Standard 1 – Know students and how they learn

Evidence:

1) Email to and from parent 

2) Mentor Teacher Comments

Reflective Commentary:

A deep understanding of students and how they learn is the foundation of effective teaching and learning (Entwistle & Ramsden, 2015). I expect a great deal from my students, I believe in their abilities. I structure my learning environment in a way that they are not afraid to make mistakes and can comfortably share their opinions. I have done this by embedding an Intercultural Language Learning approach (IcLL) that also utilises what is often referred to as ‘growth mindset’ here in the west. Hence, it is simply part of understanding and embracing Japanese culture and language, that effort is always acknowledged and prioritized over results. I encourage my students to overcome negative self-talk such as “my memory is no good”, “I’m not smart enough”, “It's too hard” etc., and focus on helping them attain the metacognitive and practical learning skills to become ‘transgressors of cultures’ (Bennett, 2003, p.238).

As a teacher, I must model cultural competence and learn about the various cultural differences of my students. I seek to create a safe space for students of all backgrounds to come together to reflect upon, explore and learn new perspectives around culture and language.

There are general principles of teaching and learning that apply to all learning areas. For example, a safe learning environment can have a huge influence on effective learning. Maslow’s hierarchy of human needs clearly demonstrated that students can only focus on “metaneeds” such as knowledge once basic needs such as security and acceptance have been met. As a classroom teacher, my key purpose is to empower students and I always do my best never to humiliate students, put them under excessive pressure or provide emotional or uncritical negative comments. I also attend to the physical environment for my students. Even though my influence is limited because I move teach in different rooms, I always ensure that learning resources are working, available and organized. I reflect on the class dynamics and have instigated seating plans for one of my classes in order to maximize student collaboration and engagement.

I believe that constructive and humanist approaches are effective for Senior students but may not always work for middle year students. Language is a compulsory subject for middle year students, therefore behavioural strategies may be required for some students. I have noted that motivation is definitely influenced by keeping activities fun, challenging and authentic (as often as possible). To achieve learning outcomes for all students, I have planned my lessons for a diverse range of students. I believe that accommodating and supporting each student based on their need, ability, and background is also the key factor for effective learning for all students.

Situation: My Year 7 class this year was a very challenging class. At least five students are recognised as having specific learning difficulties. One of the biggest issues I noticed was that in primary school many students seemed to have developed the mindset that it was better to just fail an assessment task than to put effort into doing what is required to pass. I set out to completely change the learning culture in this class that failure is acceptable.

Action: This year I implemented a variety of strategies change the culture that ‘failure is acceptable’. Firstly I created a special sheet for students who failed a weekly test to write down the date of the test and then whether or not a pass has been achieved. Students could skip one section and progress to the next, but knew that all areas needed to be passed by the end of the semester. I created a special work booklet for students to work through that were not successful in the term test. I also created a special weekly recess class in order to provide extra help to students struggling to meet the minimum requirements.

Outcome: I can not claim that all that all students were able to pass Japanese this year. Actually, I still had fourteen students that did not meet the minimum benchmark. But I can claim that I have worked hard to create a cultural shift that ‘failure is acceptable’.

Future Action Plan: I am slowly adjusting lower school Japanese programs to align with the principles of ‘Mastery Learning’ and ‘Growth Mindset'. Certain assessments will be designed to be repeated until higher and higher levels of proficiency are demonstrated. Assessment rubrics will also include descriptors of the processes students adhered to in order to attain their current level of language proficiency.

References:

Bennett, J. M., Bennett, M. J., & Allen, W. (2003). Developing intercultural competence in the language classroom. Culture as the core: Perspectives on culture in second language learning, 237-270.

Entwistle, N., & Ramsden, P. (2015). Understanding Student Learning (Routledge Revivals). Routledge.