EDUC550 Research Report

Name: Molly Lyden

How will implementing a range of teaching strategies effect my

confidence in the classroom?

Introduction

The focus of this research report is to investigate my research question: How will

implementing a range of teaching strategies effect my confidence in the classroom. While

investigating this research question I have explored a range of teaching strategies which I

then implemented into my teaching pedagogy.

To collect data, I used journal entries which were conducted directly after I completed a

lesson, as well as one at the end of each week. My journal entries were influenced by

autoethnographic methodology, as I performed reflective practice on my classroom

pedagogy. This allowed me to think about what worked in the lesson and what I could have

done better, I was then able to adapt improvements to future lesson plans. I created a table

sheet which I used to record when I implemented a teaching strategy that was either

students centred, or teacher centred. I also recorded how I felt while using that strategy and

the level of student engagement in the lesson.

While collecting data over the practical, I decided to include a ‘so what’ section. I decided to

include this section to allow for any bigger picture impacts or thoughts. This included taking

into consideration any socio-cultural contexts in the classroom and taking the time to reflect

more holistically on the impact of my classroom teaching.

Reflecting on my journals and findings over the course of my practicum allowed me insight

on the development of my confidence in the classroom and ability to utilise a variety of

teaching strategies. The research report also highlighted the effectiveness of student-

centred teaching strategies and students’ engagement in the classroom. The practical

furthermore helped me to develop my understanding of new grad teachers and the

importance of learning classroom strategies to make effective pedagogy. I believe that

practice and perseverance is the key to becoming a competent and confident teacher, as

the confidence I gained over the course of the practicum was extremely valuable to my

ability to perform as a new grad teacher. The more I implemented teaching strategies and

focused on student-centred pedagogy, the more engaged my students appeared to

respond, intern boosting my self-confidence.

Research Method

How will implementing a range of teaching strategies effect my confidence in the

classroom?

Lee (2008) states that reflective practice is an essential process for the professional

development of preservice teachers as it promotes confidence, motivation, and interest in

their teaching development. Throughout my practicum, journal recoding allowed me to

actively reflect on my personal experiences in the classroom. I was able to acknowledge

what teaching strategies allowed me to thrive in the classroom and feel more confident in

my own teaching abilities. It also allowed me to reflect on moments in the classroom when I

lacked confidence in my teaching abilities and to question why this was.

The processes of thinking and being are interconnected when teaching (Jay & Johnson,

2002). Through the reflective practice of journal writing, I was able to adjust my

understanding on a range of teaching strategies and link this to my level of confidence

within the classroom. This concept then became the basis of my research report. Boud

(2010) states that when we utilise reflective practice we are able to better understand our

complex experiences and should be used for the purpose of improvement.

Competencies

Using Teaching Strategies (3.3.1)

Select and use relevant teaching strategies to develop knowledge, skills, problem

solving and critical and create thinking in Teaching Standard 3. Plan for and

implement effective teaching and learning (Australian Institute for Teaching and

School Leadership (AITSL), 2017).

Students understanding is amplified when their teacher is equipped with a variety of

teaching strategies, this ultimately leads to greater student content retention (Franzoni et.

al., 2008). ‘Using Teaching Strategies (3.3.1)’ is the competency I selected to use for my

research report. During my experience as a preservice teacher, I have discovered that the

more teaching strategies I have accrued, the more confident I have felt in both the

classroom and in other areas of the school. I believe that students learn in a variety of

different ways, and that to be a successful teacher I need to be equipped as best I can with a

variety of teaching strategies and skills.

During my practicum, it quickly came to my attention the diverse range of maturity levels

and cognitive ability across the classroom. These abilities ranged from student being able to

produce Numeracy and Literacy outcomes to a high level, while others struggled with basic

Numeracy and Literacy concepts. Three students in the class required differentiation of the

lesson to a low level, the remainder of the class found the lesson plans challenging but

achievable, while an additional two students often required extension tasks. Due to the

range of learning abilities in my practicum class, I learnt a variety of differentiation teaching

strategies. These strategies helped to ensure all students were challenged, working towards

their goals and in the zone of proximal development.

To produce well planned programs and lessons, I need to have a variety of effective teaching

strategies to ensure I am successfully teaching all students learning abilities (Australian

Institute for Teaching and School Leadership (AITSL), 2014). While reflecting on the teaching

strategies I was exposed to on my practicum, I can link those teaching strategies to learning

outcomes. I also feel more confident in the classroom and have greater confidence in my

teaching skills. In turn, I believe students become more confident in their own learning

when a teacher in confident in their ability to teach.

Literature

‘Using teaching strategies (3.1.1)’ relates to ‘Standard 3: Plan and implement effective

teaching and learning’ (AITSL, 2014). This domain looks at the professional practice

of teachers to professional standards. Standard 3.1.1 states that for teachers in

implement effective lessons they must have a variety of teaching strategies (AITSL,

2014). Killen (2013) states a constructivism approach involves teachers utilising

student-centred teaching strategies in which outcomes are closely linked to the

teaching strategy. However, teaching strategies can be both student-centred or

teacher-centred, and it is up to the teacher to decide which strategy best suits the

needs of their classroom.

Killen (2015) states that what students learn is important, however how students

learn is also important as it directly influences their motivation and impacts future

learning strategies. When teachers communicate with their students on what they are

learning as well as key concepts, it allows students to have greater understanding

and knowledge over their learning.

Learning and teaching have evolved in recent times, with a new focus on student

involvement and ownership over their own learning. Constructivism is a modern

learning approach with focuses on teachers creating lessons to explicitly target

student learning needs and puts emphasis on students’ involvement in learning

(Carpenter, 2006).

Carpenter (2006) argues that when teachers implement constructivism student

centred teaching strategies into their classroom, they result in an increase of student

participation, greater comprehension of learning and increase in students’ self-

confidence. The constructivism strategy resonates with the Standard 3, Teaching

standards of proficient teachers as it promotes inclusive, valued and engaging

environments for all students with varying needs to be successful.

Teachers have the responsibility to create productive and positive lessons to ensure

that students are learning to the best of their ability (Killen, 2015). Through utilising a

variety of student-centred teaching strategies, we provide the environment for

students to learn independently while facilitating this learning as a source of support

and guidance. Effective teaching strategies allow student learning to thrive in the

classroom and caters to diverse student needs (Cruickshank et al, 2009).

Using an autoethnographic approach through journaling has allowed me to actively

reflect on not only my teaching practice but also social an cultural contexts. Lee

(2008) states that reflective journaling assists preservice teachers in both personal

and professional growth as it promotes motivation, increases confidence and

enhances interest.

Research Context

The practicum I undertook was based in a regional town outside of Tamworth, NSW.

The school is a co-ed public school with 400 students enrolled. The student

population is multicultural with a high percentage of students identifying as

Indigenous Australians and Asian backgrounds.

My classroom was a Stage 1 classroom with a mixed cohort of year 1 and year 2.

There were 19 students in my classroom, they had access to a whiteboard, an

interactive smartboard as well as books, pencils and paper. The school facilities

included a basketball court, two soccer fields, a handball court and playground
equipment. The school also had plenty of shaded areas and seating provided for

students.

Data Collection

Reflective journaling was used for my collection of data, this was conducted as an

autoethnographically approach. My reflective journals were a reflection on how the

lesson went and involved contemplation for is the lesson outcomes were addressed. I

recorded what teaching strategy/s I had used and my level of confidence. I used a

smiley face chart to rate to rate my confidence level from 1-5, I filled in this chart at

the beginning and end of every lesson. My reflective journals were based solely on

personal experience and feelings in the classroom. I did not collect data on any

students over the course of my practicum.

Data Analysis

On completion of my practicum, I took time to look back over my journals. I read my

journals in the order of which I recorded them, in doing so in I looked for changes in

my confidence levels and teaching strategies used over the practicum. The use of the

smiley face chart allowed me to reflect on how my confidence has grown over the

practicum and link my greater use of teaching strategies with a greater feeling of

confidence. My Journal entries also provided insight into my development of

teaching strategies and finding what I found worked in this classroom.

Findings
Before commencing my placement, I believed that I was confident in my ability to

teach a classroom effectively and would be able to confidently manage classroom

behaviour. However, the reality of teaching a classroom with a variety of learning

needs and students with challenging behaviours quickly made me realise I lacked the

teaching strategies to cope. This effected my confidence level to teach as I though

the lesson plans which I had created were going to run a lot smoother than they did.

My reflective journals represented this loss of confidence as I recorded feelings of

anxiety and frustration. My smiley face chart also represented my confidence loss

with the first two days of teaching representing low confidence levels.

I found a correlation between my confidence level and the level of student

engagement. When I recoded that I believe that student engagement was low I also

found that my confidence level was low. This was the same in reverse when I

recorded student engagement was high, I recorded an increase in confidence. My ‘So

What’ section of my journaling reflected this.

Discussion

The research I have conducted over this practicum was focused on how a wide range

of teaching strategies will affect my confidence as a teacher. The beginning of my

practicum reflected a preservice teacher who believed they already had the skills to

conduct a classroom lesson efficiently and effectively. It was only when I had the

opportunity to teach a class, I realised that I was ill-equipped to provide engaging

and meaningful pedagogy. I felt as if I had lost my confidence to teach children and

to create engaging content. When students became disinterested in the pedagogy, I

felt flustered and would end the activity earlier to avoid students becoming

disruptive. I felt as if I lost timing of the activity and that I failed to address the

targeted learning outcome/s.

Reflective practice gave me the skills to identify patterns in my pedagogy and

confidence. I was able to quickly identify that my confidence was increased when

students appeared engaged and motivated throughout the lesson. While I noticed a

lack of confidence and an increase in anxiety when students appeared disinterested

with the pedagogy. Upon reflection, there is a clear link between my confidence level
and implementation of student-centred teaching strategies. My confidence and

belief in my own abilities to teach increased as I grasped the concept of student-

centred pedagogy and practiced implementing this into the classroom.

Furthermore, the ‘so what’ comment areas allowed me to think about future lesson

planning. I re-addressed why some lessons failed compared to others and re-

evaluate and alter these lesson programs to be more engaging and personalised to

student needs. I believe that reflective journaling provided me with the tools to

reflect on my teaching growth, identify areas of need and allow room for

appreciation for the things that worked. I will continue reflective journaling into my

teaching profession to ensure I continue to reflect and grow both professionally and

personally.

Conclusion

By taking using an autoethnographic method throughout my practical, it allowed me

to integrate both theory and practice to identify my strengths and weaknesses and

enhance my teaching experience (LaBelle & Belknap, 2016). Before completing my

placement, I had preconceived ideas on how I expected my class lessons would play

out. When the class sessions were not as engaging and cohesive as I believed them

to be, I experienced feelings of self-doubt and anxiety. However, as I continued to

amend lesson plans and integrate student-centred learning strategies, I increased my

confidence level and became more comfortable in the classroom.

As I journaled reflectively, I found myself questioning choices to change lesson plans

in my ‘so what’ section. Barnett (2011) argues that it is necessary for teachers to

reflect on changes and be willing to adapt lesson plans to meet the learning needs of

the students. By taking an autoethnographic approach to my reflective journaling, I

was able to include my emotions throughout the practical, and focus on the

importance of my strategies and impact in the classroom.

Lastly, the practicum has been a fantastic opportunity, as it has provided me with

experience and tools needed to start my teaching career. I will continue to build on

my newly found skills and endeavour to become a more competent reflective

teacher.
Reference List

Australian Institute for Teaching and School Leadership Ltd. (AITSL). (2017). Tools and
Resources in 3.3 use teaching strategies, Retrieved from
https://www.aitsl.edu.au/tools-resources/resource/who-am-i-puzzles-illustration-of-
practice
Barnett, R. (2011). Learning about learning: A conundrum and a possible resolution.
London Review of Education, 9(1) 5-13.
Boud, D. (2010). Relocating reflection in the context of practice. In Bradbury, Forst,
Kilminister & Zukas (Eds.), Beyond Reflective Practice: New Approaches to Professional
Lifelong Learning. (pp.25-37). New York, Routledge.
Carpenter, J. M. (2006). Effective teaching methods for large classes. Journal of Family
& Consumer Sciences Education, 24(2), 13-23. University of South Carolina.
Cruickshank, D. R., Jenkins, D., Bainer, M., & K., K. (2009). Chapter 1: Factors that
influence how we teach. In The act of Teaching (5 th ed., pp. 2-20). Boston, MA:
McGraw-Hill.
Franzoni, A.L., Assar, S., Defude, B., & Rojas, J. (2008, July). Student Learning Styles
Adaptation Method Based On Teaching Strategies and Electronic Media. In Advanced
Learning Technologies, 2008. ICALT’08. Eighth IEEE International Conference On (Pp.
778-782). IEEE.
Jay, J. & Johnson, K. (2002). Capturing Complexity: A Typology of Reflect Practice for
Teacher Education. Teacher and Teaching Education, 11:1, 33-49.

Killen, R. (2013). Effective teaching strategies: Lessons from research and practice (6 th
ed.). South Melbourne, Vic. Cengage Learning Australia.
Killen, R. (2015). Effective Teaching Strategies: Lessons from research and practice (7 th
ed.). ACARA.
LaBelle, J. & Belknap, G. (2016). Reflective Journaling: fostering dispositional
development in preservice teachers. Reflective Practice, 17(2), 125-142.
Lee, I. (2008). Fostering preservice reflection through response journals. Teacher
Education Quaterly, 35(1), 117-139.
SELF ASSESSMENT

H
Desirable D C P N Less Desirable
D

Self-assessment completed
x No self-assessment

Report structure coherent

x Structure incoherent.

Comprehensive
implementation of Reflective Limited implementation
x
practice research of reflective research.

Comprehensive Literature
Review x Limited Literature

Discussion of reflective
Research Context discussed
x research Context not
coherently
coherent.

Analysed data presented and

discussed clearly and Little data or poor
x
effectively addressing ethics analysis of evidence.

Conclusions consistent with

Conclusions inconsistent
the data x
with the data.

Referencing follows the

Referencing inadequate
University guidelines (APA
x or fails to follow
format required).
guidelines.

Flow with correct grammar,

spelling and punctuation. x Numerous errors.

Setting out is appropriate:

Submission uses correct Setting out does not
x
Submission Template. facilitate reading.

Overall presentation
Overall presentation excellent. x
poor.