6.3 Engage with colleagues and improve practice – Seek and apply constructive feedback from supervisors and teachers to improve teaching practices
Reflective Commentary
Whilst on my final practicum, I worked very closely with my three mentor teachers and an Education Assistant. I embraced the ten weeks in my assigned Year 5 classroom as a tremendous opportunity to learn from experienced educators across the board within the school, while at the same time, developing my own teaching style. After the end of each day all of us would meet and discuss about each and every session in terms of the lesson content, link to curriculum, student engagement, challenging student behaviour etc. On a regular basis I sought feedback and advice from my mentor teachers regarding the lessons that I taught and facilitated. I would also form discussions with my mentor teachers after a lesson had finished to reflect on what I thought went well, and what improvements can be made for future lessons. I would then use their feedback to plan my future lessons or class activities. I believe it is very important to look to peers for mentoring, advice and feedback. Peers can highlight hidden habits in teaching practice, and also provide innovative solutions to teaching problems. Further, teachers can gain confidence through engagements with other teachers, as they realise perceived “idiosyncratic failings are shared by many others who work in situations like ours” (Brookfield, 1995, p-36). Informal conversations with peers, as much as team teaching experiences, seminars/workshop participation, peer review, and/or applying for teaching awards, can contribute to improved teacher motivation, increased collegiality and excellent teaching and learning outcomes.
Situation
After completing a science experiment lesson on topic: “Energy in position – using a pendulum” for Year 5, double class (55 students) I got some corrective feedback from my mentor teacher, which I have attached as documentary evidence. From the feedback, I realised that for the experiment, I should have explained to the class one task at a time and leave the other explanations till later. Another important thing she mentioned is not to tell the students how to solve their problems while conducting an experiment, and instead let them discover the answer for themselves. These were a few simple things that I had overlooked while taking the lesson, however unless my mentor teacher had suggested these tips, I am sure I could not have figured it out by myself. During my practicum, my mentor teachers and Education Assistants with whom I worked offered me tips or strategies, which helped me in achieving effective classroom management and teaching sessions.
Action
For the next science lesson, I took on board the suggestions made by the mentor teacher and made sure that the tasks for the experiment were explained step by step, i.e., wait for the students to complete first step and then give the instructions for the second step and follow this till the whole experiment was completed. I also encouraged students to discuss (within the group) and to find the solutions for any practical problems they came across.
Outcome
Thus, I witnessed that all the students could follow my instructions and this helped them to complete the experiment and record their findings. I also noticed that the students were more engaged and involved in the various tasks of the experiment.
Action Plan
After the completion of the registration process, I am planning to work as a relief teacher in as many as schools possible. I believe this will give me an opportunity to get exposure to different classrooms and school cultures. I have come to know that some schools also offer mentoring programs to new graduate teachers; I am looking forward for such opportunities. During my practicums, I was often observed, and received quite a lot of written and verbal feedback. I have tried to incorporate and implement most of these suggestions in my teaching sessions. I have found these suggestions to be very valuable and I will continue to learn from more experienced teachers, and continue to seek feedback and advice as and when required.
Documentation of Evidence
Reflective Commentary
Whilst on my final practicum, I worked very closely with my three mentor teachers and an Education Assistant. I embraced the ten weeks in my assigned Year 5 classroom as a tremendous opportunity to learn from experienced educators across the board within the school, while at the same time, developing my own teaching style. After the end of each day all of us would meet and discuss about each and every session in terms of the lesson content, link to curriculum, student engagement, challenging student behaviour etc. On a regular basis I sought feedback and advice from my mentor teachers regarding the lessons that I taught and facilitated. I would also form discussions with my mentor teachers after a lesson had finished to reflect on what I thought went well, and what improvements can be made for future lessons. I would then use their feedback to plan my future lessons or class activities. I believe it is very important to look to peers for mentoring, advice and feedback. Peers can highlight hidden habits in teaching practice, and also provide innovative solutions to teaching problems. Further, teachers can gain confidence through engagements with other teachers, as they realise perceived “idiosyncratic failings are shared by many others who work in situations like ours” (Brookfield, 1995, p-36). Informal conversations with peers, as much as team teaching experiences, seminars/workshop participation, peer review, and/or applying for teaching awards, can contribute to improved teacher motivation, increased collegiality and excellent teaching and learning outcomes.
Situation
After completing a science experiment lesson on topic: “Energy in position – using a pendulum” for Year 5, double class (55 students) I got some corrective feedback from my mentor teacher, which I have attached as documentary evidence. From the feedback, I realised that for the experiment, I should have explained to the class one task at a time and leave the other explanations till later. Another important thing she mentioned is not to tell the students how to solve their problems while conducting an experiment, and instead let them discover the answer for themselves. These were a few simple things that I had overlooked while taking the lesson, however unless my mentor teacher had suggested these tips, I am sure I could not have figured it out by myself. During my practicum, my mentor teachers and Education Assistants with whom I worked offered me tips or strategies, which helped me in achieving effective classroom management and teaching sessions.
Action
For the next science lesson, I took on board the suggestions made by the mentor teacher and made sure that the tasks for the experiment were explained step by step, i.e., wait for the students to complete first step and then give the instructions for the second step and follow this till the whole experiment was completed. I also encouraged students to discuss (within the group) and to find the solutions for any practical problems they came across.
Outcome
Thus, I witnessed that all the students could follow my instructions and this helped them to complete the experiment and record their findings. I also noticed that the students were more engaged and involved in the various tasks of the experiment.
Action Plan
After the completion of the registration process, I am planning to work as a relief teacher in as many as schools possible. I believe this will give me an opportunity to get exposure to different classrooms and school cultures. I have come to know that some schools also offer mentoring programs to new graduate teachers; I am looking forward for such opportunities. During my practicums, I was often observed, and received quite a lot of written and verbal feedback. I have tried to incorporate and implement most of these suggestions in my teaching sessions. I have found these suggestions to be very valuable and I will continue to learn from more experienced teachers, and continue to seek feedback and advice as and when required.
Documentation of Evidence