Points of awareness … continued

6. Aura of friendliness and engagement

Children and students react positively to teachers who manifest an attitude of friendliness and who are willing to share conversationally with them during lessons and activities. In the olden days, teachers in Australia used to be “standoff and starchy”. They did not interact conversationally with those whom they were teaching. These days there is a closer affiliation between teachers and students which has done a lot to add humanity to the profession.

7. Repetition of instructions and children ‘listening for repeats.’

Aim to give instructions as few times as possible. Some children and students get into the habit of deliberately not listening, meaning teachers feel obligated to go over and over and over the giving of instructions. That does not help either in time management or the flow of the lesson. Aim to get to where instructions are given, ideally once only and certainly no more than twice. This will be helpful if instructions are kept simple and brief. Sometimes instructions are too complex or have too many parts. This confuses children, and students go can get lost in directions.

8. Timing of Lessons and Breaks Needed

Make sure you stick to the times set for lessons. This is part of your planning and will be checked through by Mentor Teachers. When lesson times are confirmed, stick to those times rather than running on and going overtime. Make sure as part of this that you transition ( move) from one part of the lesson to the next within the time suggested.

When a lesson finishes and you move to the next task, make sure you follow time so the second or following lesson is not crimped (made short) of time. If you consistently run over time, the periods for recess and lunch may be reduced. Children and students need their break times for eating, playing and relaxing.

You will learn how much to plan for select periods the further you get into your practice. It takes a little while to work out time management matters for a group or class.

9. Your daily recordings of outcomes.

Always write notes at the end of each day that reflect on what you have done well and on things you might do differently and better with or during your following lessons. It is essential to make a note of your successes as well as note the items offering challenges. This ‘reflective journal ‘ is ever so important and can b easily overlooked. I suggest that you write it regarding your plans and notes used during the day, that you write conversationally and that you use it to note things you recall.

10. Self-evaluation

This follows from the above point. ‘Critically think’ about your teaching and the developments within you that are taking place. Consider the way you influence children and students and consider the way they, your Mentor Teacher and other colleagues are impacting you. I strongly suggest that you consider yourself a ‘junior colleague’ and member of the staff of your practice school.

To be continued …