EPT123 Professional Experience Reflection of Standard 1: Know students and how they

learn
The feedback I received from my supervising teacher whilst on placement states that I made a
clear effort to access information within the school to learn and recognise the students who I’d
be working with that may require strategies to be implemented to support their learning. (1.1,
1.2, 1.3, 1.6) I felt this was an important step in getting to know my students and how they
learn before I even got to meet them face to face. Effective lessons don’t just happen. Planning
is crucial to ensure that what is taught in lessons is meaningful and appropriate for the students’
level of ability. (Marsh, 2014) With the information I had collected on my students I proceeded
to plan and cater lessons for students with differing abilities and incorporate strategies such as
peer to peer tutoring in aide to support students of lesser ability. (1.1, 1.5, 1.6) As well as noting
this, my supervising teacher noted the different teacher strategies and resources I utilised
throughout my lessons, which included ICTs, practical demonstrations, activity sheet
completed individually and in a group setting, note taking and questioning. (1.2, 1.3, 1.4, 1.5,
1.6) The asking of questions is an essential and effective teaching strategy because it has the
potential to stimulate students thinking and enhance learning. (Weatherby-Fell, 2015)
Questioning also became an important tool for assessment as I was able to access feedback
directly from the students and gauge their prior learning, understanding and ability during the
lessons and adapt quickly to the situation to ensure my students were involve in a positive
learning experience. As part of my lesson plans I sort to engage School Learning Support
Officers and the Aboriginal Education Officer to assist students within the class group, this
need was identified through the information provided through the class roll which identified
the Indigenous students of the group and the students whose learning was enhanced with one-
one support. (1.2, 1.3, 1.4, 1.5, 1.6) By accessing these resources I felt that I was assisting the
students to be prepared for and enabling them to engage academically during the lesson.
(Weatherby-Fell, 2015) It was through my lesson evaluations, observations, formative
feedback and questioning that I could further tailor my future lessons to better cater for the
diverse learning needs of my students and look to improve their learning outcomes.

References
Marsh, Colin J. & Clarke, Maggie. & Pittaway, Sharon. (2014). Marsh’s becoming a
teacher. Frenchs Forest, NSW: Pearson Australia
Weatherby-Fell, Noelene. (2015). Learning to teach in the secondary school. Port
Melbourne, VIC, Australia: Cambridge University Press