Showing posts with label School. Show all posts
Showing posts with label School. Show all posts

Wednesday, 24 October 2012

How to write a CV/Job Application


CV (1 page)
  • Name
  •  Address
  •  AIM – one sentence or statement
  •  Employment history (teaching only) (unpaid and paid incl pex and tutoring)
  •  Tertiary education
  •  Training and development
  • Referees.  (contactable) (only 3)




APPLICATION (2 pages)
  • Position Criteria (heading)
  • Approval to teach K-6 (subheading)   eg: a classroom that fosters mutual support, a challenging curriculum and is a happy and safe place is essential for chn to reach their potential
    • exhibit excellent classroom practice by providing….
  •  End with a mini conclusion
    • at XXX public school I would
Reference:

EDPD402, (2012), EDPD402 'Introductory Lecture', Lecture notes, University of Wollongong, Faculty of Education, accessed 7/09/12

Image: http://www.allaboutindia.org/wp-content/uploads/2012/05/teacher.jpg

What is teacher centred and student centred learning?

http://www.nclrc.org/essentials/goalsmethods/learncentpop.html

Tuesday, 23 October 2012

Grouping Students


Providing students with opportunities to work in groups in the classroom can be successful in producing a wide range of educational outcomes including; improved achievement, and positive interpersonal relationships with other students. These outcomes however, are only achievable when teachers set up conditions that motivate students to prepare and engage in ‘give-and-take discussions’ (Michaelsen 1998). Simply allocating students groups does not mean students will be engaged with one another, thus it is crucial that you thoughtfully plan group work and the types of groups you will be using (BHE 2012). When implementing group work in the classroom your chief role is to plan, manage and monitor the learning environment ‘so that students can collaborate and engage productively in learning’ (Killen 2009 p222).


http://img.ehowcdn.com/article-new/ehow/images/a07/hq/43/group-students-classroom-800x800.jpg


When forming groups in your classroom you have three choices. You can;
1) allow your students to form their own groups
2) form groups by random
3) place individuals learners in groups for a specific reason

If you choose to take the third approach, the basic choices are to make the groups heterogeneous or homogeneous (Killen 2009).

Heterogeneous

The first type is heterogeneous grouping. Heterogeneous means to group students of different ability levels together. This definition can also be extended to include grouping together students of different ages and races (BHE 2012).

Homogenous

The second type is homogenous grouping and simply means grouping students who are similar together.

Setting Up Group Work


¨     Start by introduce group work gradually to your class. This can be achieved by progressing from pair work to larger groups; short periods of time to longer periods of time; teacher formulated groups to student formulated groups (Killen 2009). As this will allow students to gradually assume greater responsibility.

¨     The nature of certain tasks you set will ultimately determine the type of grouping strategy that you implement in the classroom. While numeracy groups may be suited best to ability groups, the group for a problem-solving task for example, may be based on student interests (Marsh 2004).

¨     When implementing group work in the classroom be sure to make it clear what the purpose of the task you have set is, as well as the steps required to be complete within the time frame provided. As well as making it clear what you expect of the final product and how you plan to assess it (Killen, 2009).

See De Bono’s six thinking hats (De Bono 1992) for a way of assigning specific roles to students in group work tasks.

Take a look at the following links to find more detailed information on cooperative grouping strategies:


Checkout the following link to find one strategy that a practicing teacher used in her class to allocate roles for students in groups: http://stepintosecondgrade.blogspot.com.au/2012/03/group-work-jobs-and-sale.html

References

Bright Hub Education (BHE) 2012, ‘The Importance of Group Work in Your Classroom’, URL: http://www.cambridge.org/other_files/downloads/esl/booklets/Jones-Student-Centered.pdf (Accessed 23 October 2012).
De Bono, E., 1992, ‘Six thinking Hats for Schools Book 2. Victoria, Australia: Hawker Brownlow Education.

Killen, R., 2009, ‘Effective Teaching Strategies: lessons from research and practice’ eth edition, Cengage Learning, Victoria: Australia.

Marsh, C., 2004, ‘Becoming a Teacher: knowledge, skills and issues’
(3rd Edition). NSW, Australia: Pearson Education Australia.

Michaelsen, L, K., no date, ‘Three Keys to Using Learning Groups Effectively’, URL: http://www.cambridge.org/other_files/downloads/esl/booklets/Jones-Student-Centered.pdf (Accessed 23 October 2012).


Aboriginal Liaison Officer


The role of the Aboriginal Liaison Officer (ALO) is to assist the Principal in developing effective relationships between your school and the local Aboriginal communities, so as to “close the gap” on Aboriginal disadvantage (Redfern Jarjum College 2012). Other duties of the ALO will generally include; 
- developing consultation and communication strategies that engage the local Aboriginal communities;
- developing and implementing strategies that address the needs of Aboriginal communities;
- assisting the school and the Aboriginal communities to develop, review and implement relevant programs, engaging with the communities in a way that generations long term loyalty and commitment to the school, through value added services and programs;
- assisting in volunteer activities and events that promote the recruitment of volunteers;
-responsibility for the appearance of students and modelling appropriate dress and manner.

Reference

Red Jarjum College, 2012, ‘Role Description – Aboriginal Liaison Officer’, URL: http://www.rjc.nsw.edu.au/?page_id=999 (accessed 23/10/2012). 

Image: http://www.inmycommunity.com.au/_uploads/ArticleFeed/resized_d374247aCC_300_300_FitSquare.JPG

What Makes a Good Program?


What should be in a program?

- Evidence that you have thought about the children in your class
- Evidence that your program reflects the school policy that in turn should reflect the community the school serves
- School mission statement
- School aims
- Student profile
- Student needs analysis. Include in this comments about special needs children
- Evidence of integration
- Rationale and aims for each KLA e.g. ‘This year I want the children to’
http://www.raritanval.edu/uploadedImages/faculty/hsse/full-time/suk/chalkboard.png?n=7579

Units of Work

-       Outcomes & foundation statements
-       Indicators relating to how the children may achieve the outcome
-       Duration
-       Teaching learning activities (the crux of your program)
-       Assessment strategies. Try to date these if possible (plan when you will do things)
-       Unit evaluation
-       A statement about how the unit integrates with other KLAs

Perspectives

-       Aboriginal education
-       Gifted and talented education
-       Student equity

Setting Out

 Try to keep your program simple. Integration saves you time. Worksheets should be in a resource folder. Keep photocopies to a minimum.

Happy programming! 

Toovey, J (2012)

School Funding


To become aware of how funding in your school is allocated and taken care of click on the following link:
http://www.deewr.gov.au/Schooling/ReviewofFunding/Documents/Review-of-Funding-for-Schooling-Final-Report-Dec-2011.pdf and it will take you to the ‘Review of Funding For Schooling’ (Australian Government 2007). 



Saturday, 20 October 2012

Programming



Before you start developing a program, you need to assess a variety of issues to ensure the program is relevant to your class, school and ability. Below are a few information sheets and checklists to help you with this process.



Teacher Program Checklist

School Situational Analysis

Creating Individual Learning Plans




Helpful Websites:



Primary Programs Plus   


"Primary Programs Plus has been developed by experienced and well-qualified primary school teachers to provide other teachers with a total programming resource. Since 2001, we have successfully provided teachers with access to quality programs across all curriculum areas. We are proud of our reputation throughout Australia as a leading online provider of primary teaching programs that are both practical and relevant to your everyday teaching needs." (PPPlus, 2012)


Reference

PPPlus, (2012), Primary Program Plus; Primary Resources Developed By Teachers For Teachers, http://www.ppplus.com.au, accessed: 21.10.12

Image: https://oaus.s3.amazonaws.com/wp-content/uploads/2012/07/Teaching-learning-header-800-648x382.jpg



Tuesday, 9 October 2012

How to develop interpersonal communication skills in the workplace


In order for a professionally organised and managed workplace, one must develop effective communication skills. Competent interpersonal skills consist of knowledge and understanding about communicating with fellow team members. We must visualise ourselves on an interpersonal skills continuum where we are constantly self-assessing our social composure and disclosure to evaluate the effectiveness of our verbal and nonverbal responses within our workplace; and to improve where necessary.

The following skills are required to communicate effectively:

1.     Refer to the person you are talking to by name. People are complimented when they know that you are making the conversation personal.  It also enables you to store this personal information into your long term memory. For example, when someone introduces themselves, reply with “hello, nice to meet you (insert name).” as next time, you shall be able to refer to them in a much more interpersonal way.

2.     Make messages specific and complete. When speaking, include all of the necessary information the receiver needs to comprehend your message. Repeating your message more than once and using other skills such as pictures and nonverbal cues will help transcend your message across.

3.     “Own statements” involve using first person singular pronouns such as: I, my, me. Ownership means taking responsibility for the ideas and feeling that you express. Be descriptive. Describe your feelings by saying: “I feel angry when…”, “I feel disappointed because…”

4.     After you have disclosed a message, you must continually ask for feedback to become aware how the receiver is interpreting and processing your message. Listen with an open mind, accepting that you have plenty to learn. If you ever have any doubts, ask the receiver questions.

5.     Avoid jumping to conclusions about what your team member is saying. Listen to the whole message or reply before you make a comment. If you ever have any doubts, ask the receiver questions or paraphrase their message to clarify the information they have just given you. Your team member will appreciate that you are listening to what they are saying.

6.     Try to control your defensiveness when communicating to team members at all times. Fear of hurting your feelings or being confronted by defensive behavior makes people hesitant to socialise and communicate with you. If you do find yourself becoming defensive, practice stress management techniques such as deep breathing and exhaling slowly.

7.     The reading of a person’s body language, such as their facial expressions, gestures and posture, is one of the most significant skills of communication. Nonverbal communication not only portrays how a person is feeling but also how they are coping with their emotion. Being able to identify the following clues may ease the process of finding the right time to confront a fellow team member. For example, a person may appear angry when: they have frowning eyebrows and mouth, clenched fists, flailing arms, slamming doors and stamping feet (Bolten 1997).

8.     Just because a team member gives you feedback, doesn’t mean their feedback is right. Check with other members to receive a different perspective of the matter and to determine the reliability of the feedback.

9.     If you are being bullied or harassed by a fellow team member, tell the person face to face how their behaviour is impacting your work and what feelings their behaviour evokes. If the team member’s actions still persists, document all confrontations and report privately to the school principal.

10.  If you are approached by a negative person and they ask for help, provide advice or ideas for how the coworker can address the reason for their negativity. Be sure that you set limits so the team member’s negativity does not overpower your energy and positive outlook. Walk away or tell them you would prefer to move onto more positive subjects.


Reference list

Bolten, R. (1997). People Skills: How to assert yourself, listen to others and resolve conflicts, Simon and Schuster, Australia
Healthfield, S. M. (2012). 10 Tips for Dealing with Difficult People at Work: Dealing with difficult coworkers, bosses and friends at work, last accessed: 28/09/2012, http://humanresources.about.com/od/difficultpeople/tp/dealing_difficult.htm
Robinson, M. (2006). How to Improve Your Interpersonal Communication Skills, last accessed: 28/09/2012, http://voices.yahoo.com/how-improve-interpersonal-communication-skills-55208.html

Image:http://4.bp.blogspot.com/-TvPjvzPadK4/UCQhMrihYI/AAAAAAAARAo/OskBdocFYW0/s1600/Communicating.jpg



The importance in the school philosophy



Through working as a united learning community, our purpose is to produce optimistic, resilient lifelong learners with skills for future success as responsible citizens in the 21st century.
Park Hill Public School, 2012

The importance of a philosophy in education is that is defines the purpose and focus of an educational institution (Thompson 2007). When parents are choosing the appropriate school for their children to attend or teachers are finding the school that best suits their own beliefs in education, reading the school philosophy will provide an overall picture of how the staff define what subjects are taught and how they are taught, and more importantly the values and attitudes of the teaching and learning process.

Below is a philosophy checklist created by Cornell University Graduate School (2010) of information you must include in both your personal and school philosophy:

  • Teaching values, beliefs, and goals
  • Provides a set of criteria and/or standards to judge the quality of your teaching
  • Provides evidence of your teaching effectiveness
  • Explanation of the desired learning styles (inquiry based, student directed, problem solving, critical thinking, teamwork)
  • Educational purpose and learning goals for students
  • Effective teaching methods
  • student-teaching roles and responsibilities
  • student-teacher interactions
  • inclusiveness
  • Effective methods for assessing students’ learning
  • Effective methods for the assessment of teaching

Answer these questions to get started:


  • The purpose of education is to________.
  • Why do you want to teach your subject?
  • Students learn best by______________.
  • When you are teaching your subject, what are your goals?
  • The most effective methods for teaching are___________.
  • I know this because__________________.
  • The most important aspects of my teaching are______________.


Writing guidelines:

  • There is no required content, set format, or right or wrong way to write a teaching statement. That is why writing one can be challenging. 
  • Make the length suit the context. Generally, they are 1–2 pages.
  • Use present tense and the first person, in most cases.
  • Avoid technical terms and use broadly understood language and concepts, in most cases. Write with the audience in mind. Have someone from your field guide you on discipline-specific jargon and issues to include or exclude.
  • Include teaching strategies and methods to help people “see” you in the classroom. Include specific examples of your teaching strategies, assignments, discussions, etc. Help them to visualize the learning environment you create and the exchanges between you and your students.


Reference List

Cornell University Graduate School. (2011). Teaching Philosophy Statement, last accessed: 29/09/2012, http://www.gradschool.cornell.edu/career-development/put-your-qualifications-writing/teaching-philosophy-statement
Thompson, A.C. (2007). A philosophy of education, last accessed: 29/09/2012, http://www.acthompson.net/PhilEd.htm

Image: http://edutopia-ntbootcamp.wikispaces.com/file/view/Wordle_Philosophy.jpg/240112525/705x348/Wordle_Philosophy.jpg