School ofPractice

Professional Education
3

102605 PPCE Self Reflection Form

Pre-service Teacher Details

Pre-service Teacher Name: Pre-service Teacher ID:

James David Cauz 17833253
Pre-service Teacher Phone Number: Pre-service Teacher Email Address:
0420808036 James.cauz@hotmail.com

Placement Details: If you haven’t complete 60 hours face to face you must provide a detailed statement of
how your experience meets the outcomes for Professional Practice 3. Attach evidence.

Placement Name: Placement Phone Number:

Glenmore Park High School 47330155
Placement Address: Placement Email Address:
Glenmore pkwy, Glenmore park NSW 2745 Jennifer.dengate@det.nsw.edu.au
Contact Person:
Jennifer Dengate

While this school has only been around for under 20 years a lot has changed. I myself went to the school and
graduated in 2004 being the 3rd year 12 to graduate it was amazing seeing how big the school has gotten and
how much it has achieved over the years.

The demographic of the school has changed from my years being that alot of the students who attended
where student who were expelled from surrounding schools so the student where nicer, well mannered and
seems to get along for the most part. While I was assigned the student who needed tutoring or more one on
one teaching it was amazing to start by sitting and listening to these students and what they had to say for
not doing so well.

I found that majority of students wanted to learn but just seemed to struggle, even the worst ones wanted
to learn, it was how they were being taught or how it was taught that seemed to be the issue. As a future
teacher I can see why these students struggle as we as teachers need to teach everyone in the class as best
we can and sometimes it can be difficult to change everything for one student. This makes me think on my
own teaching methods and how in which I can change or diversify to become more flexible to those in need
or those not understanding the lesson being taught.

The students I was given to tutor every week did range which was good to get the variety, these students
ranged from a senior who was going though identity issues and changing their gender, another played up
and wouldn’t work unless being center of attention which worked when being one on one with them.
Another student wouldn’t talk, generally was late to school and showed very little interests in school but
after my 2nd meeting I was informed that it was the first time someone saw him not only talk but smile and
laugh. Hearing this helped me to understand I may be doing something right and that even if it was just that
little change i helped someone for that day.

My general teaching style when it came to these students was to build a relationship, get them to talk and
discuss what was on their mind. This allowed me to better understand what was wrong, why they didn’t
want to work or just why they were getting into fights. At the end I found one student I was tutoring had
gone from receiving a warning or detention nearly everyday to not getting 1 in a week so another boost to
my teaching methods.
While majority of the time I spent during PPCE was helping these few students I saw them all grow and
change in a more positive way from the start to the finish of my time there. As much as I have learnt from
this time I still feel that there is so much more I need to learn and grow from, but this is just lesson learnt
over time.

I was really excited when I helped a food tech teaching run a cooking class and one student actually went
home and cooked for their mother and said it was inspired by me and how they looked up to me. The
teacher reported this to me and that in itself has inspired me to become a better teacher, and be better at
what I do and allow myself to always be there for other teachers and every student.

AITSL Standards

The criteria for pre-service teacher reflection focus, the first, second, third and sixth standards.
 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of
abilities
 2.2 Content selection and organisation
 3.1 Establish challenging learning goals
 6.3 Engage with colleagues and improve practice

Subsidiary questions:
What surprised you about your learning in your community setting?
What research about communities did you engage with before you commenced?
Why were you surprised about your learning?
What goals did you set for yourself in your service learning activities?
In what ways were you communicating with your community participants?
What do you believe the participants in your service learning project learned?
What did you learn? How will the experience shape you as a teacher in a classroom?
How would you help someone else learn what you discovered?

This form is to be completed and submitted to the notes/docs section of your profile within InPlace.