Evidence 7:

In this critical reflection, I will explore my development as a teacher

and the influence of the various contexts on my teaching approaches.
This includes the whole school approaches, which are adopted by staf
in the diferent schools.

Hudson and Hudson (2009) explore the contexts and challenges of

small rural schools. One area was the increased roles and
responsibilities of staf within the school. The increased roles and
responsibilities of the staf were explored and evident in one of my
practicums. During a practicum at a small rural school, the Principal
was also a classroom teacher within the school. The two vital roles
meant the Principal was required to meet the needs of the students in
the classroom, but also ensure the needs of all students within the
school, teachers and parents were also being met. Additionally, the
Principal was responsible for Department requirements. Compared to
other practicums, the roles and responsibilities of the Principal was
increasingly diferent, as was the general classroom teachers. The
context and challenges of this small rural school assisted my
understanding of the importance of working as a team and assisting
the school principal by demonstrating the ability to engage
efectively, sensitively and confidentially with parents and carers
(APST 7.1 and 7.3).

Carney and Cohen (2012) explore the importance of quality teacher

and student relationships within the school community. Through
whole-school approaches, it was evident that a positive culture can be
established. In relation to past practicums, positive behaviour
learning is a whole school strategy that has been efectively adopted
and implemented in both the small rural schools and larger suburban
schools. Upon reflection, it is through the sharing of professional
knowledge (7.4) that the positive behaviour management approach
has been efectively implemented in schools. It has assisted teachers
to create positive relationships with students. Positive behaviour
learning is a strategy that I used during all practicum experiences and
it has positively developed me as a teacher. This is because it reminds
me to reflect on my behaviour management, and observe the
diferent responses from students when positive and negative
behaviour management strategies are used.

Marsh (2010) highlights the importance of identifying ways in which

students feel valued and respected. In relation to APST 1.4, it is
imperative for teachers to demonstrate a broad knowledge and
understanding of the impact of culture, cultural identity and linguistic
background on the education of students from Aboriginal and Torres
Strait Islander backgrounds. Whilst having a broad knowledge and
understanding of culture is essential, I have not yet had to educate
Aboriginal and Torres Strait Islander students in the classroom.
However, I understand the importance of being culturally competent
and using knowledge to develop strategies that will assist Aboriginal
and Torres Strait Islander students to reach their optimal potential and
have successful futures. Therefore, understanding the cultural and
linguistic background of the students in my classroom is an essential
component in my teaching career.

Reference:

Australian Institute for Teaching and School Leadership. (2014).

Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list?

Carney, M., & Cohen, J. (2012). Revolution in the Classroom. Australia:

Four Corners.

Hudson. P., & Hudson, S. (2009). Understanding rural and remote

schools and facilitating school-community relationships. In J.
Millwater & D. Beutel (Eds), Stepping out of the real world of
 education (pp.133-154), Frenchs Forest, NSW: Pearson
Education Australia.

Marsh, C. (2010). Becoming a Teacher: Knowledge, skills and issues

(5th ed.). Frenchs Forest, NSW: Pearson Australia.