Ppce Reflection

School ofPractice
Professional Education
3
102605 Professional Practice Community Engagement - Reflection
Pre-service Teacher Details
Pre-service Teacher Name: Pre-service Teacher ID:

Wenye Feng 19143910
Pre-service Teacher Phone Number: Pre-service Teacher Email Address:
0451996274 19143910@student.westernsydney.edu.au
Placement Details: If you haven’t complete 60 hours face to face you must provide a detailed statement of
how your experience meets the outcomes for Professional Practice 3. Attach evidence.
Placement Name: Placement Phone Number:

St Marys Senior High School 0296238333
Placement Address: Placement Email Address:
6-48 Kalang Avenue, St Marys, NSW, 2760 Peta.bailey2@det.nsw.edu.au
Contact Person: Peta Bailey
Describe in 500-800 WORDS any features and benefits of the setting you attended. Consider number of
students, location details, age of students, types of educational programs offered and any other salient aspects
of the experience. Consider how this experience will contribute to your development as a beginning teacher.
(Remember theses can also be used in your Weebly so think carefully about your learning)
AITSL Standards
The criteria for pre-service teacher reflection focus, the first, second, third and sixth standards.
 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of
abilities
 2.2 Content selection and organisation
 3.1 Establish challenging learning goals
 6.3 Engage with colleagues and improve practice
Subsidiary questions:
What surprised you about your learning in your community setting?
What research about communities did you engage with before you commenced?
Why were you surprised about your learning?
What goals did you set for yourself in your service learning activities?
In what ways were you communicating with your community participants?
What do you believe the participants in your service learning project learned?
What did you learn? How will the experience shape you as a teacher in a classroom?
How would you help someone else learn what you discovered?
This form is to be completed and submitted to the notes/docs section of your profile within InPlace.
Students who do not submit on time (TBA on vUWS announcements) will receive an FNS.
REFLECTION:
The purpose of the professional practice of community engagement is to enable pre-service teachers to
match their skills and interests with the needs of a group of students. For me, it is a good starting point
to apply the theories and skills from the university to real world and get to know the students.
Knowing the students and how they learn is a key requirement for all teachers under Australian
Professional Standards for teachers (AITSL, 2011).
The strand I attended was the learning centre at St. Mary’s Senior High School. I was involved in
helping some students with their curriculum contents (business studies and mathematics) one to one
and helping out some EAL/D (English as an additional language or dialect) students in their class. It
was rewarding to see that most students were very self-motivated and eager for learning. The school’s
learning centre located next to the library, and provides students a relaxing and comfortable physical
environment of self-study. Here they have tea, snacks and microwave, as well as sofa chairs, desks and
computers. Students came in when they had free periods, or during recess and lunch time, or when
they need to plan for some group works. Teachers with different expertise will roam around the
learning centre. Students can always seek staff support easily here.
Many students who speak English as their second language need counselling because they have trouble
understanding the instructions and lesson contents. Within Mathematics, I also found some EAL/D
students having trouble to solve word questions. Some low-achieving students who went for help were
surprisingly good with math techniques, yet when it comes to word problems, they struggle to
understand the question and instruction. This phenomenon is common among other subjects as well.
Schools are required to provide support for EAL/D students so that they can fully participate in
schooling and achieve their full potential. The school’s learning center is an effective way to support
all students, including EAL/D students and other students with learning difficulties. However, the
limitation of learning center is that it can only provide support to those students who came in
voluntarily and actively seeking for help. Thus, some students with learning difficulties may not
willing to admit it or asking for help.
Another thing I found is that students who speak English as their second language often show signs of
lacking confidence. Some of them talk in a small volume and rarely ask questions or try to explain
something in class even though they do not understand. Moreover, student’s responses are usually
negative when invited to write or speak in front of class, especially in the ESL (English as second
language) classroom. The most difficult part for a teacher is to use a range of teaching strategies and
activities to encourage students and build their confidence. Providing students with a broad range of
opportunities to write and to present, thus facilitating their ability to discover the socially appropriate
language, will aid students in their quest for more knowledge. In addition to teaching strategies that are
used within the classroom, the learning center can provide academic support. Students feel more
comfortable when being involved in small group talking or one-to-one, and they feel more confident in
classroom once they know the contents.
With luck, I attended the school’s Heritage Day, which all teachers and students celebrate their culture
once a year. This day involves the whole school community and incorporates cultural performances,
customs, and foods of students and staff. It was truly rewarding and surprising to see students’ passion
about this event, and their versatility. Heritage Day could promote student’s cultural understanding and
creates harmony inside the school.
This practice gives me a good opportunity to know the students’ needs and how they feel.
Incorporating literacy and numeracy skills in the curriculum is essential in terms of fostering student’s
life skills and improving their confidence. In future, I would like to become a teacher who know the
students’ needs, and able to differentiate my teaching to tackle the needs of students from diversified
backgrounds. Classroom instructions need to be simple and explicit.
REFERENCES:
Australian Institute for Teaching and School Leadership (AITSL). (2011). Australian Professional
Standards for Teachers. Retrieved from: https://www.aitsl.edu.au/docs/default-
source/general/australian-professional-standands-for-teachers-20171006.pdf?sfvrsn=399ae83c_12

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School ofPractice

102605 Professional Practice Community Engagement - Reflection

Pre-service Teacher Details

Pre-service Teacher Name: Pre-service Teacher ID:

Placement Name: Placement Phone Number:

Standards for Teachers. Retrieved from: https://www.aitsl.edu.au/docs/default-

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