​Since my area is ITD, students apply practical skills reflecting project stages foreshadowed by instruction and demonstration. For some classes, the project stage can extend over a week or two before progressing to the next set of instructions. Given that the summative report was due on Day 8, and since I arrived in Week 2 of the term, my supervising teacher's classes were well into their project stages - a situation the school has encountered in the past with previous professional prac students.

 

Additionally, my teaching supervisor oversees senior classes where students' skills are advanced. Students are largely self-regulating and autonomous in their project progressions at this stage. However, they still require personalized guidance due to the varying stages of completion across the class. In these lessons, I conducted several mini-lessons.

 

However, on my second day of placement, I had the opportunity to teach a Year 10 class, as the timing coincided with the start of a timber puzzle project on this day.

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In consultation with the department head and my supervising teacher, I observed various subject classes throughout my placement to gather as much exposure to the various teaching contexts as possible. My daily log reflects this, documenting different classroom environments, teaching styles, and critical classroom management skills. After each observation, I debriefed with the teacher, leading to reflections on how I will develop my teacher identity.​