Professional Knowledge: Know students and how they learn

Case
During my placement at Sydenham-Hillside primary school, I made an active effort to get to
know my students in my classroom. By utilising my time efficiently, I would talk to them, inquiring about their interests whilst discussing with my mentor about students, furthering my knowledge. On my first day of Sydenham I had introduced myself to my students, while calling out the
role I had encouraged them to talk about their selves asking them questions about their interests,
likes/dislikes, favourite music, colour and food. By doing so, I was able learn more about my students thus allowing them to feel valued whilst allowing me, as a teacher, to an insight into their
preferred learning style.
Commentary
Questions
Why is it important to know your students?
Why is it important to know how they learn?
Does it effect the student/teacher relationship?
Does it effect the engagement of the student?

Action
By learning each students name quickly, I was able to address students by name, which in turn,
made them feel valued, important and gain a sense of belonging. This allowed me to direct questions to specific students as well as develop positive relationships with them.
As Hattie (2003) states, the manner in which teachers treat their students, respect them as learners
and as people, as well as demonstrating a care and commitment for them, are all attributes of expert teachers. Hattie's comment reinforces the importance of familiarising yourself with all of
your students and creating a culture of respect within the classroom, as students will in turn be
more likely to approach you if they are experiencing any difficulties, and will generally be more
open to learning.
I frequently collaborated with my mentor. We had discussed the importance of connections, relationships and their significance towards students learning (Pierson 2013). We believe that positive bonds can form supportive work places in which students can engage in academically. Additionally we believe that Students motivation to learn is impacted positively by having a caring
and supportive student-teacher relationship (Spilt, Koomen & Thijs 2011).
The first principle of learning and teaching is central to my teaching practice, that being the learning environment is supportive and productive, as I build positive relationships and value each

Professional Knowledge: Know students and how they learn

student. I believe that I am ready to join the teaching profession as I am aware that all students
are capable of learning.
Reflection
Through regular communication with each student, I was able to learn where students are from,
the experience and knowledge they bring within the classroom, what their family life entails, their
learning preferences, developmental stage and social skills in terms of resilience, motivation and
communication. The strategies had proven to be successful as I constantly received beautifully
made gifts from my students.

Hattie, J 2013, 'What is the nature of evidence that makes a difference to learning?', Form re, vol.
13, no. 2, p. 6.

Pierson, FR 2013, Every kid needs a champion, viewed 6 September 2016.

<https://www.ted.com/speakers/rita_f_pierson>

Spilt, J, Koomen, H, & Thijs, J 2011, 'Teacher Wellbeing: The Importance of Teacher-Student Relationships', Educational Psychology Review, 23, 4, pp. 457-477, Education Research Complete,
EBSCOhost, viewed 6 September 2016.