School of Education Professional Practice 3

SELF REFLECTION FORM

Student Teacher Details
Student Teacher Name: Julian Saba Student Teacher ID: 17239598

Student Teacher Phone Number: 0416283661 Student Teacher Email Address:

17239598@student.westernsydney.edu.au

Placement Details: If you haven’t complete 60 hours face to face you must provide a detailed statement
of how your experience meets the outcomes for Professional Experience 3. Attach evidence.

Placement Name: Emmaus Catholic College Placement Phone Number: 0407202579

Placement Address: 87-109 Bakers Lane, Kemps Placement Email Address:

Creek sbauer@parra.catholic .edu.au

Contact Person: Steven Bauer

Describe in 500 WORDS any features and benefits of the setting you attended. Consider number of students, location
details, age of students, types of educational programs offered and any other salient aspects of the experience.
Consider how this experience will contribute to your development as a beginning teacher.

Standards
The criteria for pre-service teacher reflection focus.
 Demonstrating knowledge of teaching strategies (1.3.1)
 Organising content (2.2.1)
 Setting learning goals (3.1.1)
 Seeking and applying constructive feedback (6.3.1)

Subsidiary questions:
What surprised you about your learning in your community setting?
What research about communities did you engage with before you commenced?
What goals did you set for yourself in your service learning activities?
In what ways were you communicating with your community participants?
What do you believe the participants in your service learning project learned?
What did you learn? How will the experience shape you as a teacher in a classroom?

Due Dates are notified in the Learning Guide for each semester. The Self Reflection is to be
uploaded on InPlace along with Timesheet and signed Report.
Submissions after the due date will receive an N grade. At the following HECS census date, if the work is
still incomplete, this will become an AF grade. This is University policy. The AF grade can be changed
when you complete the work. You must also keep a hard or electronic copy of your assignment.
 Submit this form online. Your PP3 Report written by the Contract Person, is mailed by them and
uploaded by you on InPlace.

Emmaus Catholic College caters for a diverse range of students, including students who come from varied
sociocultural and socioeconomic backgrounds. As a result, Emmaus is embraced with students who have a
vast range of differing abilities within the classroom. Within my placement, I found myself most useful
assisting teachers within the practical key learning areas such as TAS. This was extremely beneficial to my
learning experience as I was able to participate in a learning experience that gave an opportunity to those
students who had learning difficulties the chance to perform tasks that they would not normally be able to
participate in, such as cutting timber, joinery, visual art projects and metal work. From this experience, I
was able to further my development as a future educator by assisting students with differing needs and
abilities as well as allowing students to develop skills that maybe useful in the 21st century workforce. This
experience allowed me to experiment with different teaching strategies and the opportunity to be given
some constructive feedback. This was essential to my development as a future educator, as it allowed me to
expand my knowledge on the different pedagogical approaches that are beneficial to students learning,
specifically relating to 2.2 and 6.3 of the Australian Professional Standards for Teachers (APTS).

As I was an assistant teacher for most of my experience, I was able to observe how the teacher within the
classroom used different teaching strategies to cater for the needs of all students within the classroom. As I
found Emmaus to be highly diverse with varying types of abilities, I learnt first hand how important it was
for the teacher to prepare lessons that differentiate work to the differing abilities of your students, relating to
1.3 and 2.2 of the APTS. This was a surprising yet great learning experience for me because it was the first
time I noticed how significantly important it was to know your students and how they learn, so you as the
teacher are able to differentiate tasks for your students that suit their needs. Here I found that students best
learnt from a range of different teaching strategies. For example, within a woodwork lesson students had to
create a model car. I used several strategies that enabled students to complete this task following 2.2 and 3.3
of the APTS, This included demonstrations, which were broken into small categories, a set of instructions
that were left on the board for students to follow and lastly finding great tutorial videos for students to view,
which demonstrated how to use different tools that were available in the classroom. With this experience, I
was able to assist students that had learning difficulties to use tools demonstrating how to use them
correctly, as well as giving constructive feedback in what students were doing well and what areas they can
improve on, specifically relating to 2.2 and 5.2 of the APTS.
Lastly, at Emmaus I was also involved in a staff community spirituality day, which provided me the
opportunity to volunteer within the local community at Ignite Food Store and Op Shop relating to 7.4 of the
APTS. In this experience, I was able to assist packaging food and sorting through clothes that were
affordable for the local community. This experience at Ignite Food Store allowed me to see first hand how
people within the community regularly volunteer and give up their time to help others that are less fortunate.