Meghann Bailey 22231934 Southern Cross University

Critical reflection: Context

Classrooms exist in a variety of different contexts with students coming

from a diverse range of backgrounds (Hudson,2017). The teaching and learning
that takes place can be as different as the contexts in which they occur (Hudson,
2017). Each school has a culture that is unique, with values and beliefs that
influence how the school community sees itself but also how the local
community sees the school (Allen, 2004. as cited in Howell, 2014; Connell et al.,
2013. as cited in Howell, 2014). Professional experience offers a pre-service
teacher an opportunity to experience a variety of different contexts and develop
as a teacher, as they transition to the profession.

Graduate teachers express anxiety about behavioural issues and classroom

management, with each school presenting challenging and different behavioural
issues (Marsh, 2010). Students behaviour at school can be influenced by
personal and family attributes, peers as well as school context and culture (Ridby
1996. as cited in Marsh, 2010). Standard 1 and 4 of the Australian Professional
Standards for Teachers [APST] (Australian Institute for Teaching and School
Leadership [AITSL], 2014) emphasises that it is important for a teacher to have a
deep understanding of these influences as well as strategies that provide
students with a supportive learning environment that suits their needs (AITSL,
2014). Through the differing contexts I have experienced, development around
behavioural management and teaching strategies have been most strongly
influenced and support my development as a teacher against the APST. Through
exposure to contexts where behaviour was easily managed where children were
predominately from one cultural background, to contexts where physical violence
and disruptive behaviours were present and students came from a wide range of
diverse backgrounds, I have developed my understanding of how context can
change the strategies and approaches a teacher must use in regards to
behaviour, managing classroom activities and ensuring full participation by all
students.

The context in which the school exists will influence the diversity of parents
and community members, their experiences with schooling and expectations,
particularly in regards to Aboriginal and Torres Strait Islander students (Higgins &
Morley, 2014). These familial and community situations can have a significant
impact on the behaviour of students at school (Ridby 1996. as cited in Marsh,
2010). In my future, professional experience where Aboriginal students are
represented in my classroom, I have set a goal to learn appropriate teaching
strategies and behaviour management techniques for engaging Aboriginal and
Torres Strait Islander students to address Standard 1.4 as I believe this is an area
that will improve my development as a teacher. Part of this will include making
connections to the community through parents/carers and other community
members, where contextual knowledge can be utilised in the classroom (APST
7.3 and 7.4) (Hudson & Hudson, 2009). These stakeholders can play an
important part in a teacher developing a deeper understanding of the school
context and providing students a wider array of educational opportunities
(Hudson & Hudson, 2009).
Meghann Bailey 22231934 Southern Cross University

References

Australian Institute for Teaching and School Leadership. (2014). Australian

Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Higgins, D., & Morley, S. (2014). Closing the Gap: Engaging Indigenous parents in
their childrens education (Resource sheet no. 32). Retrieved from http://
www.aihw.gov.au/WorkArea/ DownloadAsset.aspx?id=60129548210

Howell, J. (2014). Identity, schools and school culture. In Teaching and Learning:
Building Effective Pedagogies (pp. 458-490). Oxford University Press,
Melbourne, Australia.

Hudson, P., & Hudson, S. (2009). Understanding rural and remote schools and
facilitating school- community relationships. In J. Millwater & D. Beutel (Eds),
Stepping out into the real world of education (pp.133-154), Frenchs Forest,
NSW: Pearson Education Australia.

Hudson, S. (2017). TCH30002 Professional Experience III: Transition to the

Profession- Topic 3 Considering the diversity of future professional
contexts/working in a learning community: Study guide. Gold Coast,
Australia: Southern Cross University.

Marsh, C. (2010). Becoming a Teacher: Knowledge, skills and issues (2nd ed.).
Frenchs Forest, NSW: Pearson Australia.