As 2011 Begins …

I came across this amazing video on the Teacher Reboot Camp Blog (January 1, 2010), and thought I’d share it here.

It is a wonderful way to reflect on the year that was … according to Google™

Google™–What the World Searched - 2010

2010 - My Journey So Far

Well, 2010 has been an incredible year. It was a year in which I passed some significant milestones in my fledgling teaching career, and it was a year of immense, transformational change in my personal and professional life.

As my year draws to a close, I am finally starting to realise my aspiration to become a knowledgeable, connected, and reflective 21st Century educator.

Looking Back

I’ve learnt some valuable lessons this year - 

• Relief Teaching is a professionally and personally rewarding career option.
  • I have the freedom to experiment, develop a collegial network, collect resources, learn from my mistakes, and celebrate my successes. 
  • I am now able to teach K-7, and work in a variety of Government, Independent, and Religious schools. 
    
    
• In my line of work, experience & a positive reputation mean a lot.
  • As I became a more experienced, and I hope, well-regarded relief (substitute) teacher, I noticed a dramatic increase in my work bookings over the course of the year.
  • This enabled me to actively experiment and improve my teaching practice, as I moved away from my relief ‘time-fillers’ to actually teaching and assessing students’ learning.
  • I am extremely grateful to those relief coordinators; (Hans, Deb, Sue, Jane, Cathy, amongst others), whose long-term support helped facilitate this empowering evolution in my teaching practice. 
    
    
• Writing merit-select job applications is an incredibly useful way to reflect upon and share your teaching practice with prospective employers.
  • On a personal note, I realised that while I can clearly articulate my practice through written mediums, such as my blog, I need to work on my ability to ‘sell’ myself in interview situations. Practice makes perfect, and I’ll have another go next year.
    
    
• The Personal Learning Network (PLN) – Every teacher should have one
  • I believe the PLN is one of my greatest discoveries of my (short) career. I am an increasingly active member of the OzTeachers network, and have more recently realised the value of educational blogging and Twitter™ as professional learning tools.
  • My forays into this ‘connected’ world of global educators are still in their early days, and I will blog more extensively about this topic in 2011. 

Image: 'Arrival on my Way'
http://www.flickr.com/photos/16230215@N08/4722297430

And Looking Forward …

While I don’t really know what 2011 will bring, I hope it will be a better, more productive year.

I enjoy my job. It is a wonderful feeling to walk into a school in the morning, and have students (and staff) greet you by name (or in my case, various derivations of it!). I hope I will have the opportunity to build upon the personal and professional relationships which I have worked so hard to foster during my relief travels in 2010.

I will also be working towards several important professional learning goals, which I have decided to share here -

1. To continue to build my instructional toolkit; learning how to apply teaching and learning strategies, and reflecting upon my performance.
2. To further investigate, and hopefully experiment with, the practical implementations of Web 2.0 technologies in the classroom.
3. To build and contribute to my Personal Learning Network through my blog, Twitter interactions, and the “Blogs I Follow” via my RSS Reader.
4. To revisit my First Steps™ informed literacy and numeracy planning approach, seeking feedback from experienced educators on my planned literacy block organisation model.
5. To familiarise myself with the new Australian Curriculum, and rearrange my Curriculum Resource Bank (now containing over 4000 documents!) to reflect its’ structure and organisation
6. To begin working towards my Accreditation to Teach Religious Education.

A New Year Begins …

Well, that’s it for A Relief Teacher’s Journey in 2010. I have quite a few posts in the pipeline, and I’ll be back to my regular blogging endeavours in January 2011.

I wish to thank all of my readers, around the world, for your readership & support over the past six months. A big thankyou goes to Veronica Chase (Substitutes FTW!) who made the first (and to date, only) comment on A Relief Teacher’s Journey. Also, thankyou to all my new Twitter™ followers – I look forward to talking to you next year.

I’ll be participating in the 2011 Edublogs™ Teacher Challenge, starting on Jan 10.

Happy New Year!

Image: 'Happy New Year !!!'
http://www.flickr.com/photos/22017189@N00/341866875

Forays into Upper Primary Science (Part 1)

As the Australian school year draws to a close, I have had the time to reflect upon and review my experiences teaching upper primary science during 2010.

In this upcoming series of posts, I will explore how my science teaching experiences have stimulated my professional growth in the use of instructional learning strategies and more effective assessment techniques.

March-May 2010 – Year 6/7 Science & Arts

Earlier this year, I replaced a science/arts teacher in a small independent Christian school in Perth’s southern suburbs. I taught Science and Art one day a week, working with a group of 20 students exhibiting a challenging range of literacy skills, learning difficulties and special needs. It proved to be a professionally rewarding relief assignment; one which required me informally plan, teach and assess students’ learning, rather than acting as a gloried (although well-paid) ‘babysitter’. 

As a general rule, I tried to follow the absent teacher’s notes, in expectation of his imminent return. After discussing the situation with the regular classroom teacher; however, I increasingly drew upon my Curriculum Resource Bank and developing  ‘instructional toolkit’ to translate the teacher’s suggestions into more engaging learning activities.

A Professional Experiment – Modelling Concept Maps

On my first day, I was asked to complete a unit on the Human Body, implementing a (poorly written) blackline master test. In a personal first, I decided to model the use of a concept map to assist students’ test preparation. The results were rather surprising, as I detailed the next day in my reflective journal:   

"After the recess break, students had to revise for a test on the human body. I experimented with modelling the use of a concept map as a revision tool; using different coloured markers to highlight the levels of detail.

I was surprised to find that the use of this strategy enabled one student, who finds writing very difficult [and has an undiagnosed learning difficulty], to share his significant knowledge of the topic.

He was later able to complete most of the test, despite taking twice as long as his peers."

Image: 'Science Activity - Ecosystems'
http://www.flickr.com/photos/83955435@N00/1114990127

Putting this in Context 

Throughout the Graduate Teacher Professional Learning Program, an extremely valuable mentoring / support program for graduate teachers in Western Australia, our presenters have discussed how effective teachers have a toolkit of instructional strategies which they can use to support and assess student learning.

Rather than using a strategy haphazardly, teachers can select a teaching strategy for a defined purpose, and use it to improve student learning outcomes. I believe this is an important aspect of ‘instructional intelligence’ (Bennett & Rolheiser, 2001), an area in which I have undergone significant professional growth over the past two years.

The seemingly trivial anecdote above marked the very first time I personally selected an instructional strategy with a clear learning purpose in mind (rather than following another teacher’s instructions).

Shortly afterwards, I recorded a professional learning goal to practice and evaluate my use of other instructional learning strategies in my relief teaching practice. As I will outline in my next post, I was extremely surprised and pleased with the results.

Coming Up:

• Exploring the Weather
  • Experimenting with ICT, and science/literacy integration
• Energy Investigations
  • Research Project (Term 4, 2010)
• My Science Teaching Strengths and Weaknesses

Reference
Bennet, B. & C. Rolheiser (2001). Beyond Monet: The Artful Science of Instructional Integration. Toronto: Bookation

Reflections on Classroom Management (Index)

My Experiences, Philosophy, & Reflections

1. Thoughts on Classroom Management
2. A Process of Trial & Error – Developing my Management Approach
3. My Jigsaw Approach to Classroom Management
4. The Conscious Competence Ladder (Skill Development)
5. The Four Stages in My Teaching Practice
6. Classroom Management – Summing Up

The 3 R’s of Effective Learning Environments

1. Setting the Scene
2. Overview of the 3 R’s
3. Transforming a Year 3 class into a learning community
4. The Third ‘R’ – Shared Responsibility for the Learning Process
5. My experiences with the Third ‘R’

‘The Theory of Bumps’ (Bennett & Smilanich, 1994)

1. The Key Principles
2. Explanation & Suggested Strategies

The 3 Keys to Working with Challenging Students

1. Introduction
2. What is a “problem” or challenging behaviour?
   
3. Part 1: Building Positive Relationships
4. Part 2: The Classroom Learning Environment
5. Part 3: The Teacher’s Attitude, Actions, & Management Approach
   
6. Responding to Anger

Building Positive Relationships

1. Small Talk: “From little things, big things grow”
2. Relief Teaching – Chalk & Small Talk!
3. Get Involved with Breakfast / Lunchtime Clubs
4. The Importance of Active Listening

Top Tips for Teachers – Behaviour Management (Video)

Cracking the Hard Class

Giving Something Back: Mentoring Student Teachers

I excelled in my academic studies at university; however, as a result of my youthful inexperience, I always felt vulnerable and unprepared during my practical teaching experiences. While I had some excellent mentor teachers, on several occasions I found myself working with unsupportive, and in one case, overly critical teachers. One almost drove me to quit my teaching degree.

Now, many years later, I have come to love working with student teachers at various stages of their teacher-preparation courses.

I may be “just” a graduate teacher, but my diverse relief experience and engagement in professional learning has enabled me to meaningfully mentor several future teachers in the areas of classroom management, planning and instructional strategies.

Working with “Terry”

While I’ve worked with many student teachers over the past two years, one really sticks in my mind. I met “Terry” (not his real name), earlier this year, when he was about halfway through his 10 week second year teaching experience. To be honest, he resembled me on my final year school experience. This was not a pleasant memory. 

Becoming a Reflective Practitioner and Blogger

As a new teacher, I established a reflective journal; documenting and reflecting on my teaching experiences, observations, and ongoing professional development throughout my first year.

I view my journal as a very personal record of my experiences. As I flick through my handwritten entries, recorded in multiple exercise books, I can trace the low points, bitter times, and highlights of my professional learning journey. I can now look back, laugh about my mistakes, and marvel at how far I have come.

I am no longer the nervous, inexperienced, and inefficient teacher I once was. I am hardened by experience, better organised, and a much more effective relief teacher. I am proud of my work, and enjoy the variety and flexibility my job offers.

Learning to Blog, Blogging to Learn

Now, writing for A Relief Teacher’s Journey, I have discovered the incredible power of blogging as a reflective tool, and as a medium for sharing my thoughts, skills, and practice with teachers around the world.

Learning to blog was somewhat easy. It is the lessons I have learnt through my blogging endeavours, and the professional connections which my work has fostered, which make the experience worthwhile. Thankyou for the feedback – it is greatly appreciated.

Until next time …

Celebrating World Teacher’s Day (Australia): Making A World Of Difference

Today, October 29, 2010  is a special day for Australian teachers. It is a time to remember and thank those wonderful teachers who have shaped our lives and our future.

Today, I am taking the opportunity to publically acknowledge those special people who inspired my entry into the teaching profession.

Mrs Daughenbaugh (Year 4):
I remember you for your creativity, and ability to bring out the artist within us. You had a truly positive impact on a young boy’s life, and it has been amazing to work with you over 15 years later as a fully qualified teacher.

Mrs Snow (Year 6): 
Without a doubt, you were the most inspirational teacher I ever had. I have wonderful memories of your class which continue to inspire my own teaching today.

I’ve never forgotten the grammar lesson – “Capital G for Germans” you once gave me, and I still smile about the time you discovered a frog in the classroom! I suppose it was a bit of shock when you discovered that I became a teacher, but you’re one of the reasons why I joined this profession! Thankyou.

Ms Thomas (Teacher-Librarian):
Your arrival was one of the best things that ever happened at my school. I always loved coming to your Library at lunch; helping out, reading, and discovering the joys of the (very slow!) Internet. You provided a place where I could be myself, where I could leave the teasing outside. You helped inspire my life-long love of libraries. Thankyou.   

Teachers. We Make a Difference.

So, as I close, I’ll pose a question for my readers: Who were the inspiring teachers in your lives?

I’d welcome your posted recollections and comments below.

Classroom Management: Summing Up

Reflecting on my classroom management approach for A Relief Teacher’s Journey, I have gained some surprising personal insights into my relief teaching experience and professional development.

I am not an expert classroom manager by any means, but I have become a much more effective and competent relief teacher. I still have a few areas for improvement, and I expect to further develop my professional skills and practice over the coming years. No doubt, you will probably read about it here sometime in 2011! 

Now, as I prepare to move on to fresh topics, I will leave you with one of the most insightful teaching cartoons I have ever seen. I’m not sure who the author is, but I suspect they may have had relief / substitute teaching experience!

Cracking the Hard Class

As a relief teacher, I’ve come across many tough and extremely challenging classes, taught by graduate and experienced teachers alike.

Walking into, and taking control of the ‘hard class’ is one of the greatest challenges of my job, and I have learnt that there is no “one size fits all” approach. These classes are hard work, but most can be won over in time.

As I write this penultimate post on my classroom management approach, I thought I would share my experiences in a Year 4 class, in July 2010. Over the course of three days, I managed to take control of one of the most challenging class I have encountered as a relief teacher, marking a personal triumph of my first year.

Top Tips for Teachers – Behaviour Matters (TeacherTube™)

This is a tongue-in-cheek look at effective instruction and classroom management. It’s well worth watching. (Click to view)