17701352 – Sean Duncan
PP2 - Reflection
The Professional Practice 2 unit has provided me with a priceless opportunity to build,
reflect, redesign and implement a variety of teaching pedagogies that included behaviour
management and delivery of content. This essay will provide a reflection based off my
personal experience at Elderslie High School. During the professional experience at Elderslie
High School I was able to interact with a variety of teachers and students that provided me
with valuable feedback regarding how I develop my future teaching practice.
The first key moment I experienced at Elderslie High School came on my very first day of
observation. Upon observing my mentor’s year 10 class, I was able to see how to
successfully interact with a low ability class and get the most out of them. I was able to see
how well she had developed her rapport with the students while still maintaining a highly
structured and efficient lesson. From the start of the lesson, the students were not allowed
to enter the classroom unsettled which is what set the lesson off to a well-structured start.
The next period I observed a different teacher that did not have the same rapport with the
same year 10 class. It was obvious to see the difference between the two types of classroom
management when students are allowed to become unsettled from the start of the lesson.
What I learnt from this observation was the importance of classroom management and that
it starts before the student enter the classroom. When reflecting back on this, I see it as a
defining moment of my professional practice as it gave me a great insight into what should
and shouldn’t be done in the classroom. After discussing with my mentor, she explained
17701352 – Sean Duncan
that in many school’s behaviour management should come first and teaching the content
comes second.
The reason this worked was because the mentor teacher has set out clear instructions from
the start of the lesson. As part of setting out clear instructions at the start of the lesson the
teacher is demonstrating high expectations for her students. This is an effective strategy as
it has been linked with increasing the academic achievement (Sarra, 2013). Levin and Nolan
(2014) discuss the importance of setting high expectations but also providing a “pro-social
classroom through relationship building”. Just from two observations of the same group of
students, it became clear to me that one of the pedagogical approaches I should adopt is
setting high expectations but also finding the medium to build a rapport with students.
The next key moment came three weeks into teaching when I noticed that some students
had begun to be restless and question my authority in the classroom. After a restless lesson
I proceeded to ask the class to come back at lunch the next day (only 5 students came). As
part of this negative experience, I decided to get students to write anonymous feedback in
order to find a better way of connecting with the class. “Just because we are quiet does not
mean we are engaged, we are bored”, this was a quote one student wrote. From reading a
variety of students feedback I decided to alter my approach from the safe PowerPoint
method to a more creative freestyle method that included more active inquiry-based
questions and practical activities as per the students request. After reflecting on this
feedback and altering my approach, the mood of the class changed in a more positive way
resulting in student being more open with myself.
17701352 – Sean Duncan
In this key moment, I learnt that it is crucial to listen to your students and understand how
they learn will be different to other classes. From this interaction I was able to take a risk
and experiment with a different method of teaching that is less structured in a PowerPoint
sense and more appealing to how these students learnt best.
The main reason this change worked was due to my willingness to listen to my students and
change my approach that suited the class and not necessarily myself. McGuire (2018)
discusses the importance of reflection and student feedback in relation to increasing
engagement. Student engagement is vital to any successful teaching pedagogy as it
demonstrates some form of rapport with students. By increasing the amount of
engagement in the classroom we as teachers are able to assist student in achieving
academic success and reaching their potential (Katz, 2013). Furthermore, the reason the
relationship with the class changed was due to the constructive feedback from students.
The third key moment came in the final week teaching HSC Biology. Due to my inexperience
I became very nervous conducting a prac lesson with the class and instead asked my mentor
teacher to run the prac instead. Upon watching her demonstrate this I soon realised that I
could have completed this myself. Later in the week I was able to complete a different prac
that I was also unsure about as I had never done it myself.
From this key moment of watching the demonstration, I learnt that I need to back myself
and my abilities even if its not 100% perfect. From this moment I learnt that confidence can
17701352 – Sean Duncan
come and go however, when I break everything down I am able to overcome these
challenges.
The reason I believe I overcame this moment of anxiety is because I was able to observe my
mentor but also believing in my own ability to try harder. Pelton (2013) identifies that many
beginner teachers experience higher levels of anxiety. By being able to see how a prac
should be run, allowed me to regain some confidence and break down the requirements of
a prac lesson. Repetition and experience is crucial in developing confidence (Behan,. Et al,
2018). By observing I was able to rebuild my confidence.
Moreover, the overall experience of the professional oractice delivered many challenging
moments and moments of wisdom. By using these moments, I believe I have adequately
prepared myself for teacher life outside of university.
17701352 – Sean Duncan
References
Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging
students in inclusive education. Canadian Journal of Education, 36(1), 153-194.
Retrieved from
https://searchproquestcom.ezproxy.uws.edu.au/docview/1440186282?accountid=36
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Levin, J., & Nolan, J. F. (2014). Principles of classroom management: A professional decision-
making model. Pearson. One Lake Street, Upper Saddle River, New Jersey 07458.
McGuire, W. (2018). Showing; Not Telling: Modelling Student Feedback to Improve
Attainment and Satisfaction.
Pelton, J. A. (2014). Assessing graduate teacher training programs: Can a teaching seminar
reduce anxiety and increase confidence?. Teaching Sociology, 42(1), 40-49.
Sarra, C. (2013). Good Morning, Mr Sarra: My Life Working for a Stronger, Smarter Future
for Our Children. Retreived from
https://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=1176976.
