Reflection 4
Standard 6: Engage in professional learning
Focus Area 6.3.1: Seek and apply constructive feedback from supervisors and teachers to improve teaching practices
Standard 6: Engage in professional learning
Focus Area 6.3.1: Seek and apply constructive feedback from supervisors and teachers to improve teaching practices
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You know that moment when you are just about to start your lesson and say those first few words and you start to think about what your supervising teachers are going to write in their books about your teaching and lesson? If you don’t you are lucky! It can be nerve-racking at times and you find yourself sneakily looking from the corner of your eye at their expressions. However when it’s all done and I am sweaty and flustered, I become excited and anxious before I receive feedback. Whether they comment on certain aspects of the lesson I did well and didn’t do so well, either way for me it’s constructive and it is an essential part of the learning process when becoming a teacher (Dinham, 2008).
Feedback is equally vital in schooling as it is in the Masters of Teaching (Primary) program. I have gained so much from feedback that I have learnt to recognise, correct, challenge and improve my teacher performance. It is not only a confidence booster but I become motivated to do better next time. For example in the beginning I was told to work on my modelled speech and to state my expectations from the very beginning. Learning this, I went home and developed a list of my expectations that I could say to the students for next time. I have to admit I have a weakness when coming into the classroom for the first time. I am very friendly and always smiling and maybe a little lenient. But, most teachers will tell you that you have to begin firm and tough when you become a full-time teacher and slowly ease off when appropriate. I agree because students often take advantage of your soft nature and therefore it can take longer to develop effective classroom management. I know this will be one of the biggest challenges for me and an aspect of communication I want to master for future teaching prospects. I believe constructive feedback when given in the right way can improve teacher effectiveness the same way it can improve student learning (Brinko, 1993). Knowing how much I reflect and apply the feedback given to me, I want to do the same for my students as much as I can both verbally and non-verbally (Dinham, 2008). 376 words |
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