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.