Standard 1.1: Physical, social and intellectual development and characteristics of students.
Standard 1.2: Understand how students learn.
Observing a Prep student undertaking a task that involved instructions to create landmarks using Play-Doh on a map. This student had to use prior knowledge of specific terms, as well as ask relevant questions in order to complete the task in a satisfactory manner.
According to the Victorian Curriculum (2017) one Foundation level Geography concept and skills description states ‘describe and explain where places and activities are located’. This was a critical requirement that I observed throughout the activity, which resulted in a successful outcome. This particular student benefited from the hands-on activity of creating landmarks using Play-Doh, as it also assisted in developing his fine motor skills.
Standard 1.3: Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
Throughout my 2nd year placement practicum, I was placed in a Grade 2 classroom and was fortunate enough to work with a class of students with diverse cultural and socioeconomic backgrounds.
One student in particular did not speak English very well, and found it difficult to be motivated, as she was not sure what subjects the class was completing that day. As a result of this, she felt overwhelmed and at times unorganized for the day.
This gave me the idea to create a ‘Timetable Caterpillar’ that provided visual pictures of the subjects being undertaken for the day and the ordered routine. After the ‘Timetable Caterpillar’ was placed in the classroom, this particular student would view it multiple times a day, and felt more organized within her school life.
Standard 1.6: Strategies to support full participation of students with disability.
Throughout my 2nd year placement practicum with the Grade 2 students, I was fortunate enough to work with a student diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This student had trouble paying attention, acted without thinking and said hurtful things to other students, sometimes without knowing what certain terms actually meant.
Unfortunately, this student only had a teacher aid for 3 days a week, which meant he had no assistance for the other 2 school days. I took the opportunity to work with him for those 2 days and get to know him on a personal basis.
At the time, the mathematics focus for the class was about time. This student had extreme difficulty understanding the concept of time and how to read it. After working with him and understanding his thought processes, I was able to assist him in creating an analogue clock, which he knew how to read and understand.
Please refer to substandard 6.3 for more examples of mentor teacher feedback.