Know students and how they learn
1.1 Physical, social and intellectual development and 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
Knowing students on a personal and intellectual level I believe is one of the most important parts of teaching. Taking the time to get to know students is an important pre-requisite for effective teaching. As teachers we need to understand individual students learning styles (visual, kinaesthetic, auditory). We need to know about their individual needs based on things that are influencing and impacting them outside of the classroom. This may include practical issues that each child may be battling, and therefore it still plays a role in the classroom. Getting to know students quickly gives us as teacher’s information about their relevant prior knowledge and experiences in particular learning areas, and therefore the journey on which we need to take them. We need to learn about our students on a personal level, find out their traits and characteristics, what makes them tick, what interests and motivates them.
Upon learning about each student’s strengths and limitations not only intellectually but physically, socially and emotionally, it is then that I can differentiate my teaching. I cater for students by adapting my teaching strategies, instruction, content, resources, assessment and learning outcomes so that each student is provided with the same opportunities to learn and reach their full potential. I accommodate for diverse students and a full range of abilities by providing a variety of learning experiences. Being a teacher is about being flexible and willing to differentiate, this is a quality I possess. By connecting with our students in this way a relationship will be formed. This enables us to create a welcoming and open environment. Making this effort builds a sense of community.
Knowledge and understanding of students is one of the very first steps of teaching. I endeavour to paint a picture in my mind of my students and what makes them each an individual. We are all different and I want to embrace that. I accept and welcome the uniqueness of every child. I strongly believe that it is when a classroom can accept and truly celebrate diversity that an inclusive learning environment is created.
Upon learning about each student’s strengths and limitations not only intellectually but physically, socially and emotionally, it is then that I can differentiate my teaching. I cater for students by adapting my teaching strategies, instruction, content, resources, assessment and learning outcomes so that each student is provided with the same opportunities to learn and reach their full potential. I accommodate for diverse students and a full range of abilities by providing a variety of learning experiences. Being a teacher is about being flexible and willing to differentiate, this is a quality I possess. By connecting with our students in this way a relationship will be formed. This enables us to create a welcoming and open environment. Making this effort builds a sense of community.
Knowledge and understanding of students is one of the very first steps of teaching. I endeavour to paint a picture in my mind of my students and what makes them each an individual. We are all different and I want to embrace that. I accept and welcome the uniqueness of every child. I strongly believe that it is when a classroom can accept and truly celebrate diversity that an inclusive learning environment is created.
Evidence of this Standard:
Through my placement experiences in schools I have had the opportunity to teach in a composite and multi-age classroom on two occasions. I have worked across a broad cross-section of students. These experiences have developed my appreciation to take into consideration the diversity across students and the need to recognise and accommodate them. My final reports and referee statement written by mentor teachers show my ability to differentiate to meet learning needs of a range of students. After choosing to complete an elective course about the contexts of difference and disability I then decided to have one of my four week placements in a special education unit within a school. This experience led me to further practise my skills and knowledge in implementing strategies to support full participation of students with disability.