and explained that she actually uses a different amount.

So What

It was evident that the boss and I had not communicated thoroughly enough before commencing the demonstration. Although it is common for there to be a variety of correct ways to do something, the boss and I should have discussed this before the demonstration and decided if we were teaching the apprentice at the outset either a certain way in particular, or a variety of techniques.


Element 6

I feel this relates to teaching almost anything as there is often various ways to teach something and the lack of communication (Element 4), professional development (Element 6) and poor planning disrupted the flow of the lesson. It became evident how important it is to analyse, reflect on, and discuss techniques with other professional continually.

Now what

I am aware of the importance of planning. Before teaching I will analyse and discuss a variety of teaching methods and decide on a method to best teach the content. I will listen to other professionals and take their advice. The importance of being involved in the professional community relates because discussion of techniques is important.




Significance



Deep understanding







Connectedness




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Element 6

How the NSW Quality Teaching Model of Pedagogy is relevant to

Element 6 of the Professional Teaching Standards

It is important that teachers have deep knowledge and understanding of the subject they are teaching so they can impart this on students. To achieve this, a teacher must engage in both appropriate personal and professional development (Element 6) and display higher order thinking by organising and evaluating information when selecting resources and appreciate the importance of knowledge integration. Teachers should contribute to a professional community and have, and provide, positive social support for teachers and students alike. A teacher must self-regulate their learning when doing professional development.


Element 7 Teachers are actively engaged members of their profession and the

wider community. Teachers need to understand the importance of,

and implement, communication with parents and caregivers. To enhance students learning opportunities teachers should demonstrate the capacity to liaise, interact and work with the wider community. A teacher should conduct themselves professionally and demonstrate ethical behaviour at all times.
