Day 1

8 Oct 2024

DAy schedulE

Induction / Year 10 Engineering / Yr 12 Engineering / Yr 11 Furnishing

OBSERVATION / DAILY LOG

Induction

I found the induction process thorough, albeit with much information that could need to be retained in such a short period of time. There was a lot of detail delivered with the depth of knowledge and experience of a seasoned professional. The main points covered were structures, education governance and compliance, staff and student support, and a variety of 'what to do in the case of' scenarios and the expectations of a preservice teacher while on placement. A greater depth of detail can be found below in the artifact section.

Period 2 & 3 – Year 10 & 12 Enginnering Skills

Workshop navigation, supervising students, and offering real-time feedback. Year 10 and 12 classes were largely self-regulating and autonomous. Students had acquired the skills required to work without instruction. Feedback was provided by the teacher when needed.

Period 4 - Year 11 Furnishing Skills

The class was restless after lunch. The teacher needed to provide strict guidelines and feedback to some students. The teacher used discretion to work with students to get them working productively. The teacher demonstrated how to use a chisel properly for dovetails and how to secure a piece to the workbench for safe work practice and accurate workmanship.

Today was an excellent introduction to the high school and the staff I am being mentored by. The teaching staff applicable to ITD are friendly, approachable, and have a great sense of humour.

Comments/questions for follow-up discussion and reflection (I thought…)

Today was an excellent introduction to the high school and the staff I am being mentored by. I found the induction process thorough, albeit with much information to absorb quickly, i.e., lots of detail delivered with a depth of knowledge and experience. The teaching staff applicable to ITD are friendly, approachable, and have a great sense of humour.

Day 2: Observe Mark in his metalwork classes. I need more exposure to this area since I am a woodworker by trade.

Artifacts

Day 2

9 Oct 2024

DAy schedulE

Yr 11 Engineering / Yr 10 Furnishing / Yr 10 Engineering / spare

OBSERVATION / DAILY LOG

Period 1 - Year 11 Engineering

Autonomous class with acquired knowledge to continue with project work. Maintenance was required on the hacksaw cutting machine. Blunt blade replacement, fine tensioning, and demo cuts are needed to get it right. Welding and metal fabrication by students. High-risk health and safety environment.

Period 2 - Yr 10 Furnishing

I conducted my first complete lesson. See the lesson plan in artifacts for details.

Period 3 – Yr 10 Engineering

First lesson on wielding for yr 10s. The class were advised of the structure of the lesson. Health and safety were covered first, and then from there, volunteers were called to commence the lesson, i.e. 15 students for six booths. Intro to welding and the process of striking a weld were explained. Authority of the room was established, and the seriousness of not listening and following directions was stressed. Group 1 were directed to safety gear ready for the first round of learning demonstrations. The teacher checked that protective clothing was appropriate and on correctly. Three students entered the welding bay at a time. This continued through to the end of the lesson.

Period 4 - Supervisor feedback on the period 2 lesson

There was some positive feedback regarding the delivery style and how I linked it to the trade profession regarding the task. The goal was to provide context in terms of a process. My supervisor felt that I did that well.

Other critiques centred around maybe shortening the process explanation to ensure I don’t lose students' interest and instead have them busy with the tools quicker. Another observation provided was classroom management. At certain times, students did not pay full attention. In that situation, my supervisor suggested that I focus on having those students answer the next couple of questions, for example, to redirect them back into lesson participation. Additionally, I was advised that, in time, I will become familiar with certain noises in the classroom or other intuitive signs that will alert me to behaviours requiring attention and redirection. This will come with experience. Also, the assessment moderation of metalwork builds (fire pit) was observed.

Comments/questions for follow-up discussion and reflection (I thought…)

I need to become familiar with the different work output levels of the various grades of students. My previous work as a tradesman sub-contractor relied on being very efficient to ensure timely completions and minimise the time between invoices. This is not applicable in teaching and, as a result, requires a re-learning of the core business of teaching these skills to adolescents.

APTS 1.1 & 1.5 - Know students and how they learn: The reflection on varying student output levels and the need to adapt teaching strategies for different grades shows an awareness of how students' abilities and engagement differ.

APTS 4.1 - Support student participation: Using questions to re-engage distracted students and emphasizing classroom management demonstrates an effort to promote participation.

APTS 6.3 - Engage with colleagues: The feedback from the supervisor is a clear example of collaboration for professional improvement.

Artifacts

Lesson Plan 1

Websites

Essential Classroom Skills Management

Day 3

10 Oct 2024

DAy schedulE

Year 11 Furnishing / spare / spare / Year 9 Maths

OBSERVATION / DAILY LOG

Period 1 – Year 11 Furnishing

I helped with woodworking and provided workmanship guidance. The project was a wall cabinet. It was raining, so timber (pine) was at the mercy of humidity/air moisture. I helped a student glue up his cabinet frame, ensuring it was square for the next stage of construction. The student told me he wanted to become a tradesman, so he appreciated me spending time with him and helping with his glue-up.

Period 2 – spare

Worked on the metal lathe and became familiar with the machinery. As this is a

weakness of mine, I should dedicate any spare time to working on this area and

building confidence.

Period 3 – spare

I continued working on the metalwork project as per the previous spare, focusing

on technique, execution, and workmanship.

Period 4 – Year 9 Maths

This observation was to experience a different content delivery class and the

subsequent dynamics of a classroom environment instead of a workshop

environment. The subject was algebra expressions.

Scene: Thursday afternoon, raining, last period of the day.

Classroom management was continuous. The class required constant regulation due to continual disruption and lack of engagement with the content, compounded by the weather outside. I was in the back right-hand corner next to three grade 9 girls. This was an eye-opening, albeit valuable, experience. The teacher continuously scans the room for students who are not complying with directions, deviating from tasks, disrespecting fellow learners, or not engaging in content. Various classroom management techniques were constantly employed to move the class forward and achieve the lesson goals.

There were a core group of misbehaving boys and girls. I was situated

next to the girls while the boys were separated and placed at the front

of the room closest to the teacher for immediate attention when

disruptive. The class had constant chatter as the teacher moved through the lesson content. Going to the toilet was a work avoidance strategy for some students. There was one brief period of complete silence as students copied down work from the board. This, however, was short-lived. Most of the class occupied their time with being restless and fooling around. The challenge for the teacher that I observed was remaining composed while delivering content concurrently with continuous classroom management.

An impressive display of teaching experience.

ECMS 1: Establishing a Positive Learning Environment: Despite the challenges, the teacher maintained composure and a structured environment, modeling patience and professionalism, which helped sustain a learning-focused atmosphere.

ECMS 2: Communicating Expectations and Task Requirements: The teacher’s ongoing efforts to maintain student engagement and enforce compliance with classroom expectations reflect clear communication of behaviour standards and task requirements.

ECMS 4: Managing Classroom Discussions Effectively: The teacher’s constant scanning and redirection of off-task students and ability to bring focus back to content despite disruptions show skill in managing class dynamics and facilitating productive discussions.

ECMS 5: Reflecting on and Adjusting Practice: Observing this classroom provided valuable insights into different classroom management techniques, encouraging reflection on practices that could be adapted in other settings.

ECMS 6: Managing Challenging Behaviors: Observing how the teacher handled continual disruptions and misbehaviour through active classroom management strategies demonstrates effective handling of challenging behaviours.

Comments/questions for follow-up discussion and reflection (I thought…)

When speaking with the teacher afterwards, I was advised that the class behaved relatively well in this lesson. This surprised me because I thought they were quite restless and primarily inattentive, which they were, but in comparative terms to how they can behave, this was a good day. This has made me realise that I need to become familiar with the expected behaviours of adolescents and adjust my expectations to find a middle ground that leads to engagement underpinned by classroom management skills and appropriate boundaries and structures. Attending this non-related discipline class was very beneficial to me.

APTS 3.5 - Use effective classroom communication: Observing and managing Year 9 students in a math class with continuous disruptions required clear, concise instructions and non-verbal cues.

APTS 4.3 - Manage challenging behaviour: The teacher's use of seating strategies and constant scanning to manage disruptions demonstrates effective classroom management techniques.

APTS 6.2 - Engage in professional learning: My reflection on classroom dynamics and discussion with the supervising teacher shows ongoing professional growth.

Artifacts

Aluminium mallet plan

Day 4

11 Oct 2024

DAy schedulE

PLC / WAVE / Furnishing / Spare / Spare

OBSERVATION / DAILY LOG

PLC (Professional Learning Communities) (9.00 – 9.30am) Staff professional learning and discussion.

ESCM skills was the first topic of discussion and open discussion to share experiences and knowledge. The first exercise was groups of two to discuss the understanding ESCM and invite further clarity with open discussion.

Next part of the session was an ESCM reflection. This was an exercise for teaching to self-assess and keep with them for further development moving forward.

Next session further expand upon understanding the ESCM. The following were discussed.

How do you share your rules and expectations with your class?
Do you give positive feedback for behaviour and curriculum?
What does your instruction giving sequence look and sound like?
What is your go-to ESCM?

The next session was WAVE (Wellbeing and Values Education). This is a program about life skills offered to students in grades 7 – 12. Today’s topic was first aid. Sir gave an example of a snake bite that occurred to his daughter on the weekend and how they responded to the emergency. The example treatments were asthma attacks, poisons, and snake bites.

Period 2 – woodworking

Continuation of the Beetlejuice puzzle. Taught a half lesson – paring out the dado of the pieces 1 & 2. Further explained the attributes of trade, half is knowing what to do, the other half is knowing to fix it. I explained how to remedy widening the housing that may have been checked out to narrowly leading to misfit of the puzzle.

Period 3 & 4 – spares

Continued working on metalwork skills i.e. milling machine, lathe, tap and die

and various related process and techniques. Project worked on was an aluminium mallet.

Comments/questions for follow-up discussion and reflection (I thought…)

I'm returning to the day three maths class on day five as I've been advised that a challenging student will be present, which will provide a comparison to the class's dynamic and the classroom management techniques associated with this student in contrast to the day three class. I'm told it will be informative.

Artifacts

PLC ESCM worksheet pg 1

APTS 3.5—Use effective classroom communication: This applies when using ESCM (Essential Skills for Classroom Management) techniques, including giving clear and concise instructions, checking for understanding, and using non-verbal cues.

APTS 4.1 – Support student participation: My half-lesson on woodworking, including the Beetlejuice puzzle, highlights actively engaged students and adjusted teaching for practical skills.

Standard 6.2 – Engage in professional learning: Participation in the PLC and ESCM reflection exercises supports continuous professional development.

PLC ESCM worksheet pg 2

Day 5

14 Oct 2024

DAy schedulE

Year 9 Maths / Year 11 Furnishing Skills / Year 7 Materials and Technology

/ Year 10 Food Technology

OBSERVATION / DAILY LOG

Period 1 - Year 9 maths (above refers to this lesson teaching skills)

The lesson started with revising the last lesson and completing the homework. The teacher moved on to overviewing today's lesson: simplification of algebraic equations. The classroom is relatively calm and collected, considering its 1st period on a Monday. It may be because the presence of three teachers is having an influence. The students flagged before the lesson are relatively compliant at this stage. There was only one elevated ESCM action early in the lesson: to separate a couple of distracted students. No further remedies are required other than the standard continual re-focusing on the content as of the halfway point of the lesson. Overall, the lesson was efficient and delivered expertly. I'm sure that even the flagged students learnt something today. I like algebra!

ECMS 1: Establishing a Positive Learning Environment: Maintaining a calm and structured environment, especially on a Monday morning, establishes a positive start to the week and creates a conducive atmosphere for learning algebra.

ECMS 2: Communicating Expectations and Task Requirements: Reviewing the previous lesson, assigning homework, and introducing today’s objectives (simplifying algebraic equations) effectively communicates expectations and helps students stay focused.

ECMS 6: Managing Challenging Behaviors: Addressing minor disruptions early by separating distracted students and refocusing on content demonstrates effective management of challenging behaviours, preventing escalation.

ECMS 4: Managing Classroom Discussions Effectively: The teacher’s steady redirection of attention toward the content throughout the lesson shows skill in managing discussions and keeping students on track.

APTS 1.5: Differentiate teaching to meet the specific learning needs of students across the full range of abilities: The teacher's approach to managing flagged students through separation and redirecting focus to content demonstrates differentiation in classroom management to meet diverse student needs.

APTS 3.5: Use effective classroom communication: The teacher’s ability to maintain a calm, productive environment and refocus students demonstrates effective communication, especially when managing a class with previously identified behavioural challenges.

APTS 4.1: Support student participation: Helping flagged students stay engaged and minimise distractions promotes an inclusive learning environment where all students, including those with behavioural needs, are encouraged to participate.

APTS 4.2 - Manage classroom activities: The teacher's continual refocusing and strategic separation of disruptive students show effective classroom management, allowing smooth progression through lesson objectives without significant disruption.

Period 2 - Year 11 Furnishing Skills

Continuation of cabinet project. I spoke with the teacher about elective structures and subject content. The lesson objectives and mapping of progress back to Gant charts were very well planned. The key takeaway was the importance of regular stage progress check-ins, similar to building approval/ certifying, to condition the students to real-world processes and ensure that the class as a collective is on track to hit their grade targets. Help students who need guidance with gluing up and tidying up finger joints.

ECMS 1: Establishing a Positive Learning Environment: Engaging in discussions with students about real-world processes, like staged progress checks, fosters a supportive environment that connects classroom activities with industry practices.

ECMS 2: Communicating Expectations and Task Requirements: Mapping progress to Gantt charts and emphasizing regular check-ins communicates clear expectations, helping students understand the importance of timely progress toward project milestones.

ECMS 3: Providing Individual Support and Encouragement: Assisting students who need guidance on tasks, such as gluing and tidying finger joints, reflects individualized support, ensuring all students can complete each project phase successfully.

ECMS 5: Reflecting on and Adjusting Practice: Observing the impact of stage progress check-ins as a teaching method demonstrates reflective practice, where insights about project-based learning are continually refined to better align with real-world standards.

APTS 3.1 - Establish challenging learning goals: Aligning lesson objectives with progressive check-ins creates clear, achievable goals that mirror industry standards, encouraging students to aim for quality outcomes in each project stage.

APTS 4.1 - Support student participation: Guiding students who need help with specific tasks, like gluing and tidying finger joints, ensures that all students can actively participate and progress in the project.

APTS 5.1 - Assess student learning: Regular check-ins to assess student progress against the Gantt chart demonstrate ongoing formative assessment, ensuring students stay on track to meet grade objectives.

Period 3 - Year 7 Materials and Technology

My supervisor suggested that experiencing a younger grade in IDT would be worthwhile in order to experience the difference in year learner group development. The Head of the School delivered the class. It was divided into two classes; one was doing the prac of leather work while the other was designing and choosing materials ready for the prac swap over.

Design observation – split class 1

This group of learners, particularly the boys, requires constant redirection to the task. The girls seemed to be more on point, while the boys seemed to be mucking around more. The students, in general, however, were in line with my expectations of this age group.

The process needs to be broken down into smaller and, subsequently, more steps. Instructions must be explicit to ensure minimal deviation from sub-tasks, allowing for easy redirection back to the learning path.

Prac observation – split class 2

Students who finished their designs made their way over to the leather-making workshop at the teacher's invitation, who first checked that they were ready to move on to production. The workshop is very loud, with lots of hammering and punching. Regardless of the room, they all need explicit instructions and to be kept an eye on. However, from my observation, girls are more contentious.

ECMS 1: Establishing a Positive Learning Environment: Observing developmental differences and adapting instruction to meet the needs of younger learners fosters a supportive environment tailored to Year 7 characteristics.

ECMS 2: Communicating Expectations and Task Requirements: Providing explicit, step-by-step instructions and setting clear expectations for the leatherwork and design activities helps keep students on track and minimizes task deviation.

ECMS 4: Managing Classroom Discussions Effectively: Redirecting students, especially those who are easily distracted, like the boys in the design group, demonstrates effective attention and focus management during class activities.

ECMS 6: Managing Challenging Behaviors: Constantly redirecting students and maintaining oversight in a loud, busy workshop environment reflects strong management of challenging behaviours, helping students stay engaged despite potential distractions.

APTS 1.1: Physical, social, and intellectual development and characteristics of students: Observing the developmental differences in attention and engagement between younger students highlights an understanding of age-appropriate approaches to managing learning in different year groups.

APTS 3.5: Use effective classroom communication: Breaking down the design and leatherwork processes into smaller steps with explicit instructions ensures clarity, making the task more accessible and manageable for Year 7 students.

APTS 4.2: Manage classroom activities: Monitoring the workshop environment, especially with the loud activities like hammering, and keeping students on task demonstrates strong activity management to maintain a focused and safe workspace.

APTS 5.1: Assess student learning: Checking student readiness before they move to the leather workshop allows for an informal assessment of their preparedness, ensuring they are ready for hands-on tasks.

Period 4 - Year 10 Food Technology

Chaotic! However, looks can be deceiving.

The goal of today's food tech class was to cook an omelette and a hash brown. The curriculum stipulated learning emulsification and cooking with four vegetables. Before this cooking prac, the class was given an ingredient list, discussed the process, and directed to laminated recipe cards. Today's practice required students to take the recipe card and prior lesson knowledge and cook the two dishes.

The total ignorance of process direction was observed, resulting in a chaotic kitchen. However, upon further enquiry, the teacher revealed that the students were about to learn that not following directions would result in failed dishes, leading to failing grades. The teacher intended to impart a lesson on personal responsibility related to learning. This lesson is all the more important because it is a life skill that must be mastered sooner rather than later, or perhaps never!

The teacher debriefed after the prac highlighted the disappointing behaviour in the kitchen. Additionally, students were scolded for not bringing their ingredients. The boys, in particular, were quite embarrassed regarding their childish behaviour. However, the girls gave them a run for their money. Overall, the lesson was an eye-opener. It should be noted, however, that this class usually has two TAs due to having a 60% special needs contingent. Today, there was only 1 TA.

ECMS 1: Establishing a Positive Learning Environment: Despite the chaotic environment, the teacher’s approach to using the experience as a life lesson on responsibility fosters a learning-focused atmosphere, encouraging students to take ownership of their actions.

ECMS 2: Communicating Expectations and Task Requirements: Providing recipe cards and reviewing the process before starting establishes clear expectations, emphasizing the importance of following instructions to achieve successful outcomes.

ECMS 6: Managing Challenging Behaviors: Allowing students to face the consequences of ignoring directions, combined with a debrief emphasizing the importance of responsibility, reflects an approach to managing challenging behaviours through accountability.

ECMS 5: Reflecting on and Adjusting Practice: The teacher’s debrief and feedback on student performance encourage reflection on behaviours, aiming to improve responsibility and task completion skills in future sessions.

APTS 2.6 - Information and Communication Technology (ICT): Providing laminated recipe cards as a reference reflects an effective use of resources to support student learning and independence in following cooking procedures.

APTS 4.3 - Manage challenging behaviour: Allowing students to experience the consequences of disregarding instructions (resulting in failed dishes) is a strategy to teach personal responsibility, effectively managing behaviour by using natural consequences.

APTS 5.2 - Provide feedback to students on their learning: The teacher’s debriefing after the cooking session provided constructive feedback on students’ behaviour, highlighting the importance of preparation and responsibility.

APTS 1.5—Differentiate teaching to meet specific learning needs: The presence of teacher aides in a class with a high percentage of special needs students shows a differentiated approach, even though only one TA was available on this day.

Comments/questions for follow-up discussion and reflection (I thought…)

I thought today was eye-opening on many levels. In first-period year 9 maths, I expected to see behaviour requiring the use of most tools in the ECMS toolbox—this did not happen.

In reflecting on the Year 9 algebra class, my initial expectation was that the students would be more unsettled than during the previous Thursday's lesson, based on prior experiences or preconceived notions. However, this did not come to fruition. Instead, the class was notably compliant, engaged, and the overall atmosphere was unexpectedly positive.

This experience underscores the importance of approaching each class with an open mind, free from preconceptions about student behavior or class dynamics. The unexpected calmness and cooperation of this group demonstrated that no two lessons are identical, even with the same students. External factors such as the time of day, the mood of the group, or even their interest in the material can dramatically shift the dynamic.

My key takeaway is the importance of adaptability and flexibility in teaching. Walking into a classroom with rigid expectations can limit a teacher’s ability to respond effectively to the actual mood and energy of the students. By starting each class with a fresh perspective, I am better positioned to engage students as they are in the moment, allowing for more meaningful and effective teaching interactions. This also encourages me to foster a classroom environment where students feel they can surprise themselves and me with their behaviour and engagement, promoting a more positive and productive learning experience overall.

In the third-period year 7 design class, I witnessed the disparity in maturity as opposed to the older senior levels, which was evidenced by the delivery methods required to progress the class through the learning goals.

In the fourth period year 10 food technology class, I witnessed a chaotic cooking prac class that, at first look, seemed to be unorganised, lacking control. Only to find out that the class was, in fact, under total control and learning objectives, or lack of them, were going to be exposed to the students and repercussions realised upon debriefing at the end of the lesson. This was a master class in allowing the dynamic of the class to run it's course in the service of providing the necessary reflection point to highlight to the students their failure to themselves.

What I learned today was priceless. I learned that each day, each lesson needs to be embraced with an open mind, ready to adapt, observe, and respond to the unique dynamics of each class, trusting that every situation offers valuable lessons for both the students and the teacher.

Day 6

15 Oct 2024

DAy schedulE

Year 10 Engineering / spare / Year 12 Engineering Skills / Year 11 Furnishing Skills

OBSERVATION / DAILY LOG

Period 1 - Yr 10 Engineering Skills

This class has completed their work for the term two weeks ahead of schedule. The teacher now has to improvise with further unplanned course content to keep the class engaged until the end of the term. The teacher has chosen gas-mig welding skills. Because this material is improvised and therefore outside of any formal planning, the class structure is not rigid, instead favouring sections into two groups – one learning how to weld and the other in a holding pattern waiting to rotate into the welding bay (limited spaces).

The teacher manages the class by setting half the class onto a skills task while the others occupy themselves in a contained area of the workshop until it's time to rotate. The teacher maintained order, health, and safety by managing the class this way. At first glance, one might assume that this class management approach was less than ideal due to the chatting amongst the holding group, i.e. no learning, instead socialising. However, this would be a misreading of the situation. Both student groups were safe and learning, albeit one group at a time.

I did not know what to expect, knowing that the class had finished their term work two weeks early and that the teacher was improvising to keep them engaged until the end of the term. I learned that it is essential to have an open mind when deciding on a lesson configuration. For instance, the class needed to respond to organising themselves to commence the lesson. The students were slow to get going; however, this allowed the teacher to manage his plan for the class and ascertain who had already welded and who had not. From there, the class found a natural rhythm and flowed to the end of the period. Reflecting upon this lesson, I realised some commonalities with other lessons I've experienced. I've noticed a couple of themes emerging.

ECMS 1: Establishing a Positive Learning Environment: Maintaining a calm, organized environment in an improvised lesson setup helps create a positive learning experience, allowing students to feel engaged and safe.

ECMS 2: Communicating Expectations and Task Requirements: The teacher’s clear structure of tasks and rotations, even in an improvised setup, helps students understand what’s expected, fostering a structured environment despite the informal content.

ECMS 3: Providing Individual Support and Encouragement: Checking in with students to see who has completed welding provides individualized attention and encouragement, ensuring each student can participate.

ECMS 4: Managing Classroom Discussions Effectively: Allowing one group to socialize while the other group learns, without letting it disrupt the lesson, reflects effective management of classroom dynamics and interactions.

ECMS 5: Reflecting on and Adjusting Practice: Reflecting on the effectiveness of the improvised class setup and identifying themes for future application shows a commitment to reflective practice and adaptability in lesson planning.

APTS 3.6—Evaluate and improve teaching programs: The teacher’s improvisation with gas-MIG welding content demonstrates adaptability and responsiveness in keeping students engaged when the planned curriculum is completed ahead of schedule.

APTS 4.2—Manage classroom activities: Splitting the class into two groups, with one actively learning while the other waits to rotate, shows effective organization of activities to maintain engagement and safety in a constrained environment.

APTS 4.4 - Maintain student safety: Ensuring health and safety by structuring the class rotation and managing activities in the welding bay demonstrates commitment to a safe learning environment.

APTS 5.4 - Interpret student data: Observing and assessing which students have already completed welding provides valuable information for organizing and rotating students effectively through the welding bay.

Theme 1 – Every lesson so far has required the teacher to think on their feet and practise ECMS continuously.

Lesson plans serve a purpose, but it is about how they are executed given the competing and concurrent disturbances that seem to happen frequently in every class, regardless of subject area. It's clear that ECMS is a skill set that needs to be applied continuously and, as such, must form the basis of my teaching tool kit.

Theme 2 - Everything takes longer than you think.

A lesson plan should be realistic in terms of time allocation. Moving a student collective through a lesson requires constant circling back while moving forward, so to speak. A class's skill level will reflect disparities in aptitude, application and, in some cases, strength (ITD-related). This can result in a class being governed by students needing to keep up with progress expectations. At this point, there could be a variance in project plans. Time expectations must be realistic, and the aforementioned moderating variables must be considered.

Theme 3 - Did I mention ECSM?

Period 2 - Spare - Worked on metalwork, mig welding / lathe

Period 3 - Year 9 Maths

I attended this class as my supervisor's scheduled class was year 12 furnishing skills. This class is autonomous, as the students are advanced with their skills and are usually quite productive, requiring very little, if any, class management—maybe workmanship advice occasionally, but little in the way of ECMS observation.

This is my third year nine maths class, and it has served well in terms of the year level, the subject, and the variety of student profiles in the classroom. The teacher is very experienced and a fountain of knowledge, so I have attended this class on three occasions and I dare say a few more before placement concludes.

Today's class was boisterous, with pockets of students engaging while others were distracted for most of the lesson. From my observation, this had something to do with the TA being an older lady and the students feeling they could take liberties. To remedy this, the teacher put an algebraic problem on the board as an exit pass to go to lunch.

ECMS 1: Establishing a Positive Learning Environment: Despite pockets of distraction, the teacher’s structured approach to ending the lesson on a focused task (exit pass) helps reinforce a productive and respectful classroom environment.

ECMS 2: Communicating Expectations and Task Requirements: Setting clear expectations by introducing an exit pass based on the lesson content establishes boundaries and helps guide student behaviour.

ECMS 6: Managing Challenging Behaviors: Redirecting students’ attention to a math problem as an exit pass addresses disruptive behaviour by refocusing them on the lesson objective and reinforcing accountability for classwork.

ECMS 4: Managing Classroom Discussions Effectively: Balancing engagement and addressing off-task behaviour, especially in a class with varied engagement levels, shows skill in managing classroom discussions and dynamics.

APTS 3.5 - Use effective classroom communication: The teacher’s strategy of using an algebraic problem as an exit pass effectively communicates expectations and encourages students to focus on the lesson content before they leave for lunch.

APTS 4.2 - Manage classroom activities: Managing the varying levels of student engagement by introducing an exit pass task helps maintain order and ensures students are focused on the content at the lesson's conclusion.

APTS 4.3 - Manage challenging behaviour: Addressing off-task behaviour and student distractions by redirecting attention to an academic task (exit pass problem) demonstrates effective behaviour management in response to classroom dynamics.

Period 4 - Year 11 Furnishing Skills

This was a standard class, and no instruction was required. Students were immersed in the process, similar to the year 12 furnishing class mentioned above. They only needed help when required.

Comments/questions for follow-up discussion and reflection (I thought…)

The maths teacher asked me how I think I would go teaching the class I observed. He didn't want me to answer but instead offered a contemplation for me to consider had I been given the assignment of subteacher, given my current lack of experience. My response to myself was just how much I understand the critical importance of honing my ECMS!

Day 7

16 Oct 2024

DAy schedulE

spare / Year 9 HPE / Year 10 Materials and Technologies / Year 9 Design

OBSERVATION / DAILY LOG

Period 1 – Spare

Spent time writing reflections and other related tasks.

Period 2 – Year 9 HPE

Observed the football excellence program. Students are selected for this program in Year 6 and continue through it as they progress in their grade levels. The class took place in the school gymnasium and began with a warm-up circuit. The teacher provided instructions on what was expected for the session and quizzed the students on the purpose behind specific drills and exercises.

During the instruction, some students appeared to be distracted, but the teacher continued giving directions. I’ve noticed this is a common occurrence in other classes as well. I believe this happens for two reasons: first, class time is limited, so it’s crucial to keep the lesson on track; second, it helps identify students who were not paying attention, allowing the teacher to refocus them. This aligns with theme 3, which I identified on Day 6.

Since this was a physical and engaging lesson, classroom management was minimal. The lesson concluded with a 20-minute scratch match before the bell.

ECMS 2: Communicating Expectations and Task Requirements: Setting clear expectations for the session and describing the purpose behind specific drills help students understand the goals of each exercise, keeping them engaged.

ECMS 4: Managing Classroom Discussions Effectively: The teacher’s method of continuing instructions despite minor distractions ensures that the lesson flow is maintained and provides subtle reminders for students to refocus.

ECMS 6: Managing Challenging Behaviors: Allowing minor distractions without interrupting the session helps maintain lesson momentum and subtly reinforces the need for focus, supporting an environment where students self-regulate.

ECMS 1: Establishing a Positive Learning Environment: Balancing structured drills, explanations, and a final scratch match promotes a positive and engaging learning environment, making the lesson enjoyable and productive for students.

APTS 2.1: Content and teaching strategies of the teaching area: Providing explanations for each drill and quizzing students on their purpose demonstrates a strong understanding of physical education content and effective teaching strategies.

APTS 3.5: Use effective classroom communication: Giving clear instructions at the beginning of the session and using questions to engage students about the drills shows effective communication, keeping students informed and focused on lesson objectives.

APTS 4.1: Support student participation: The teacher promotes active participation from all students by maintaining a structured but engaging environment, especially during physical activities and the final scratch match.

APTS 4.2: Manage classroom activities: Keeping the lesson on track and balancing instruction with physical activity ensures that the lesson proceeds efficiently, even with minimal classroom management required.

Period 3 – Year 10 Materials and Technologies

Worked on class profiles.

Period 4 – Year 9 Design

This is an interactive subject where students design their dream bedroom. The project requires them to create a scale model of the room based on plans developed in previous lessons. The models are constructed using cardboard, glue, and various craft materials. I advised some students on how to better set out their floor plans. Some realized that their room's functionality could be improved as they progressed with construction.

It was interesting to see how their creativity unfolded once they began the hands-on aspect of the project. Several students became more engaged when they could visualize their designs, which sparked productive discussions about practical design considerations.

ECMS 1: Establishing a Positive Learning Environment: Supporting students as they engage in a creative, hands-on project creates a positive and encouraging learning environment, making students feel comfortable exploring their ideas.

ECMS 2: Communicating Expectations and Task Requirements: Guiding students on floor plan layouts and room functionality sets clear expectations, helps them understand practical considerations in their designs, and encourages thoughtful planning.

ECMS 3: Providing Individual Support and Encouragement: Offering individualized advice to students as they work on their designs shows support and encouragement, fostering confidence and engagement in the project.

ECMS 4: Managing Classroom Discussions Effectively: Facilitating productive discussions about design considerations as students progress fosters an interactive learning environment, encouraging students to think critically and collaborate.

APTS 2.1: Content and teaching strategies of the teaching area: Advising students on setting out their floor plans and offering guidance on practical design considerations demonstrates effective use of content knowledge and instructional strategies for teaching design.

APTS 3.3: Use teaching strategies: Engaging students in a hands-on project where they visualize and construct their designs promotes active learning and creativity, using strategies that enhance engagement and understanding.

APTS 5.2: Provide feedback to students on their learning: Providing advice on improving floor plans and functional aspects of their designs offers constructive feedback that helps students refine their ideas and develop practical skills.

APTS 4.1: Support student participation: Encouraging student involvement in their designs' creative, hands-on construction fosters participation and supports a range of learning styles, especially for visual and kinesthetic learners.

Comments/questions for follow-up discussion and reflection (I thought…)

It was another day of reflecting on how I needed to interact with teenagers. I’m aware that challenges around unacceptable behaviour are inevitable, so I’m trying to absorb as much as possible from experienced educators who have dealt with similar situations.

For instance, I spoke with an experienced teacher who explained that, for Islander students, it is often the family's matriarch whom they are most concerned about disappointing. When I discussed this with another educator, they emphasized the importance of checking a student’s background before contacting parents or guardians, as there can be concerns about disproportionate reactions. This insight is helping me appreciate the wide-ranging responsibilities of a teacher, a realization that grows with each new day and experience.

Day 8

17 Oct 2024

Day schedulE

Year 11 Furnishing Skills / Spare / Year 11 Engineering Skills / Year 9 Maths

OBSERVATION / DAILY LOG

Period 1 - Year 11 Furnishing Skills
I assisted with micro-lessons while students worked on display cabinets. These micro-lessons included cutting out half-checks on the band saw and routing the recess for the ply veneer in cabinet doors. This raised an interesting issue regarding equipment use that was brought to my attention.

When helping one of the students cut their veneer panel to length, I suggested using the drop-saw instead of hand-cutting with the tenon saw for faster, more accurate results. The student asked if this was possible, and I assured him it was. Technically, I was correct—it’s a feasible method. However, my supervising teacher pointed out that the current drop saw blade was not large enough to cut the panel in one pass, as the width of the ply exceeded the blade's capacity. I then suggested the student flip the piece over to finish the cut. My supervisor explained that, while technically possible, making two cuts increased the health and safety risks, which made it an avoidable and unacceptable risk in the classroom setting.

The discussion highlighted the importance of understanding the difference between industry practices and educational environments, where safety and liability take precedence. My supervisor recommended I consult the Head of Department (HOD) to obtain a copy of the ITD Guidelines, which would help me translate industry practices into safe classroom applications, aligning with ECMS by ensuring a safe and effective learning environment.

Period 2 – Spare
Wrote up reflections for Period 1.

Period 3 – Year 11 Engineering Skills
As mentioned earlier in the placement, students were finishing up their projects. Most had completed their assessment work and were allowed free time, while others used the period to finalize their rocket stove projects.

Period 4 – Year 9 Maths
This class was another opportunity to observe an experienced teacher using advanced ECMS strategies. The class included a mix of boisterous personalities, and the teacher began the lesson by employing the stop-and-wait ECMS technique to gain attention and reiterate instructions for opening math books. At this point, one student had already received two warnings for disruptive behaviour. The same student received a third and final warning during the lesson, leading the teacher to re-direct him to the Learning Enrichment Centre (LEC). The teacher also mentioned sending an immediate email to the student's parents. This swift, structured response to behaviour aligns with ECMS principles by maintaining clear expectations and consequences.

The teacher then resumed the lesson, revisiting previous content and reminding students of their homework obligations. During this time, the teacher skillfully managed minor disruptions while continuing to move the lesson forward. Another ECMS strategy that maintains a productive learning environment for the rest of the class is the use of a buddy class system, where disruptive students are temporarily placed in another class to reflect on their behaviour.

Halfway through the lesson, escalating behaviour required the teacher to remove the entire class from the room and have them line up outside to reset and recommence the lesson. This action served as a form of classroom reset ECMS aimed at restoring focus and creating the right atmosphere for learning. The lesson continued once students returned to their seats quietly and the class settled into their work. The initial disruption had been successfully managed by removing the problematic student, separating others, and resetting the lesson—resulting in a quieter, more focused environment.

However, the calm was briefly interrupted when someone meowed outside the classroom, which I found amusing. The lesson was nearing its end, and students began showing restlessness as they anticipated the bell. Despite this, it was a valuable lesson for observing various ECMS in action, which effectively maintained a structured and calm classroom environment.

PS: It’s surprising how many students seem to have weak bladders straight after the lunch break.

ECMS 1: Establishing a Positive Learning Environment: The teacher’s quick response to behavioural issues and structured class resetting demonstrates a commitment to maintaining a calm, focused learning atmosphere.

ECMS 2: Communicating Expectations and Task Requirements: Reinforcing behaviour expectations through warnings and a transparent consequence system, including removal to the buddy class, ensures students understand the importance of maintaining appropriate behaviour.

ECMS 6: Managing Challenging Behaviors: The teacher’s use of multiple techniques—warnings, re-directing the student to the LEC, removing the class to reset, and handling minor disruptions—demonstrates strong management of challenging behaviours.

ECMS 4: Managing Classroom Discussions Effectively: Despite minor distractions, the teacher maintains lesson flow, keeps students on task, and balances the lesson with disruptions, effectively managing classroom discussions and maintaining engagement.

ECMS 5: Reflecting on and Adjusting Practice: Observing and adjusting classroom management techniques, such as implementing the classroom reset, reflects adaptability and responsiveness in handling dynamic class behaviours.

APTS 4.3 - Manage challenging behaviour: Using a structured approach to managing repeated disruptive behaviour, including warnings, redirection to the Learning Enrichment Centre, and a buddy class system, demonstrates effective behaviour management.

APTS 4.2 - Manage classroom activities: The teacher’s ability to reset the classroom by having students line up outside before continuing the lesson showcases skilled activity management, ensuring a focused learning environment.

APTS 7.3—Engage with parents/carers: Emailing the disruptive student's parents about his behavior reflects proactive communication with parents to support the student's behavioral expectations.

APTS 4.1 - Support student participation: By removing distractions and redirecting focus, the teacher supports an environment where all students can engage productively with the lesson content.

Artifacts
Practical Design and Technology Guidelines

Website
https://education.qld.gov.au/initiatives-and-strategies/health-and-wellbeing/workplaces/safety/managing/industrial-technology-design

Day 9

18 Oct 2024

DAy schedulE

WAVE / Year 10 Materials Tech / Year 11 Furnishing Skills / Spare

OBSERVATION / DAILY LOG

A bit of fun to open up today's log entry. It's the last on-campus day before the year 12's head into exam block. My supervising teacher has a tad of OCD so the students thought they'd let him know they're thinking of him.

WAVE (Wellbeing And Values Essentials)

This morning, year 9 and 11 gathered at the MPC (Muli-Purpose Centre) to hear a guest speaker. Today’s talk was about One Punch Can Kill (Tim Class-Oloff, QLD Homicide Support Group). This was a very powerful talk. I hope the students listened, as there have been some schoolyard fights in the last two weeks of placement.

ECMS 1: Establishing a Positive Classroom Environment:
The assembly on “One Punch Can Kill” addresses significant social issues, promoting respectful relationships and a safe, positive school culture. This fosters a proactive classroom environment by reinforcing values that discourage violence.
APTS 4.4 - Maintain Student Safety:
Highlighting safety and responsible behaviour in the assembly aligns with maintaining student safety by addressing the real-world implications of violence.
APTS 7.4 - Engage with Professional Teaching Networks:
Collaborating with the QLD Homicide Support Group demonstrates engagement with external experts, enhancing student learning through broader professional networks.

Period 2 - Year 10 Materials and Tech

The class were finishing off their Beetlejuice puzzles, ready for review and assessment. Students are required to take pics of their individual pieces in isometric view, as well as mistakes, and reflect on the process and the final product.

Some students were still lagging behind, so I jumped in and tried to help a few of them. Interestingly, these students had backstories that needed to be appreciated when communicating and managing task guidance.

ECMS 2: Communicating Expectations and Task Requirements:
Guiding students through finalizing their Beetlejuice puzzles and assisting with specific steps like photographing isometric views and reflecting on the process demonstrates clear communication of expectations and task requirements.
ECMS 3: Providing Individual Support and Encouragement:
Assisting students who were behind and recognizing the influence of their unique backgrounds shows individualized support, fostering a respectful and understanding classroom climate.
APTS 1.3 - Understand and Respect Diversity:
Tailoring communication for students with unique backstories reflects an understanding of diversity and sensitivity to individual circumstances.
APTS 3.5 - Use Effective Classroom Communication:
Clearly outlining tasks and offering support during practical activities demonstrates effective communication that helps students stay on task and reach their goals.

Period 3 - Year 11 Furnishing Skills (supervising subject)

Again, not much going on. Students are basically winding down, doing finer appointments on projects or playing handball. A little boring to be honest. Given the time of the year, it feels a bit like a childcare centre for teenagers. I anticipate week 3 of prac will be similar to the last few days of this week and present limited opportunities to broader my experience.

ECMS 5: Reflecting on Classroom Management Practices:
Engaging in a feedback session with your supervisor to discuss Week 3 plans shows reflective practice aimed at enhancing classroom management and teaching strategies.
APTS 6.3 - Engage with Colleagues and Improve Practice:
Reflecting on supervisor feedback and planning improvements for Week 3 demonstrates a commitment to collaborative professional development.
APTS 3.2 - Plan, Structure, and Sequence Learning Programs:
Planning lessons and activities for upcoming classes, including Year 10’s welding theory and small group lathe activities, showcases effective structuring and sequencing of the learning program to support student progress.

Period 4 - Spare

Feedback from my supervisor. We spoke about Week 3 plans

Bring all year 10 classes in and get them cracking on their work
Welding theory – run down on mig welding (check with Mark re activity) Wednesday
Small group on the metal lathe

Comments/questions for follow-up discussion and reflection (I thought…)

This is a general comment for potential follow-up should the opportunity arise.

I understand the timing of the placement, considering the program of study and the need to meet prerequisites beforehand. However, I believe the unit 110038 should present a more realistic view of the actual practicum requirements and the subsequent submissions needed to pass.

Speaking specifically for secondary and Trade2Teach students, the issue with 110038 is that it’s aimed at all education students. This one-size-fits-all approach contradicts the differentiation strategies we’re taught as educators. It’s ironic, as the needs of an ITD teacher differ greatly from those of early childhood, primary, or QCE specialists. While there are shared elements like playground duty and roll-calls, the lack of specialization is a major shortcoming.

Evidence of this issue is the confusion in Moodle discussions, where students seek clarification on: a) how templates relate to their specialization, b) how templates fit with their school’s dynamics, c) issues with templates for their specialization (early, primary, senior), and d) challenges with school information systems.

The university appears to have streamlined resources by grouping all students together, but high school dynamics differ significantly from early and primary education. The WAVE session this morning exemplifies the lack of consideration for these differences.

Day 10

21 Oct 2024

DAy schedulE

spare (previous Yr 12 class) / Year 11 Furnishing / Year 11 Engineering / Year 10 Furnishing

OBSERVATION / DAILY LOG

Period 1 – Spare

Experience: Worked diligently on a comprehensive lesson plan for MIG welding, a crucial skill to be delivered on Wednesday. I carefully aligned the plan with the curriculum and devised an engaging activity to captivate the students' interest.

ECMS 1: Establishing a Positive Learning Environment: By designing a lesson plan that aligns with the curriculum and incorporates engaging activities, I set up a positive learning environment to support student interest and participation in MIG welding.

ECMS 5: Reflecting on and Adjusting Practice: The process of aligning the lesson with curriculum standards and designing an engaging activity reflects a thoughtful approach to planning and continuous improvement.

APTS 3.2: Plan, structure, and sequence learning programs. Developing a comprehensive lesson plan for MIG welding aligned with the curriculum and creating an engaging activity.

APTS 6.2: Engage in professional learning and improve practice. Reflecting on and aligning the lesson plan with curriculum standards demonstrates professional growth.

Period 2 – Year 11 Furnishing

I welcomed the class and took the roll. The class continued with the finishing stage of their cabinet build. I guided routing, paring, chisel work, and creating shims for packing (for half-lap joints).

ECMS 2: Communicating Expectations and Task Requirements: Taking the roll, explaining the day's tasks, and providing guidance on technical skills like routing and chisel work helps set clear expectations and ensure students understand the tasks required.

ECMS 3: Providing Individual Support and Encouragement: Offering hands-on guidance for routing, chiselling, and shimming demonstrates individual support, helping students develop confidence in these practical skills.

APTS 3.4: Select and use resources. I used appropriate tools and techniques to facilitate hands-on learning in the classroom.

APTS 4.1: Support student participation. Providing hands-on guidance and supporting student skill development in routing, chisel work, and shimming.

Period 3 – Year 11 Engineering

Experience: Like the period 2 class, I welcomed the class and took the role. And again, similar to year 11 furnishing, this class mainly finished their projects except for a couple of students completing MIG welding on their rocket stove. I spoke to a few students about tertiary education and my experience in the sector. The students expressed their bewilderment at how they expected to provide course preferences and career outcomes at such an early point in life. I've heard this repeatedly over my twenty-odd years in tertiary. I gave some advice on how to handle that and how to prioritise their future path.

ECMS 1: Establishing a Positive Learning Environment: Engaging with students about their educational and career futures, acknowledging their concerns, and sharing their experiences helps build a supportive and open classroom culture.

ECMS 4: Managing Classroom Discussions Effectively: The conversation on tertiary education and career paths allows students to express concerns openly, ensuring a constructive discussion.

APTS 1.1: Students' physical, social, and intellectual development and characteristics. Discussing tertiary education and career paths with students, recognising their developmental needs.

APTS 4.1: Support student participation. Creating an inclusive environment by engaging with students and discussing their concerns about future career decisions.

APTS 7.4: Engage with professional teaching networks and broader communities. Sharing my experience from the tertiary sector to broaden students' understanding and perspective.

Period 4 – Year 10 Furnishing

Experience: The class needed to have completed their assessment for the Beetlejuice puzzle. This was in a standard classroom instead of the workshop, as students needed to write up their project regarding how it was constructed and reflect on what went right and wrong. Further reflection was required to describe how they would address their issues. Pictures of individual pieces and a video of the puzzle being put together were taken, as well as a video of the puzzle being put together in terms of fit and alignment with the puzzle plan.

There was an issue of bullying experienced in the classroom; a chair was thrown in response to the provocation. The parties were separated and needed to be monitored until the lesson's end. Further enquiry was required through One-School to determine any prior backstories between the two parties and any other pertinent information needed to determine (whether) further action was required. The teacher advised the student that he would stay back and make himself available if the student wanted to talk. In the meantime, since the incident, the student has decompressed somewhat and has decided to opt out of talking to the teacher after class. The teacher noted the incident in One-School and advised his case manager.

ECMS 3: Providing Individual Support and Encouragement: Supporting students through their assessment and reflections on the Beetlejuice puzzle project and being available for students needing further conversation reflects individual encouragement and care.

ECMS 6: Managing Challenging Behaviours: Addressing the bullying incident, separating the involved students, and monitoring them to prevent further conflict demonstrates effective management of challenging behaviours.

ECMS 7: Following School Policies and Procedures: Documenting the incident in One-School and notifying the case manager adheres to school protocols, ensuring compliance with the policy for student safety and welfare.

APTS 4.3: Manage challenging behaviour. Effectively managing the classroom environment and resolving the disruptive situation.

APTS 4.4: Maintain student safety. Respond appropriately to a bullying incident to ensure a safe student environment.

APTS 5.1: Assess student learning. Assisting students in completing assessments and reflecting on their work, ensuring accurate evaluation of their learning.

APTS 6.3: Engage with colleagues and improve practice. Offering support and being available for student conversation, demonstrating proactive student welfare management.

APTS 7.2: Comply with legislative, administrative, and organisational requirements. Recording the incident in One-School and informing the case manager as per school procedures.

Day 12

23 Oct 2024

DAy schedulE

Year 11 Engineering / Year 10 Engineering / Spare / WAM

OBSERVATION / DAILY LOG

Period 1 – Year 11 Engineering

Like the previous lesson, students finished their projects and prepared to move on to the lathe. I spoke to some students about their experience with MIG welding to gain hints and tips to pass on to the grade 10 intro class. They offered their experiences, which was helpful. They all had different experiences to impart, which highlighted a level of understanding among them.

APTS 1.1 (Physical, social, and intellectual development and characteristics of students): By speaking with students about their MIG welding experiences, I understood their knowledge level and how it could contribute to shaping my teaching approach.

APTS 6.2 (Engage in professional learning and improve practice): I engaged with students to gain their insights and tips on MIG welding, using their experiences to enhance my approach for the upcoming Year 10 introduction class.

ECMS 1: Establishing a Positive Learning Environment: Engaging with students about their MIG welding experiences and acknowledging their insights fosters a respectful, collaborative environment.

ECMS 3: Providing Individual Support and Encouragement: Seeking and valuing student feedback on their experiences shows individualized support, promoting a sense of ownership in their learning process.

Period 2 – Year 10 Intro to MIG welding lesson

I conducted an introduction to MIG welding. The lesson materials are attached below. I structured the lesson with an induction industry feel. I felt this would create a framework whereby I could show the students respect and have it returned reciprocally. This also provided the attention required to learn the basics, understand why MIG welding matters, and understand the associated safety required when operating.

I started by letting the students know a little about me in terms of who I am, why they’ve seen me involved in various classes, etc. I emphasised that knowing who you are getting your advice from is essential. I told a brief backstory of my experience and then moved on to how the following three lessons would be structured. I also told them I would treat them as young trainee tradesmen to show them how they would move through an induction onto a ‘worksite’. I think this worked well as it bestowed upon them a level of trust and maturity from the get-go.

After setting their expectations and mine, I explained the structures of the following three lessons. The students were given a revision sheet that I explained needed to be completed by the end of the lesson as it was an exit ticket. This was not just a task but an opportunity for them to show some maturity. It was also the trigger for the next phase of the lesson—creating a fabricator co-op comprising three tasks that would give them a sense of responsibility and ownership.

Once students handed in their revision sheets, they were advised to form their construction team. Once done, come up and see me, and they could choose a randomly drawn fabricator team name from a list of names I generated. Once they had their name, they could go off as a group and start researching ideas on what sculpture they could build next lesson. The sculpture would comprise nuts, bolts, angle iron, and other bits and pieces in the store room.

I offered to partner with a couple of students who have been the target of bullying behaviour from other classmates. One student accepted, while the other said they'd think about it. I told him he might enjoy it and that the offer was always open.

Students were not just working collaboratively; they were getting excited about what they would do. Their enthusiasm was palpable, and friendly competition emerged as groups hid their ideas from each other. It was good to see that they were not just doing the task but were fully immersed in it. I finished the lesson by showing the class some footage of a hang-gliding crash I had. The purpose is to show vulnerability while highlighting that MIG can be used for repairs!

APTS 1.5 (Differentiate teaching to meet the specific learning needs of students across the full range of abilities):
By offering to partner with students who experienced bullying, I provided individualized support and encouragement to those who might need extra attention.

APTS 3.2 (Plan, structure, and sequence learning programs): I developed a structured lesson plan that mimicked an industry induction process, aligning the content to practical experiences and clearly outlining the lessons' sequence.

APTS 3.5 (Use effective classroom communication): I established rapport and set clear expectations by sharing my background and explaining the lesson structure, using effective communication to engage students.

APTS 4.1 (Support student participation): I structured the lesson to engage students as "trainee tradesmen," creating a supportive and engaging learning environment that encouraged respect and participation.

APTS 4.2 (Manage classroom activities): I implemented a collaborative activity where students formed groups and researched sculpture ideas, effectively managing classroom dynamics and promoting active participation.

APTS 5.1 (Assess student learning): I used a revision sheet as an exit ticket, giving students a formative assessment opportunity to demonstrate their understanding and maturity.

APTS 6.3 (Engage with colleagues and improve practice): I sought and received feedback from my supervisor, using it to reflect on my lesson delivery and strengthen my practice.

APTS 7.1 (Meet professional ethics and responsibilities): I reflected on the feedback regarding explicit expectations, pacing, checking for understanding, and maintaining professional language, demonstrating my commitment to ethical and responsible teaching practices.

ECMS 1: Establishing a Positive Learning Environment: Creating an "induction-style" lesson format and treating students as trainee tradesmen establishes a structured, respectful environment where students feel valued and engaged.

ECMS 2: Communicating Expectations and Task Requirements: Setting expectations for student behaviour, lesson structure, and tasks like the revision sheet provides clarity and fosters accountability.

ECMS 4: Managing Classroom Discussions Effectively: Encouraging student teams to collaborate on sculpture ideas promotes productive discussion and supports a collaborative and competitive environment.

ECMS 5: Reflecting on and Adjusting Practice: Providing the exit ticket as a maturity challenge and engaging with individual students facing bullying reflects adaptability and commitment to supporting diverse student needs.

ECMS 6: Managing Challenging Behaviors: Partnering with students who have experienced bullying and inviting them to engage in team activities helps manage and reduce disruptive dynamics by fostering inclusivity.

Spare

After the period 2 lesson, I received feedback from my supervisor. Overall, it was a positive experience. My supervisor appreciated how I set up the lesson structure and agreed it helped establish a framework for managing the class. This positive feedback reassured me that I was on the right track.

Feedback on things I could do better is:

Make sure I make my expectations of student behaviour more explicit. My expectations were conveyed implicitly.
Give students a break from slides after 20 minutes (pace the lesson a tad better)
Provide more opportunities for checking for understanding
Watch my swearing (I said shit a few times. Trade habit I need to break)
Ensure I have 100% student attention before moving the lesson to the next stage.

APTS 3.3 (Use teaching strategies): cutting steel coupons for the upcoming practice lesson shows proactive planning and preparation, ensuring the lessons are effectively structured to maximize hands-on learning opportunities.

APTS 4.4 (Maintain student safety): Preparing the welding environment (cutting steel coupons for MIG practice) demonstrates attention to maintaining a safe and effective learning space.

ECMS 5: Reflecting on and Adjusting Practice: Reflecting on supervisor feedback, particularly around explicit behaviour expectations, pacing, and checking for understanding, shows commitment to ongoing improvement and effective classroom management.

ECMS 2: Communicating Expectations and Task Requirements: Recognizing the need to make behaviour expectations explicit emphasizes clear communication for effective classroom management.

ECMS 7: Following School Policies and Procedures: Receiving feedback and making adjustments, such as monitoring language and ensuring full student attention, shows adherence to school standards and policies.

WAM

I cut a bunch of steel coupons for Friday’s MIG practice. While my supervising teacher supervised the WAM activity, I cut blank ‘coupons’ for Friday’s MIG practice lesson. The coupons will show them how to run a couple of basic welding beads. From there, we’ll move on to other welding joint techniques. Due to the size of the class and the fact that there are only six welding bays that can be used at any one time, the following two lessons will be in the same format.

APTS 3.3 (Use teaching strategies): Cutting steel coupons for the upcoming practice lesson shows proactive planning and preparation, ensuring the lessons are effectively structured to maximise hands-on learning opportunities.

Comments/questions for follow-up discussion and reflection (I thought…)

Contemplate my supervisor's feedback and take on board the constructive feedback.

Artifacts

Day 13

24 Oct 2024

DAy schedulE

Year 10 Furnishing / Spare / Year 11 Engineering / Year 8 Art

OBSERVATION / DAILY LOG

Period 1 – Year 10 Furnishing
Students continued working on their cabinets, and I assisted those behind, as only three lessons remained. I supported a student who had previously sustained a hand injury; as it had healed sufficiently, he could resume work on his cabinet door frame. I also helped two other students with tasks like paring, frame set-outs, and marking.

ECMS 1: Establishing a Positive Learning Environment: By helping students complete tasks like paring, set-outs, and marking, you create an inclusive, supportive environment that encourages student engagement and confidence.

ECMS 3: Providing Individual Support and Encouragement: Assisting students who were behind and supporting a student with an injury reflects individualized support, ensuring that all students can progress with their projects.

APTS 1.5 (Differentiate teaching to meet the specific learning needs of students across the full range of abilities): Assisting the student with the hand injury demonstrated differentiation by providing tailored support to accommodate his needs.

APTS 4.1 (Support student participation): Encouraging and assisting students behind ensured they remained engaged and on task, promoting active involvement in their learning.

APTS 3.5 (Use effective classroom communication): Guiding multiple students through their work required clear and effective communication to ensure they understood each process step.

Period 2 – Spare
Paul from Trade 2 Teach conducted a site visit and checked in with me and the other T2T student at Albany Creek. We discussed our experiences and the lessons learned. I reflected on the challenges of transitioning from an adult workplace environment to a school, where the student population vastly outnumbers the adults. The support from experienced staff and Paul’s advice provided valuable insights I can apply in my teaching practice.

ECMS 5: Reflecting on and Adjusting Practice: Reflecting on the transition from an adult workplace to a school environment and discussing experiences with Trade 2 Teach staff shows adaptability and a commitment to continuous improvement in classroom management.

APTS 6.3 (Engage with colleagues and improve practice): Engaging in discussions with Paul and reflecting on experiences with colleagues demonstrates a commitment to professional growth and collaboration.

APTS 7.4 (Engage with professional teaching networks and broader communities): Connecting with the Trade 2 Teach program and receiving guidance from an experienced mentor aligns with building and leveraging professional networks for development.

APTS 6.2 (Engage in professional learning and improve practice): Reflecting on the differences between the workplace and school environments and seeking ways to adapt illustrates a proactive approach to improving teaching practice.

Period 3 – Year 11 Engineering
The class was quiet, as students had completed their projects and were working on theory assignments in a general classroom setting. While they worked, I used the time to log my reflections and think about general teaching skills and my current experiences.

ECMS 5: Reflecting on and Adjusting Practice: Using quiet time to log reflections and contemplate teaching skills demonstrates proactive reflection, allowing for adjustments in classroom management practices and general teaching strategies.

APTS 6.2 (Engage in professional learning and improve practice): Taking time for reflective practice and journaling about teaching skills and experiences shows an ongoing commitment to professional education.

APTS 5.4 (Interpret student data): Observing students' progress and documenting these reflections could contribute to understanding how students respond to different types of activities and instruction.

Period 4 – Year 8 (usually Year 12 Engineering)
The HOD mentioned that this class would be challenging due to the student's age and behaviour. The teacher used effective behaviour management strategies, such as removing a disruptive student. The lesson included a demonstration of clay techniques for building a dragon's head, with the teacher actively managing the room, realigning student techniques, and correcting behaviour. The teacher also discussed his behaviour management approach with me.

ECMS 6: Managing Challenging Behaviors: Observing and learning from the teacher’s use of behaviour management strategies, such as removing a disruptive student, highlights effective techniques for managing challenging student behaviours.

ECMS 4: Managing Classroom Discussions Effectively: The teacher’s approach to actively managing student behaviour and guiding techniques during the clay demonstration exemplifies effective classroom discussion and redirection techniques.

ECMS 2: Communicating Expectations and Task Requirements: The teacher’s clear redirection and realignment of student techniques during the lesson demonstrates an effective communication of expectations and task requirements.

ECMS 7: Following School Policies and Procedures: Adhering to behaviour management protocols by removing disruptive students and discussing these strategies with you reflects adherence to school behaviour policies and collaborative professional development.

APTS 4.3 (Manage challenging behaviour): The teacher’s actions, such as removing a disruptive student and maintaining a structured environment, demonstrated effective behaviour management.

APTS 1.6 (Strategies to support full participation of students with disabilities): The teacher’s approach, which closely monitors and manages students with possible learning and behavioural difficulties, reflects the use of targeted strategies to support all students.

APTS 3.4 (Select and use resources): The clay demonstration was an effective resource selection, engaging students through hands-on learning while managing behaviour.

APTS 6.3 (Engage with colleagues and improve practice): Discussing behaviour management techniques with the teacher shows an effort to learn from colleagues and apply those insights to improve classroom practice.

Comments/questions for follow-up discussion and reflection (I thought…)

Artifacts

Day 14

25 Oct 2024

DAy schedulE

Junior Assembly / WAVE / Year 10 Engineering / Year 9 Design

OBSERVATION / DAILY LOG

Junior Assembly

Welcome to Country
National Anthem
Acknowledge of World Teachers Day
House notices
Principal's Address
Dismissed

Period 1 – Year 9 WAVE (Wellbeing and Values Essentials)

Despite the unexpected change in plans due to an exam in the neighbouring room, the students' adaptability was commendable. They utilized the free time given to them by the teacher, maintaining a quiet environment and behaving impeccably.

ECMS 1: Establishing a Positive Learning Environment: Encouraging students to adapt quietly and responsibly to unexpected plans and changes helps maintain a positive and respectful classroom environment.

ECMS 4: Managing Classroom Discussions Effectively: Commending students' adaptability and behaviour in response to altered circumstances supports a culture of respect and responsibility.

APTS 4.1 (Support student participation): By recognizing the need for a quiet environment and allowing the students to manage their behaviour during this unexpected change, I supported student participation in maintaining a respectful classroom environment.

APTS 4.3 (Manage challenging behaviour): Managing the students' free time effectively and ensuring they remained quiet and respectful demonstrated my ability to maintain a calm and supportive learning environment despite planned changes.

Period 2 – Year 10 Engineering

Today, I took the class in the welding bays. However, first, I needed to set the class up for a successful welding experience. I broke the lesson into stages.

Stage 1: The students' enthusiasm for the practical welding experience was palpable. Their engagement in the theory lesson exceeded expectations, and they demonstrated a firm grasp of the theoretical knowledge, which they were eager to apply in the welding bays.

From there, I discussed how we would check the welding bays for safety and, if necessary, reset the bay so the student could experience the sequence for activating a bay ready for welding. Following that, I advised on the welding technique using the DAM acronym.

ECMS 2: Communicating Expectations and Task Requirements: Structuring the lesson in stages, including safety checks, setup, and the DAM technique, communicates clear expectations and fosters an organized learning experience.

ECMS 3: Providing Individual Support and Encouragement: Guidance, demonstrations, and peer-to-peer learning opportunities in the welding bays support individual engagement and reinforce collaborative learning.

ECMS 6: Managing Challenging Behaviors: Maintaining a structured environment in a practical setting, including peer mentoring, helps manage potential disruptions and keeps students focused.

ECMS 5: Reflecting on and Adjusting Practice: Reflecting on the lesson's flow and anticipating supervisor feedback demonstrates a commitment to improving classroom management and instructional techniques.

APTS 2.1 (Content and teaching strategies of the teaching area): By explaining the safety checks and introducing the DAM acronym, I demonstrated the effective use of content knowledge and teaching strategies to prepare students for practical welding.

APTS 3.2 (Plan, structure, and sequence learning programs): Structuring the lesson in stages (theory, safety checks, and practical application) ensured the learning was sequential and effectively supported student understanding.

APTS 3.3 (Use teaching strategies): Breaking the lesson into stages and using the DAM acronym as a mnemonic device showed my use of effective strategies to help students retain critical information.

APTS 4.2 (Manage classroom activities): Managing the classroom activities through structured stages and ensuring all students were prepared before moving to the welding bays demonstrated effective classroom management.

APTS 4.4 (Maintain student safety): Emphasizing the safety checks and correct use of PPE (Personal Protective Equipment) reinforced the importance of maintaining a safe learning environment.

Once students suited up, they were guided to reset and activate the welding bays. I supervised all welders, demonstrating the setup and offering dry-run demos.

APTS 5.1 (Assess student learning): By having students repeat the safety procedures and the DAM acronym before proceeding, I assessed their understanding of essential concepts before allowing them to engage in practical work.

After the first session, the round 1 welders shared advice with round 2 welders. This peer-to-peer interaction was encouraged to promote learning from their experience.

APTS 1.5 (Differentiate teaching to meet the specific learning needs of students across the full range of abilities):
Encouraging peer feedback and advice differentiated the experience, ensuring all students felt supported and prepared for the practical task.

The lesson concluded with the successful completion of two rounds of welding, and I reflected on the lesson, anticipating feedback from my supervisor.

APTS 6.3 (Engage with colleagues and improve practice): Reflecting on the lesson and looking forward to supervisor feedback indicated my commitment to continuous improvement and professional development.

Period 3 - Year 9 Design (HOD Class)

The class started with the next step of the design process, which involves considering the environment and its impacts on the structure being designed. Work avoidance and lack of attention behaviours were observed, including using ear pods and laptops for non-schoolwork purposes. A particular group of four boys caused the most disruption.

ECMS 2: Communicating Expectations and Task Requirements: Redirecting students to focus on the design process and clarifying acceptable classroom conduct reinforces behavioural expectations.

APTS 4.3 (Manage challenging behaviour): Managing disruptive behaviours involved strategically deciding where to position students to minimize disruption. The teacher's approach demonstrated an understanding of behaviour management strategies.

The decision was made to move these students out of the class for the next lesson and buddy them into other courses. Two boys used time-out cards, and their absence temporarily calmed the classroom environment.

ECMS 6: Managing Challenging Behaviors: Addressing work avoidance and disruptive behaviours by moving sure students out of the class for the next lesson demonstrates proactive management of challenging behaviours.

ECMS 7: Following School Policies and Procedures: Utilizing time-out cards and reassigning disruptive students to other courses reflects adherence to school procedures and behaviour policies.

APTS 4.4 (Maintain student safety): I aimed to create a safer and more conducive learning environment by allowing students to use time-out cards and separating the disruptive group.

APTS 7.2 (Comply with legislative, administrative, and organizational requirements): Management ensured compliance with the school’s legislative and administrative requirements by following school policies regarding time-out cards and student behaviour.

This period highlighted the need for consistent strategies to effectively manage and support student behaviour and ensure minimal disruption to the learning environment.

Period 4 - spare (class profiling)

I worked on the class profile of the previous class. I have taken this class for all my lessons, whether furnishing or engineering, and I have learned the class broadly. I only have them for three hours a week. In some classes, I have taken the opportunity to go to other year and subject area classes to observe different cohorts of students and classroom management techniques that I've been advised would be worthwhile. My class profile will reflect this overall experience.

ECMS 1: Establishing a Positive Learning Environment: Observing different cohorts and classroom management techniques to refine your approach demonstrates a commitment to building a supportive, positive environment across varied class settings.

ECMS 5: Reflecting on and Adjusting Practice: Developing a class profile based on observed behaviours and management strategies highlights reflective practice, allowing for effective adjustments to support student needs.

Comments/questions for follow-up discussion and reflection (I thought…)

Surprisingly, my lesson plans had gone as expected. I'll add more to this shortly.

Artifacts

Day 15

28 Oct 2024

DAy schedulE

spare / Year 11 Furnishing / Year 11 Engineering / Year 10 Engineering

FINAL DAY OF PLACEMENT

OBSERVATION / DAILY LOG

Period 1 - Spare

I spent time in woodworking, speaking with other teachers about various topics related to teaching and other associated issues.

APTS 7.4: Engage with professional teaching networks and broader communities: During this period, I engaged in discussions with other teachers, exchanging ideas and practices related to teaching and demonstrating active participation in professional teaching networks.

Period 2 - Year 11 Furnishing

I spent the lesson giving micro lessons and helping students progress their projects. This lesson was similar to [previous class lessons. There is nothing significant to expand upon that hasn’t already been covered.

ECMS 2: Communicating Expectations and Task Requirements: Giving direct instructions for each project component helps clarify task requirements, ensuring students stay focused and on track.

ECMS 3: Providing Individual Support and Encouragement: Providing micro lessons and individualized support as students work on projects reflects attention to students' specific needs and reinforces individual engagement.

APTS 3.3: Use teaching strategies: My approach of giving micro lessons and providing direct support as students progress with their projects demonstrates the use of targeted teaching strategies to enhance learning.

APTS 5.1: Assess student learning: I conducted informal assessments of students' learning and progress by helping them with their individual projects and observing their skill application.

Period 3 - Year 11 Engineering

Students were introduced to using the next piece of machinery in the engineering shop, the lathe. However, critical skills for utilising the lathe include using and reading vernier callipers. To do this, we moved from the workshop to a general classroom to use a PC and projector.

Learning how to read vernier callipers is more challenging than it might initially appear. There is an art to aggregating the incremental information to arrive at a final measurement. Students were given an exercise to complete via a downloadable exercise via Q-Learn. The teacher gave the students time to take in the information and then revised the content to check for understanding. The teacher then invited the students to do the examples to see if they had understood the art of reading vernier callipers. The students struggled to understand, but I’m confident they can grasp this concept with continued practice.

ECMS 2: Communicating Expectations and Task Requirements: Explaining the steps for reading vernier callipers and practising incremental measurements helps students understand the expectations and process.

ECMS 4: Managing Classroom Discussions Effectively: Allowing students to absorb information and engage in guided practice encourages thoughtful engagement with the content, helping to manage classroom interactions and focus.

ECMS 5: Reflecting on and Adjusting Practice: Observing students' struggles with vernier callipers and planning continued practice demonstrates reflective practice and a commitment to improving instructional methods to support student understanding.

APTS 2.1: Know the content and how to teach it: Introducing students to the lathe and vernier callipers and using a PC and projector to facilitate understanding shows a deep engagement with the content and effective teaching methods for technical subjects.

APTS 3.4: Select and use resources: Utilising digital tools and downloadable exercises from Q-Learn to teach complex measurement skills effectively uses technological and educational resources to support learning.

APTS 5.2: Provide feedback to students on their learning: By revising content and inviting students to practice reading vernier callipers, followed by feedback, I ensured that students received immediate and actionable insights into their understanding.

Period 4 - Year 10 Engineering

Continuation of MIG welding class. See lesson plan five below.

ECMS 1: Establishing a Positive Learning Environment: Continuously building upon the MIG welding sequence, following a structured lesson plan, and providing a consistent learning framework fosters a stable and supportive environment where students can progressively develop their skills.

ECMS 2: Communicating Expectations and Task Requirements: Adhering to a clear sequence of lessons in MIG welding communicates expectations and provides a roadmap for students to follow, enhancing understanding and engagement.

APTS 2.2: Organise content into an effective learning and teaching sequence: Continuing with the MIG welding class and following the structured lesson plan illustrates how content is organized into a coherent sequence that builds upon previous lessons, progressively enhancing students' skills.

Artifacts

Lesson 5 Plan

Reflection

Day 1

8 Oct 2024

Induction / Year 10 Engineering / Yr 12 Engineering / Yr 11 Furnishing

Day 2

9 Oct 2024

Yr 11 Engineering / Yr 10 Furnishing / Yr 10 Engineering / spare

Day 3

10 Oct 2024

Year 11 Furnishing / spare / spare / Year 9 Maths

Day 4

11 Oct 2024

​PLC / WAVE / Furnishing / Spare / Spare

Day 5

14 Oct 2024

Year 9 Maths / Year 11 Furnishing Skills / Year 7 Materials and Technology

/ Year 10 Food Technology

Day 6

15 Oct 2024

Year 10 Engineering / spare / Year 12 Engineering Skills / Year 11 Furnishing Skills

Day 7

16 Oct 2024

spare / Year 9 HPE / Year 10 Materials and Technologies / Year 9 Design

Day 8

17 Oct 2024

Year 11 Furnishing Skills / Spare / Year 11 Engineering Skills / Year 9 Maths

Artifacts Practical Design and Technology Guidelines

Website https://education.qld.gov.au/initiatives-and-strategies/health-and-wellbeing/workplaces/safety/managing/industrial-technology-design

Day 9

18 Oct 2024

WAVE / Year 10 Materials Tech / Year 11 Furnishing Skills / Spare

Day 10

21 Oct 2024

spare (previous Yr 12 class) / Year 11 Furnishing / Year 11 Engineering / Year 10 Furnishing

Period 1 – Spare

Period 2 – Year 11 Furnishing

Period 3 – Year 11 Engineering

Period 4 – Year 10 Furnishing

Day 12

23 Oct 2024

Year 11 Engineering / Year 10 Engineering / Spare / WAM

Day 13

24 Oct 2024

Year 10 Furnishing / Spare / Year 11 Engineering / Year 8 Art

Day 14

25 Oct 2024

Junior Assembly / WAVE / Year 10 Engineering / Year 9 Design

Junior Assembly

Period 1 – Year 9 WAVE (Wellbeing and Values Essentials)

Period 2 – Year 10 Engineering

Period 3 - Year 9 Design (HOD Class)

Period 4 - spare (class profiling)

Day 15

28 Oct 2024

spare / Year 11 Furnishing / Year 11 Engineering / Year 10 Engineering

​

FINAL DAY OF PLACEMENT

PLC / WAVE / Furnishing / Spare / Spare

Artifacts
Practical Design and Technology Guidelines

Website
https://education.qld.gov.au/initiatives-and-strategies/health-and-wellbeing/workplaces/safety/managing/industrial-technology-design