Standard 3 - Teachers know their students
This standard discusses one of the most fundamental characteristics a high quality educator must acquire, as it's influence on a child's wellbeing and learning is significant (Spilt, Koomen & Thijs, 2011). The artefacts provided demonstrate my ability to be placed in a school, develop strong partnerships with the students, their families and the community to integrate strengths, interests and rich contextual resources into my teaching to provide highly positive and engaging learning opportunities.
It is essential as educators to acknowledge and perceive each student as an individual. Using the Urie Bronfenbrenner Social Ecology Model, the influences on a student’s interactions and development in specific contexts should be taken into account (Bowes, Grace & Hayes, 2009).
A high quality teacher ensures and maintains excellent teacher-student relationships. This type of educational relationship; which involves open communication, mutual respect and shared goals, benefits the individual student (and the teacher in most cases) emotionally, socially, behaviourally and academically. It builds a sense of belonging and provides encouragement and support for every student to learn and grow to be the best person they can be (Department of Education and Early Childhood Development, 2009; Lee, 2012).
It is essential as educators to acknowledge and perceive each student as an individual. Using the Urie Bronfenbrenner Social Ecology Model, the influences on a student’s interactions and development in specific contexts should be taken into account (Bowes, Grace & Hayes, 2009).
A high quality teacher ensures and maintains excellent teacher-student relationships. This type of educational relationship; which involves open communication, mutual respect and shared goals, benefits the individual student (and the teacher in most cases) emotionally, socially, behaviourally and academically. It builds a sense of belonging and provides encouragement and support for every student to learn and grow to be the best person they can be (Department of Education and Early Childhood Development, 2009; Lee, 2012).
Artefacts for Standard 3
Artefact 1 - Sample of 'Thank You' notes
These notes are from three prep students who I found challenging to engage and work with at the commencement of placement. After making the effort to get to know them as individuals, I was able to motivate and support these students in achieving increased levels of participation and completion of tasks, and decrease levels of negative behaviour.
These notes are from three prep students who I found challenging to engage and work with at the commencement of placement. After making the effort to get to know them as individuals, I was able to motivate and support these students in achieving increased levels of participation and completion of tasks, and decrease levels of negative behaviour.
Artefact 2 - Course Assessment Newsletter
This newsletter I created as an assessment in my second year of my course. It is a kindergarten newsletter that required me to consider the needs of the families and communities as well as the child from a parental perspective.
Daffodil Kindergarten Newsletter 2011 | |
File Size: | 7230 kb |
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Artefact 3 - Reflection on Children at Risk Unit
This is a reflection I completed at the conclusion of my elective unit, Children at Risk. This intensive unit informed me about the duty of care and actions and responsibilities of teachers supporting their children and an abundance of resources to effectively assist children who are most vulnerable.
Children at Risk Reflection 2013 | |
File Size: | 118 kb |
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Standard 3 Characteristics
These artefacts (1, 2 & 3) demonstrates my achievement of these characteristics:
- Demonstrate empathy and positive regard for, and rapport with, students (1, 2) - Regard all students as capable of learning and demonstrate an understanding of, and commitment to, equity in their practice (1, 2, 3) - Know how to identify prior knowledge, the learning strengths and weaknesses of students, and other factors which impact their learning (1, 2, 3) - Have an understanding of cultural and religious diversity and of socioeconomic factors which may influence students they teach (1, 2, 3) - Be aware of teaching and classroom management challenges and develop appropriate responses to them (1, 3) - Understand the legal and ethical dimensions of teaching, including duty of care and the nature of their professional commitment to students (3) - Appreciate the position of trust they are given by parents/guardians and the community and are aware of the ways parent/teacher partnerships can be developed (2, 3) (Victorian Institute of Teaching, 2009) |
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