3.5 Use effective classroom communications
3.6 Evaluate and improve teaching programs
As a preservice teacher during my placement in a year 11 visual arts classroom, I took on the responsibility of teaching the initial lessons of the ‘Art as Lens’ unit. In alignment with standards 3.3.5 Use effective classroom communications and 3.3.6 – Evaluate and improve teaching programs I made conscious choices and intentional practices to refine my teaching techniques (AITSL, 2011).
To plan the lesson I used backwards mapping to ensure a clear and coherent structure (AITSL, 2017). I recognised that effective communication in the teaching process is important and therefore I focused on expanding my range of verbal and nonverbal communication skills (3.5) (AITSL, 2011).
During the lesson I used verbal cue to assess student understanding, but had student respond nonverbally, through thumbs up, thumbs down, or in the middle. I also tried to implement some of the 10 essential skills for classroom management, specifically waiting and scanning, body language encouraging and descriptive encouraging (Artefact d) (Education Queensland, 2007).
As a result, I felt as though I had better participation and engagement with the lesson.
To assess the evaluate and improve my teaching methods I utilised exit tickets as a formative evaluation tool (Hornby, 2022). On the exit ticket I asked students to identify something that they learnt, something that they were unsure of and a question that they may have for me (Aretfact d). Upon analysing the ticket after the first lesson, it was evident that the initial lesson did no provide student with a clear understanding of the content. Using reflective practice I thought on areas I could improve on, then revised the lesson plan for the subsequent class (Roffey-Barentsen, 2013). The revised lesson not only re-addressed some of the previous learning, but it also ensured for a more explicit and clear delivery of information.
As a result, indicted by the exit tickets for the subsequent lesson, students appeared to have a greater and more clear understanding of the content.
Reference
Australian Institute for Teaching and School Leadership (AITSL). (2011). Australian Professional Standards for Teachers. Queensland College of Teachers. https://cdn.qct.edu.au/pdf/QCT_AustProfStandards.pdf.
Australian Institute for Teaching and School Leadership (AITSL). (2017). Australian Professional Standards for Teachers. Queensland College of Teachers. https://www.aitsl.edu.au/tools-resources/resource/backward-design-illustration-of-practice.
Education Queensland. (2007). Better Behaviour Better Learning: Essential Skills for Classroom Management. Queensland Government. https://teacherprofessionaldevelopmentservices.com.au/wp-content/uploads/2016/06/Essential-Skills-for-Classroom-Management.pdf.
Hornby, G., & Greaves, D. (2022). Essential evidence-based teaching strategies : ensuring optimal academic achievement for students. Springer.
Roffey-Barentsen, J., & Malthouse, R. (2013). Reflective practice in education and training: 2. ed (Second edition.). Learning Matters. https://doi.org/10.4135/9781526402134
Rogers, B. (1995). A Whole School Approach Behaviour Management. Scholastic. Gosford.
