Professional Practice

Secondary Program
Daily Self-reflection Form
Completed by the Pre-service Teacher once daily
Pre-service Teachers reflect on their performance in lesson (s) taught and where possible prior to the daily Mentoring
Teacher’s debriefing.

Pre-service Teacher’s name Tyler-Shaye Miller Date 26/10/20

Curriculum/teaching area English
Lesson topic (s) Visual techniques in The Great Bear Year/Stage 7

GUIDING STATEMENTS FOR LESSON REFLECTION

PRE-SERVICE TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS
I utilized PowerPoint (ICT use) to display the learning outcomes for the lessons, therefore ensuring all students were
aware of what was expected to learn throughout the lesson. As a class we read the picture book and I constantly stopped
to point out visual techniques and ask directed questions about the book. Therefore, displaying my content knowledge of
visual techniques as I was able to explain techniques as we read.

PRE-SERVICE TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN

This was a particularly challenging lesson, as it was my first lesson with the Year 7’s and they definitely tested my
authority. I interacted with every student as I was constantly reminding them to stay on task, open book, flip page etc.
My explanation of visual techniques further developed the student’s literacy capabilities as I effectively explained specific
techniques.
PRE-SERVICE TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING
The simile do now activity was straightforward for some students whilst difficult for others, thus, the task engaged a
diverse range of learners and challenged students to correctly answer. If students finished early, they were prompted to
complete an extension activity, thereby, challenging the students accordingly.

PRE-SERVICE TEACHERS COMMUNICATE EFFECTIVELY WITH THEIR STUDENTS

Throughout the lesson I continuously explained and ‘chunked’ information appropriate to the skill level of the
class. I also ensured clear and simple directions were utilized and repeated and use the whiteboard and
PowerPoint as a way to reinforce directions and tasks.
 GUIDING STATEMENTS FOR LESSON REFLECTION
PRE-SERVICE TEACHER’S LESSON REFLECTION
PRE-SERVICE TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS THROUGH
THE USE OF CLASSROOM MANAGEMENT SKILLS

As this was my first lesson, I did attempt to minimize disruption by circulating, calling on specific students and asking the
class as a whole to focus and remain on task. Within my next lesson I plan to get the students to enter one by one to
start the lesson in a more structured fashion, which I believe will improve the students engagement levels.

PRE-SERVICE TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE

This was my first official lesson with this year group, however, I have applied my mentor teachers advice of ‘naming’
students to call attention when they are being disruptive to my lesson.

PRE-SERVICE TEACHERS ARE ACTIVELY ENGAGED MEMBERS OF THEIR PROFESSION AND THE WIDER COMMUNITY
Last Friday was Book Week dress up which I participated in, I thoroughly enjoyed this school activity and note the joy and
engagement the students received from this day of dressing up and celebrating books. I am excited to participate in
similar school activities which incorporate the whole school into a positive and celebratory atmosphere.

Reflect on what you will implement in following lessons in order to demonstrate a professional approach to
teaching.
Within my subsequent lesson with Year 7, I plan on utilizing a broader range of behavior management strategies to
ensure a higher level of student engagement.
Professional Practice
Secondary Program
Daily Self-reflection Form
Completed by the Pre-service Teacher once daily
Pre-service Teachers reflect on their performance in lesson (s) taught and where possible prior to the daily Mentoring
Teacher’s debriefing.

Pre-service Teacher’s name Tyler-Shaye Miller Date 27/10/20

Curriculum/teaching area English
Lesson topic (s) Lesson 2 on Context of Hiroshima Atomic Year/Stage 8
bomb

GUIDING STATEMENTS FOR LESSON REFLECTION

PRE-SERVICE TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS

This lesson was very successful, and this is largely a factor of my strong content and contextual knowledge which ensured
a successful lesson for the class. The information and activities provided were sequenced successfully and the pacing was
successful for this class. The PowerPoint presentation was a successful visual stimulus which assisted in my learning
activities.

PRE-SERVICE TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN

This was a highly engaging lesson where great class discussion occurred, to improve I could call upon a greater variety fo
students to ensure every student is at the same level of understanding. The majority of students did contribute to class
discussion however and were all engaged and interested within the lesson.

PRE-SERVICE TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING

This lesson clearly met the general capabilities of critical and creative thinking, ethical understanding, and intercultural
understanding. This lesson greatly engaged and challenged the students as they utilised their previous contextual
knowledge of the content and provided well-reasoned and interesting insights.
At the conclusion of the lesson I verbally questioned the students, as a formative assessment to check for student
understanding.

PRE-SERVICE TEACHERS COMMUNICATE EFFECTIVELY WITH THEIR STUDENTS

Throughout the lesson, I ensured smooth transitions between each sequential task, this was evident as I had
adequately prepared a lesson that was well-sequenced to engage and challenge these students. I always
ensure that I positively greet the student and continue to learn about the students personality, interest etc.
which assist in my teaching capacity and style.
 GUIDING STATEMENTS FOR LESSON REFLECTION
PRE-SERVICE TEACHER’S LESSON REFLECTION
PRE-SERVICE TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS THROUGH
THE USE OF CLASSROOM MANAGEMENT SKILLS
This class can become ‘chatty’ occasionally which I counter by sustaining engagement and prompting interesting
discussion topics. I also ensure that my transitions are smooth and consistent to ensure that the class does not have an
opportunity for larger ‘chatter that is disruptive to the classroom.

PRE-SERVICE TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE

Previous feedback included my timing within the lesson at the conclusion of the lesson and that I needed to improve
upon this. Therefore, I ensured that I was more aware of the timing for this lesson which I believe I have improved upon
in this lesson.
PRE-SERVICE TEACHERS ARE ACTIVELY ENGAGED MEMBERS OF THEIR PROFESSION AND THE WIDER COMMUNITY
As this is my second week, I am continuing to build a strong rapport and positive relationship with my fellow colleagues
and mentor teacher. I always ensure that I am professional and positive within the staff room and broader school
community

Reflect on what you will implement in following lessons in order to demonstrate a professional approach to
teaching.
I will continue to provide consistent feedback and a positive and engaging responses to the class, to ensure that I can
build upon my rapport with the students.

Professional Practice
Secondary Program
Daily Self-reflection Form
Completed by the Pre-service Teacher once daily
Pre-service Teachers reflect on their performance in lesson (s) taught and where possible prior to the daily Mentoring
Teacher’s debriefing.

Pre-service Teacher’s name Tyler-Shaye Miller Date 9/11/20

Curriculum/teaching area English
Lesson topic (s) Act 3 of The Crucible Year/Stage 12

GUIDING STATEMENTS FOR LESSON REFLECTION

PRE-SERVICE TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS

Throughout the lesson I continually utilized key leading questions and stimulated the students higher order thinking
strategies to evoke greater discussion about the play. I provided questions on the PowerPoint as a discussion tool before
reading the next act, to ensure that the students were thinking about the act and utilizing their contextual knowledge
and knowledge of the play thus far to stimulate their reading.
I utilized the projector to highlight the themes, go over the homework from the previous lesson and provide discussion
ideas when reading.
I sequenced my lesson well as the students often struggle to focus on reading for a double period, hence why I utilized
discussion, question time, and a contextual chart for the students to collaboratively discuss and complete.

PRE-SERVICE TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN

I ensured that I constantly encouraged all of the students to participate and utilized verbal questioning to engage all of
the students. The class as a whole discussed consistently throughout the lesson, displaying their knowledge and capacity
to reflect and answer the questions as we read and discuss the play as a whole. Furthermore, the contextual worksheet
activity also provided a platform where the class was able to discuss in a complete collaboration.

PRE-SERVICE TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING

The ‘chunking’ of the lesson and lesson plan was effective for this class and topic and I ensured that my questioning and
discussion guaranteed that the students were challenged. Whilst discussion occurred upon the topic I was continuously
encouraging and providing assistance and feedback on the students responses.

PRE-SERVICE TEACHERS COMMUNICATE EFFECTIVELY WITH THEIR STUDENTS

Throughout the entirety of the lesson, I ensure that I was always praising students for correct answers and
remaining positive and helpful even when they were unsure of their answers or answered incorrectly. I
ensured that I listen actively and valued every student answers and contributions to class discussion and
constantly asked for more input upon discussion to encourage students who are quieter in class to participate
actively.
 GUIDING STATEMENTS FOR LESSON REFLECTION
PRE-SERVICE TEACHER’S LESSON REFLECTION
PRE-SERVICE TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS THROUGH
THE USE OF CLASSROOM MANAGEMENT SKILLS

The class is a small class and they do not display challenging behaviors throughout the lesson, as to be expected form an
advanced English class. Nevertheless, I always ensure that I am maintaining expected behavior form the students and
ensure that the students continue to correctly behave and progress through the lessons.

PRE-SERVICE TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE

In this lesson I ensured that I was aware of timing as previously I had left a task’s explanation later than preferred and it
was rushed. Therefore, this lesson I utilized that feedback to ensure that I had time to proceed through the content and
not have to rush the conclusion.
PRE-SERVICE TEACHERS ARE ACTIVELY ENGAGED MEMBERS OF THEIR PROFESSION AND THE WIDER COMMUNITY
In this lesson, we discussed topical issues alike Islamophobia as a contextual reference to modern times form the text, I
ensured that I discussed this issue in a very sensitive and respectful demeanor.

Reflect on what you will implement in following lessons in order to demonstrate a professional approach to
teaching.
I will ensure that I continue to provide a learning environment that provides challenges and the capacity to succeed
for this advanced class. I will continue to ensure that my teaching, activities and discussion with the class are
consistently professional and are on task.

Professional Practice
Secondary Program
Daily Self-reflection Form
Completed by the Pre-service Teacher once daily
Pre-service Teachers reflect on their performance in lesson (s) taught and where possible prior to the daily Mentoring
Teacher’s debriefing.

Pre-service Teacher’s name Tyler-Shaye Miller Date 12/11/20

Curriculum/teaching area English
Lesson topic (s) Alliteration Year/Stage 7

GUIDING STATEMENTS FOR LESSON REFLECTION

PRE-SERVICE TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS

Within this lesson I conveyed by syllabus understanding and knowledge through my diversity of activities within this
lesson. I utilised a fun and interactive PowerPoint, alliteration class game and ‘monster alliteration’ worksheet to scaffold
student learning which ensured a creative and highly engaging lesson for the students. I utilised formative questioning
technique to note what students knew upon the subject before teaching the definition of alliteration, which is a targeted
strategy for this lesson. The worksheet was a summative assessment, displaying the students understanding of the topic
as they had to individually complete the task using the content knowledge taught within the lesson.

PRE-SERVICE TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN

Throughout the lesson, I continuously check for student understanding through open and closed questioning, I also
looked over every student’s work continuously ensuring that they were engaged, on task and completing the work
allocated for them. The alliteration activity required every student to be completely engaged and this was highly
successful. The individual alliteration poem worksheets were also an effective way to engage the students and ensure
that they understood the information presented to them at the commencement of the lesson. Their literacy was
improved by the close passage worksheet, as well as working on their handwriting whilst writing down definition and
examples in their workbooks.
PRE-SERVICE TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING
The class alliteration activity required all students to participate, listen, wait their turn and understand the activity
thoroughly in order to complete it effectively. This class often has issues in focusing and remaining on task, thus, I was
very happy that this activity was effective and engaged and challenged the students to utilised what they had learnt in a
collaborative activity. The worksheet activity was a close passage and therefore accessible to all students within this
class, however, I ensured that I circulated and assisted students, providing feedback and further instructions where
necessary.

PRE-SERVICE TEACHERS COMMUNICATE EFFECTIVELY WITH THEIR STUDENTS

As always I greet the Year 7 class at the door, greeting every individual student, by doing this I am ensuring
that the students are already engaged and encased in a positive environment within my classroom. I also
consistently provide positive reinforcement for positive student behavior and work and ensure that I actively
listen to all student answers and responses within discussions.
 GUIDING STATEMENTS FOR LESSON REFLECTION
PRE-SERVICE TEACHER’S LESSON REFLECTION
PRE-SERVICE TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS THROUGH
THE USE OF CLASSROOM MANAGEMENT SKILLS

Within this lesson I utilised the counting down to five strategy which I believe to be effective with this class, I aim to
continually utilize this strategy so that the students are used to it and respond quicker. As always, I attempt to utilise
positive reinforcement on correct behavior. I also ensured that I had very small ‘chunking’ of activities, this is necessary
for this class to ensure high levels of engagement as overall there is a difficulty to maintain long periods of focus on one
task for this class.
PRE-SERVICE TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE

This lesson I ensured that I was firmer on student disruption which in some lessons my mentor teacher advised me that I
needed to be stricter with behavioral issues in this class, as they are quote a ‘chatty’ class.

PRE-SERVICE TEACHERS ARE ACTIVELY ENGAGED MEMBERS OF THEIR PROFESSION AND THE WIDER COMMUNITY

Today I observed another educators lesson with a Year 9 class, this has increased my interactions with the students of
the school and has provided me with an opportunity to observe another teacher and reflect upon their teaching style
and behavior management strategies that they utilised within the class.

Reflect on what you will implement in following lessons in order to demonstrate a professional approach to
teaching.
Within my next lesson I need to work on my conclusion of the lesson, as I did not provide enough time for the
students to pack up and clean the classroom.