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Rachael-Lyn Anderson TY Reflective Statement
Rachael-Lyn Anderson TY Reflective Statement
Rachael-Lyn Anderson
12143136
Teaching Youth-EDSE11024
Vincent Mawn
strength in using different teaching strategies to teach Japanese to primary age students. At
the school, I taught students using the 3-2-1 and Know Want, Learn communication
strategies. Before explaining a new concept, I asked the students to recall 3 facts of prior
knowledge they obtained from the previous lesson. Secondly, I requested the students to list 2
phrases they want to know. At the end of the lesson, I played a game of Around the World
with the students as a way of reflecting on what was learnt. The feedback I obtained, was to
issue present in my previous assignment piece. The inability to spell words without the
written expression. My apparent strength is the ability to comprehend and analyse visual
literacy materials.
A challenge that I struggle with in verbal communication is the pace of speech. At times, I
tend to speak at a very rapid pace. This occurs when I feel anxious and when I have a desire
to contribute to a conversation.
multiplication, fractions, number sentence, and coordinates are areas of my strength. While
area, geometry, percentage, and graphs are areas of my limitations. This is reflected in my
marks from the numeracy focused quizzes. I believe a refresher course in basic and complex
mathematical operations is required due to the lost of numeracy skills that were acquired
EDSE11024 TEACHING YOUTH
throughout both primary and secondary schooling. The inability to recall and apply prior
effective teacher, I need to have high overall literacy and numeracy skills, and strong
2014).
will enhance our teaching to better engage our students (Howell, . 2014). If teachers
have poor communication skills, this will have consequences on their abilities to teach
their students. As such, my rapid pace of speech will have a great influence on my
will have an impact on the student’s ability to comprehend and interpret the message.
students how to become accurate and fluent spellers, however slow and inaccurate
encoding of words can impede fluent writing. Knowing how to spell words correctly
and effectively is to better help others understand what is being conveyed. Inadequate
My numeracy skills will have consequences for myself as a future graduate teacher
and my future students. When students become numerate, they develop a broad range
of knowledge and skills to use mathematics confidently across other learning areas at
If numeracy rules are not revised as a teacher, I will not be able to fulfil my role and
meet National Standard 2 description 5 “Literacy and numeracy strategies” within the
Engage in professional learning and improving practice, and 6.4-Apply professional learning
and improve student learning. I believe personal development can help motivate
are to have the ability to teach literacy and numeracy (Clarke, & Pittaway, , 2014).
a speed level of my student’s understanding and taking pauses briefly at the end of a
meaningful phrase, thus my students can understand what is being conveyed. Too frequently,
I will have a lot to contribute to a conversation and I do not stop to provide the receiver time
to understand and respond. The receiver’s response is the only way the sender can verify that
EDSE11024 TEACHING YOUTH
a message has been properly received (Anderson& Bolt, 2013). By taking a pause, I allow
To develop my literacy skills of spelling, I plan to create spelling lists and turn them into
word -searches. I have previously used word searches to help with my spelling skills during
play Scrabble. The objective of Scrabble is to earn the highest score by spelling out words in
a crossword fashion onto a playing board. Scrabble is used to help improve vocabulary;
therefore, I will incorporate Scrabble into my teaching by playing the game with my
prospective students. I will also create a personal dictionary to determine the meaning of
unfamiliar words to help spell words I have trouble spelling. By writing a list of words I
have trouble spelling, I can learn their spelling rules (Geikhman,. n.d).
exercises in the Study of Mathematics, and the Basic Operations with Numbers booklets
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Anderson, L.E , & Bolt, S. B. (2013). Professionalism: skills for workplace success. 3rd ed.
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Australian Institute for Teaching and School Leadership [AITSL] (2014). report: Action
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Burns, A., Claire, S. (2003). Clearly speaking: Pronunciation in action for teachers (1st ed.).
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Darling-Hammond, L., & McLaughlin, M.W (2011). Policies that support professional
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EDSE11024 TEACHING YOUTH
Geikhman, Y. (n.d). How to Improve Your English Spelling: 9 Easy Techniques [Blog post].
Retrieved from https://www.fluentu.com/blog/english/how-to-improve-english-
spelling/).
Howell, J. (2014) Teaching and Learning: building effective pedagogies. Sydney, NSW:
Oxford Press.
Welch, A., Connell, R., Mockler, N., Sriprakash, A., Proctor, H., Hayes, D., … Groundwater-
Smith, S. (2018). Education, change and society (4th ed.). Victoria, Australia: Oxford
University Press. p.3,