When I first conducted an audit of myself in relation the 8 Victorian Institute of Teaching Standards for Graduating Teachers (Victorian Institute of Teaching, 2008), I chose Individual Learning Plans as the area I would work on for this second task (see blog post – Second Post, 8/04/2008). However, from what I have learned about this process from completing task 1, and based on the lack of rounds at this time in the semester, I have rethought the direction of this project.
I feel
that Individual Learning Plans would be a much better topic to investigate
during my next practicum, so I went back to the Standards and my audit, and
identified Classroom Management Strategies as an area I would like to
investigate and improve. While I have employed a variety of classroom management strategies on my teaching rounds, and attended classes and seminars on the topic, I feel that I would like to draw all of this
together, and to formally define my classroom management strategies. (see
blog post – Classroom Management Strategies, posted 22/05/2008)
Therefore,
this project will address two specific parts of two of the VIT standards:
Standard 3 – Teachers know their
students
– be
aware of teaching and classroom management challenges and develop appropriate
professional responses to them
Standard 6 – Teachers use a range
of teaching practices and resources to engage students in effective learning
–
understand and employ strategies for building effective relationships with
students parents, and colleagues.
Through
the implementation of this plan of action, that is by evaluating, reflecting
and improving on my professional knowledge and practices, I am also working
with the VIT standards that address professional engagement:
Standard 7 – Teachers reflect on,
evaluate and improve their professional knowledge and practice
Standard 8 – Teachers are active
members of their profession
(Source: Victorian