The following reflection and analysis are based off a student placement in a co-educational,

Catholic school within a stage 2 classroom. The classroom consisted of 25 students with one
who required constant differentiation. This is the student I have chosen to focus my reflection
on for one of two reasons: for the first time within a school setting I was sure I felt more
uncomfortable than the student, (which as a health major and a passion for teaching puberty
and sex education is highly unusual), and that I managed, with support, to make a substantial
positive difference in this students life in four short weeks.

This student was a nine-year-old female, and did require immense time and energy just to
even produce simply tasks. This student was a selective mute who refused to speak majority
of the time, and due to this she had a lot of problems completing tasks and assessments that
the other students were completing. This student although she was in grade 3 her mind was at
a kindergarten level. Therefore, an Individual Learning Plan was put into place to help her
progress from a Kindergarten standard to as close to the year three standard as possible. The
student did qualify and was allocated an aide three days a week, however the one aide was
shared amongst eight students who were greatly in need of assistance within the stage 2 unit,
which wasnt of much assistance to this student.

The failed attempts to ask this student to work and speak were an interesting challenge for me
to tackle. The student was defiant, strong-willed and wished for nothing but to play games on
her iPad. Unfortunately, many teachers found this student too much of a handful to engage,
and so allowed her to play iPad games the entire school day to focus on the other students. It
was a steep learning curve for me to witness a vast amount of disregard for an individuals
success, but with an ILP in place and the student given the option each day to learn or play,
she chose to play. I decided to differentiate by initially finding ways to adapt lessons all
students were partaking in and modifying the difficulty, as well as allowing the student to use
her iPad. After a few lessons, I asked the student if shed like to try more fun activities the
other students were completing without the iPad but assured her theyd still be fun. Not
only did she disregard the iPad for the lessons I taught, but by participating in the classroom
other students began to assist with her learning as well. They started to become more
engaging with her and even went to the extent of peer teaching. Through this the students
were able to provide constant feedback and provide constant socialisation. This in turn made
this student feel more comfortable and safe within the classroom and this allowed for this
student to make small steps with increasing her speech. Whilst I cannot take complete credit
for this progression, I learned that as a teacher we must accept our limited power but that
the power we do have we should not inflict on students, but empower students to make their
own guided decisions.

I found that there is a possibility to differentiate for the benefit of the minority of students
which can also benefit the rest of the class, and not always with an academic focus. For
example: the class was often unsettled in the mornings, and up to five students would fall
asleep within their silent reading session in the morning. After some investigation, it was
evident almost half the class were not eating breakfast prior to school. Therefore, it was
decided by my mentor, fellow student teacher and I that instead of a piece of fruit/healthy
snack after lunch time, this brain food would be permitted immediately in the morning when
students arrived at school. Not only did students approve of the change, but energy levels
improved, engagement was evident and students who did eat breakfast were not hindered by
allowing those who didnt to have a morning meal. From this experience, I gained the
maturity and realisation that differentiation is the rule not the exception; by teaching students
in an engaging and modified fashion they may not all gain copious knowledge but without
modification in lessons some students may miss out.

To differentiate in practice is completely different to theory. Prior to this subject and

placement, I assumed that lesson plans, control and behaviour management was the key to a
happy, engaging and productive class. I now believe that removing students and providing
different activities can be destructive and counter-productive but planning lessons which
are created to be modified and working with students and the school community to find
solutions and slightly differentiating those lessons is enjoyable and successful for all
involved. Taking a holistic approach to teaching has allowed me to see the endless
possibilities to students who have differed needs. Understanding that not all students are the
same and knowing your students is key in ensuring they have the best chance to learn. I hate
to admit that I initially saw these students as a burden, as I am fortunate enough to have never
struggled nor faced adversity within my education. I didnt understand why all students could
not achieve top grades with a competent teacher, or why lessons had to be altered when VCE
examinations could not be changed for individuals. On reflection, I am so glad to have had
the opportunity to connect with students and be given the reality check that academic success
is one mere element of a life and not all people are equipped for a love of learning. I am
glad to have seen the difference care and compassion can create, and to have seen the
collaborative improvement of a students social/emotional wellbeing and their engagement at
school. Focusing on differentiation throughout this subject has been an eye-opening
experience and has slightly altered but reaffirmed my aspirations for a career as an educator.
In theory, I believed I would be a good teacher, but in practice I have discovered that I can be
a great teacher if I remained focused on the needs of the students. Not only have I learning a
lot about being a teacher but I can only have the students to thank for that. I thought I was the
one teaching them but they taught me just as much if not more and Im so thankful.