Standard Four:
Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment
a. draw upon content knowledge and pedagogical content knowledge when planning, teaching and evaluating
b. use and sequence a range of learning experiences to influence and promote learner achievement
c. demonstrate high expectations of all learners, focus on learning and recognise and value diversity
d. demonstrate proficiency in oral and written language (Māori and/or English), in numeracy and in ICT relevant to their professional role
e. use te reo Māori me ngā tikanga-ā-iwi appropriately in their practice
f. demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners
b. use and sequence a range of learning experiences to influence and promote learner achievement
c. demonstrate high expectations of all learners, focus on learning and recognise and value diversity
d. demonstrate proficiency in oral and written language (Māori and/or English), in numeracy and in ICT relevant to their professional role
e. use te reo Māori me ngā tikanga-ā-iwi appropriately in their practice
f. demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners
I have made a conscious effort to maintain awareness of other groups in the class while I was working with a particular reading group on the mat or while I was working with one student. In particular, the management of volume in the class. When groups changed over, I made sure to take a moment before starting work with the next group to walk around the classroom and check that the students who were working individually were settled and knew the expectations,
Over my three practicums, I have asserted myself into the teacher role in the classroom. I have used a range of behaviour management strategies such as counting backwards from five, "tahi rua" - "toru wha" and my favourite, the Flat Tyre.
Over my three practicums, I have asserted myself into the teacher role in the classroom. I have used a range of behaviour management strategies such as counting backwards from five, "tahi rua" - "toru wha" and my favourite, the Flat Tyre.
I have used a range of strategies to engage learners from the beginning of the lesson, using introductions like Kahoots to also assess the prior knowledge of the class on a particular topic (such as identifying emotions in te reo maori). I have also used The Lorax to introduce the topic of environmental sustainability in the lead up to a Tread Lightly Caravan visit. Using this resource helped to enhance student learning by providing a context which the students were then able to compare to their own environments and link to examples of environmental issues that they are familiar with.
I have integrated digital tools such as Kahoots which are fun, digital quiz challenges. My first practicum school was a BYOD school and digital tools in the classroom were easier to manage than in my third practicum, where there were only a limited number of devices. However, on my final practicum I integrated these tool into the classroom in order to reinforce learning at the end of a lesson or as a way to revisit the material from the last lesson.
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"Trixibelle had a positive and vibrant approach to teaching and managing the class. She successfully ran group rotations and managed children working independently." - Mary Waters, Sunnybrae Normal School
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"She set high standards for herself and the students, and they benefitted hugely from having her around" - Mary Waters, Sunnybrae Normal School
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"[Trixibelle is] inclusive of all cultural groups (9 different cultures in our room). She used greetings and phrases in Te Reo and called the roll in the morning using different languages, mostly Te Reo" - Mary Waters, Sunnybrae Normal School
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Standard Five
Graduating Teachers use evidence to promote learning
a. systematically and critically engage with evidence to reflect on and refine their practice
b. gather, analyse and use assessment information to improve learning and inform planning
c. know how to communicate assessment information appropriately to learners, their parents/caregivers and staff
b. gather, analyse and use assessment information to improve learning and inform planning
c. know how to communicate assessment information appropriately to learners, their parents/caregivers and staff
On all practicums, I made sure to share the WALTs of each lesson with the students. This was particularly evident in the maths groups on practicums 2 and 3 in which I wrote the WALTs inside of the modelling books.
After a discussion with my AT on practicum 3, I also amended the Blooms Taxonomy worksheet to include a self-assessment task using the format two stars and a wish. This assessment aided me to edit the worksheets I made afterwards and also gave me information on how the students felt they had coped with the workload.
After a discussion with my AT on practicum 3, I also amended the Blooms Taxonomy worksheet to include a self-assessment task using the format two stars and a wish. This assessment aided me to edit the worksheets I made afterwards and also gave me information on how the students felt they had coped with the workload.
While marking books on practicum two and three, I invested in my own trademark stamp so that the students would know that I marked their work. I made sure to comment on the success of the student in reference to the learning intention of that lesson. I also made an effort to pair any suggestions with positives from the work which often ranged from correctly setting up the books, the amount of work completed and even the discussions that I had shared with that student during the lesson.
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"Clear and explicit WALTs were written and shared for most lessons. Children were aware of what was required to meet these and there was feedback when necessary" - Mary Waters, Sunnybrae Normal School
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"There were ongoing formative assessments completed when working with groups and individuals - mainly oral. This was particularly evident in literacy and maths." - Mary Waters, Sunnybrae Normal School
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"Written plans were adapted to cater for learning needs based on ongoing assessment of students. This was evident in maths where notes were recorded in modelling books and follow up activities were used to inform planning for the next session." - Mary Waters, Sunnybrae Normal School
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