Teaching e-portfolio
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  • My Pledge
  • My Philosophy
  • Professional Knowledge
    • Standard 1: Know students and how they learn>
      • 1.1 Physical, social and intellectual development characteristics of students
      • 1.2 Understand how students learn
      • 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
      • 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
      • 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
      • 1.6 Strategies to support full participation of students with disability
    • Standard 2: Know the content and how to teach it>
      • 2.1 Content and teaching strategies of the teaching area
      • 2.2 Content selection and organisation
      • 2.3 Curriculum, assessment and reporting
      • 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
      • 2.5 Literacy and numeracy strategies
      • 2.6 Information and communication technology (ICT)
  • Professional Practice
    • Standard 3: Plan for and implement effective teaching and learning>
      • 3.1 Establish challenging learning goals
      • 3.2 Plan, structure and sequence learning programs
      • 3.3 Use teaching strategies
      • 3.4 Select and use resources
      • 3.5 Use effective classroom communication
      • 3.6 Evaluate and improve teaching programs
      • 3.7 Engage parents/carers in the educative process
    • Standard 4: Create and maintain supportive and safe learning environments>
      • 4.1 Support student participation
      • 4.2 Manage classroom activities
      • 4.3 Manage challenging behaviour
      • 4.4 Maintain student safety
      • 4.5 Use ICT safely, responsibly and ethically
    • Standard 5: Assess, provide feedback and report on student learning>
      • 5.1 Assess student learning
      • 5.2 Provide feedback to students on their learning
      • 5.3 Make consistent and comparable judgements
      • 5.4 Interpret student data
      • 5.5 Report on student achievement
  • Professional Engagement
    • Standard 6: Engage in professional learning>
      • 6.1 Identify and plan professional learning needs
      • 6.2 Engage in professional learning and improve practice
      • 6.3 Engage with colleagues and improve practice
      • 6.4 Apply professional learning and improve student learning
    • Standard 7: Engage professionally with colleagues, parents/carers and the community>
      • 7.1 Meet professional ethics and responsibilities
      • 7.2 Comply with legislative, administrative and organisational requirements
      • 7.3 Engage with parents/carers
      • 7.4 Engage with professional teaching networks and broader communities
  • Photo Gallery

Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

Standard 3.5

Picture
Effective communication is one of main cornerstones
for creating a positive learning environemnt.


In the classroom I use socratic questioning techniques, including:

Questions of clarification
  • What do you think is the main issue here?
  • What do you think John meant by his comment?
  • Jane, summarise in your own words what Mason has said?
  • Could you give an example?
  • How does this relate to our unit of inquiry?

Questions that probe assumptions
  • What are you assuming?
  • What could we assume instead?
  • You seem to be assuming ....Do I understand you correctly?

Questions that probe reason and evidence

  • What would be an example?
  • Why do you think that is right?
  • How could we go about find out if that is true?
  • What is the evidence?

Questions about viewpoints or perspectives
  • What would someone who disagrees say?
  • Does anyone in the class think differently?
  • How are Mary's and John's ideas the same? Different?

Questions that probe implications and consequences
  • But if that happened, what else would also happen as a result? Why?
  • What are you suggesting?

Questions about the questions
  • Why do you think I asked this question?
  • How does ....apply to everyday life?


For managing behaviour I use I-messaging communication techniques

This assertive communication technique was developed by Gordon (1974). The formula for constructign an I-message is:
  • When I get interrupted during a lesson I feel frustrated because I have to keep stopping.
  • When I find the classroom in a mess I feel disappointed because I try to keep it tidy.
  • When I see how much you've learned I feel proud because my work has been successful.
  • When I see you tapping your pencil loudlyI feel frustrated because I know others cannot hear properly. (Optional) I would rather you put the pencil down and listen quietly.


I use negotiating skills

Step 1: Identify the problem
Step 2: Identify possible options
Step 3: Identify the outcomes of each choice
Step 4: Delete unacceptable choices
Step 5: Apply the agreed solution
Step 6: Identify a time for review

Adapted from Dinkmeyer and Mackay, 1982 and Gordon 1974.



I model active listening skills

For example:
  • "Let me understand you correctly..."
  • "You feel...because..."
  • "Sounds like..."
  • "It must be...when..."


I use effective non-verbal communication

  • positive gestures, posture and positioning
  • appropriate facial expression and eye contact
  • proximity, touch and physical setting


I am sensitive to cultural differences

During my placement I have shared classrooms with students from a variety of cultural backgrounds. I have respected student diversity at all times and have made efforts to gain further insight by reading recommended texts relevant to communication, diversity and inclusion.

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