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Based on your observations and informed by the three overarching

unit aims tell the story of your professional experience and reflect on
your choice of primary or secondary teaching.
On the 24th August 2015, I set out on my first ever lot of practical placement in
the hopes I would confirm my suitability for teaching secondary students. In
order to do this I attempted to adapt four strategies: analyse your attitudes
towards and reflect on your learning, understand the context that you are
working and cultivate collaborative work practice. (Groundwater-Smith, Ewing
and Le Cornu 2010, 160) The week spent in a primary and week in secondary
school was my first exposure to a school from a non-student perspective and I
really enjoyed myself!
Primary school not being my area of choice I was interested to see how
teachers worked with students of the age from four and up. On my primary
school practical I was placed in a kindergarten class and on day one I observed
the students and how my mentor teacher ran the classroom this helped
reinforce there is an array of roles, personalities and group dynamics
(Groundwater-Smith, Ewing and Le Cornu 2010, 169) within the school. I had
entered the classroom in one of their busiest weeks of the term: book week, an
incursion and their assembly. This definitely helped establish an understanding
of just how complex teachers work really is. Throughout the week I worked
collaboratively with the other practical student as we reflected on the day and
interactions with students. I also monitored and ran small group
games/activities, helped my mentor teacher and took my own lesson. The
students were clever, cheeky and so excited to have new teachers in the
classroom. They participated energetically in my activity of making Australian
animal masks, being able to help further their learning was rewarding.
Although primary school is not my chosen area the week helped establish the
base understanding of just how complex teachers work can be.
The second week of practical placement was in a secondary school. I was so
excited for this week as secondary teaching is my choice and I was hoping to
verify my suitability and potential for teaching. My mentor teacher was an
English teacher and also worked in student services in a pastoral care role.
During the week we observed her teaching and in student services. During my
full lesson with a class of year eights a student packed their bag and walked
out! I had an overwhelming urge to nervously laugh; instead I settled the class
down while my mentor teacher stepped outside to speak to the student, the
complexity of running a classroom was demonstrated in this moment. I sent
another student to buddy class after he had been given two warnings and
continued to misbehave. I took another short and full lesson at my mentor
teachers encouragement. I believe my week in secondary clearly
demonstrated my suitability to secondary school, it also allowed me the
opportunity to work with other qualified teachers collaboratively.
In the two weeks I was on placement I realised how suited I am to teaching and
how fulfilling it will be watching students grow and nurturing their educational
skills over the period of a year and not two weeks. I enjoyed both weeks and
was happy to validate my suitability for secondary teaching. Im eager to
continue my studies and learn how to be the best teacher I can be.

References:
-

Groundwater-Smith, Susan, Robyn Ewing, and Rosie Le Cornu. 2010.


Teaching Challenges And Dilemmas. South Melbourne, Vic.: Cengage
Learning.

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