Teaching Talia

Week One

Posted on: March 13, 2007

My first official week of Prac. I have been coming to prac every Wednesday for the last few weeks, and I’ve learnt a lot.

This week there was a suply teacher instead of Jenny. Not only did this mean that I got to see another learning style but I also got to see some other activities that the prep’s did as opposed to the play that they usually do all day on Wednesdays.

What I saw:

The students were a little less well behaved for the supply teacher then for Jenny. Ann, the suply teacher, used big books to grab the students attentions and to read to them from. These books always went with the theme of their play, which was Australia Zoo.  

The students went through a rotation of activities. I was looking after the writing and drawing activities. I noticed that when Bodie thought he couldn’t write his name he just stopped and didn’t try again. I had to really spend time encouraging him to look at his name on his card and try again. I had to, in the end, draw dots for him to trace over. Even with this he still had problems.

I noticed that the majority of students really liked drawing and colouring in. Andre, Luke, and a few others were very slow colourers. They really tried to take their time. Unfortunately that meant that they didn’t get finished. Andre was really quite upset when he was asked to stop colouring and he even refussed to go sit down on the carpet. To make it more fun when the the students had to stop colouring I gave them a two minute warning that time was nearly up and then I counted down from 20. At 0 they had to stop. Not only did this get them to become excited about stopping but it also meant that I was modelling counting for them.

What I heard:

 The teacher asked the students to do tasks more then once- the students didn’t listen to her much. Ann would say when reading books, “Hands up if you can see something on this page that you would like to mention”. She asked them to put their hand up if they had something to mention, not just asking them if they had something they’d like to mention. SHe let them mention things on most of the pages. The children then identified different animals they saw, different experiences they had had, and different things they knew about the animals they saw. This was great because it meant that the children were relating it to real life and were using the information in the book to build and construct more knowledge.

Ann asked Malakie “Is that a friendly face? Be firendly”. Malakie knew that he was meant to be friendly and so then stopped frowning. I thought that this was a good technique because it gave the student an opportunity to think about what they were doing and make the decision for himself what he was going to do. He wasn’t getting in trouble, he was just being asked a question.

“I love it when people put their hands up and wait for me to call on them.” This statement made by Ann when the children all had their hands up really encouraged them and made them sit up straighter. I think that saying this would also be really effective if only some of the students had their hands up. That way the ones who were calling out would know that it wasn’t appreciated and that they weren’t in the favour of the teacher by doing it. It is also a nothing discreet way of getting children to do the right thing when they’re doing the wrong things without actually getting them into trouble.

What I felt:

The students wanted to know where their regular teacher was, and so they were a little restless and the feeling in the room wasn’t as positive as it usually is.


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Just finished my Graduate Certificate in Cross Disciplinary Art and Design with UNSW.




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