How much do you think you know about bullying? We’ve all been to school, we’ve all seen it or experienced it, but how do we as future educators stop it?
Students who often take part in bullying have inflated self-esteem rather than low self-esteem
The most effective way to control bullying in a secondary school context is to not teach a student who is being bullied to use more effective social skills as it hasn’t been shown to stop a bullying situation. When a teacher focuses on just teaching the student who is being bullied social skills without first stopping the bullying, they send a message to this student that it is their fault they are being bullied because they don’t have good social skills. However, all students gain confidence from regular opportunities to learn and practise social skills. Sometimes having these skills can reduce the likelihood that a student will be bullied.
Cyber-safety is really important for all students and teachers, as password protect all our personal information and logins. It is therefore vital you don’t use your personal information on unsafe websites.
How can you make a great teacher? This is how:
Push student teachers harder, stick with them once they’re in the classroom, and integrate them into their schools’ communities.
Check out this great article for more information!
DO YOURSELF A FAVOUR ! Take a look at this video clip is this how you would go about teaching? HAHAH We all know humour is an important part of the teaching process and constructing a student- teacher relationship. Perhaps this is how you might incorporate ICT in your lesson planning for assignment 3. How creative are you? Maybe you will be the student teacher that all the students at the school remember for years to come.
Read more: http://www.smithsonianmag.com/innovation/how-do-you-make-great-teacher-180953498/#oplHxRW1f0od2VHk.99
Where do we find all our resources? As we develop our teaching pedagogy it is important that we are taking note, keeping resources, drills, activities, lesson plans, unit plans, curriculum documents!! WOW who thought there was so many things to consider.
Therefore as Aidan alludes to, we should create our very own memory box, or tool box, where we store a variety of things that will help out professionalism and engagement of the students on such things as prac. Everything that is relevant to your teaching area is an important resource for us as students heading out into the teaching world.
Check out Maggie’s blog post about her fears for PE, they are very similar to mine thats for sure. Thats where coming up with a tool kit full of resources would be so handy!
Not long now until we will be delving into a new school, unexplored, without much concept of their rules or procedures. A new bunch of kids that we are going to teach, we they like me? How on earth do I incorporate ICTS!!!!!!
By now most of us should have made contact with our perspective schools for the three weeks, am I nervous….. YES! But then all I have to remember is how great the experiences always are, I LOVE PE teaching and having the opportunity to put what we learn in uni into some practice. It just helps to consolidate YES this is what I meant to be doing! We all know uni can be draining, but it always feels good to be back in the school environment and gaining feedback from mentors who are a wealth of knowledge.
Head to Aidan’s blog and check out the article for enjoying your practical experience! https://traintheteacher.me/2013/06/24/10-tips-for-student-teachers-on-placement/
As apart of the lesson planning template we must use for assignment 3 it encourages us to make a plan B if the ICT we have chosen to use doesn’t work. Here are some questions to ask yourself when planning your lesson to ensure you have successfully completed a lesson plan that is ICT enriched and will amplify student learning! In order to maintain control in situations where ICTs may fail you should always evaluate what could go wrong? By doing so you may save yourself a lot of heart ache and class disruptions if something does end up happening to your digital technology you were going to use. Have a look at this link if you are struggling to find ways around minimal ICTs
Your planning process and plan B
- What ICT are available in the classroom?
- How reliable are they? How do they break?
- What strategies does your mentor currently have for dealing with those breakdowns?
- Are those strategies working?
- Are there additional steps you can take to minimise or remove the chance of failure?
As we all come to finishing assignment 2 it is time to start thinking about assignment 3 because hey, its not long now until we have to go on professional experience. EEEEKK!!
So there are 4 parts to assignment 3:
A. Is your learning journal – so again we must all blog 3 times a week, making reference to others blogs and literature
B. We must also fill out our ICT statement
C. As apart of the assignment we must submit 5 ICT rich lesson plans with feedback from our mentors, as well as out own reflections
D. This section is our Essay (1000-1500 words) We must evaluate and gain insights from our learning experiences we gain from professional experience. This statement is taken from the learning path to help with the structure of the essay take a look:
- Focus on the successes, not so successful, factors and lessons that are associated with your attempts to use ICTs to enhance student learning.
When creating the learning experience for students the task should always be specific to the learning that is taking place and should have defined links. In other words your learning experiences and activities must come directly from your objectives chosen for your unit planning.
Maggie has gone into depth in her recent post ‘Technical Difficulties’: establishing 3 easy steps to the learning experiences being ordered in such a manner that the students will move through constructing knowledge about facts and procedures to then constructing knowledge with low level learning of the future application of the skill to finally the transforming knowledge activities where students extend the constructed knowledge learnt throughout the unit plan!
Assignment 2 asks us to evaluate our unit plan and write a summative assessment task based upon the leaning experiences in our unit. Sounds straight forward right?? OK things aren’t always that simple though, you have to think about the grade you are aiming your work for and write the task sheet so students of that particular can understand the objective of the task. The following dot points taken from the EDC3100 learning path provide helpful hints for when you begin to write your task sheet.
- A section provided for the student name, Task name, unit, year level, final result;
- A description of the task (make sure you name your task);
- The due dates, including draft submissions;
- The criteria that will be used to assess (more on this on the next page); and,
- A description of the process to be used for the task and the conditions and materials to be used.You may want to scaffold this to support students to follow a specific process that will help them produce the evidence.
- Identify how you assess each individual student.
If students work as a group to complete your task, then when developing the rubric for the task you need to identify how you will assess students individually even though they have participated in group work.
PCK – Pedagogical Content Knowledge and as the name alludes it is your personal pedagogy on the way you choose to deliver and engage students in the content knowledge of what they are learning.
Initial thought for Assignment 2 are :
Context: Co-educational school located 10 minutes from the beach in southern Queensland, students will be doing a unit on lifesaving and constructing presentations for the nippers at the local beach.
Class: Year 9 group – with a few students who not very confident swimmers.
Constructing Knowledge– MOVING OUR BODY
Transforming– BEING HEALTHY, SAFE AND ACTIVE
Access to these content descriptors can be found on this link.
Tim Godwin, 20th Force Support Squadron, director of outdoor activities, instructs an exercise to simulate a spinal injury in the water during a lifeguard in-service emergency training class at the Woodland Pool, Shaw Air Force Base, S.C., May 31, 2012. This exercise was taught with the help of the 20th Medical Operations Squadron. On May 25, the pool opened for the swim season.