LEAD IN DAY 1– 9am – 3pm Thursday 30th April 2010

The day started with half a dozen nervous pre-service prac teachers wandering around the Southport State High school teachers main staff room; trying to make sense of their surroundings. I knew this journey would be intense and more advantageous then I expected.

We were introduced to Greg Kenefake who sat us down and explained school life. It never occurred to me that this experience would thrust my mind back to 1999, when I was 12, starting high school and unsure of the world; I felt like a novice about to teach the master.

Greg read out our KLAs, mine being music, and at morning tea, we all searched longingly for our supervising teachers. Eryn Macdonald and Kate shepherd were the willing volunteers to take a student of the university, struggling with her own capabilities and wondering ‘can I really do this?’ It is a time in a person’s life when you manage to feel as if the world has torn itself open in front of your feet and all you have is your wits and your brain to guide you through the rocky terrain. It is a frightening moment when you see a class full of eyes and ears, waiting for you to profess the secrets of the universe.

We mingled and smiled and all the while you could feel the fear, excitement and energy rise as we set off on our journey with a few selected year eights to see the facility that would be our home of learning and for the next 6 weeks.

I met my supervising teachers and settled into disjointed, awkward conversations about life and achievements and started to explore my opportunities for teaching. A time-table was written, units of work exchanged and first impressions made.

The bell rang and it surprised me the day was over. It was as if I had been holding my breath the whole day and exhaled a long sigh of relief and joy at getting through the first day unscathed and a little more enlightened.

LEAD IN DAY 2 – Thursday 06th May 2010

A week after our first lead in day, I entered the school ground wondering what this day had in store. It was 9 am and I headed to PLC with Kate to mark the roll. She read out students names and announcements and my first impression of the students were that they were disinterested, even this early in the morning they made it known they didn’t want to be there. I was shocked. I had had this wonderful impression in my mind that high school was nothing like when I attended and students wanted to be there and learn and take over the world. I was wrong. I really had forgotten that adolescents think of the world through the eyes of fear, self loathing, boredom, creative identity, anger, body issues, confidence issues, learning issues, confusion, needs and wants, the opposite sex, and wanting to fit in. It was a place of bullying and sticking up for each-other, watching someone’s back and catching someone’s eye, I had really forgotten.

My first observation was the year 10 music theory class

Teacher: Kate Shepherd Subject: The Arts – Music theory Year:10 Period: 2, 9:15am

Knowledge: The development of rock n roll- Literacy focus and development- Sentence structure, grammar, theme/rheme

Process and skills: Made students line up at the door, gave students instructions and told them the outline lesson and what was to be achieved.

How did students know that outcomes had been achieved?:

Students were made aware of their outcomes and asked students when they had finished their work, if anyone was having difficulty and if student wasn’t finished, the booklet was so be finished at home for homework and presented to her later.

- Class answers were written on the board.

Physical layout of classroom: Theory lesson – four rows of four on each side of the room. Each student was asked to separate their desks as each student was to work alone on specific theory tasks.

Subject specific posters/print: Functional and traditional grammar flashcards are stuck up on the walls.

Equipment/resources: Theory booklets, whiteboard

Physical movement of teacher: confident and natural, stood out the front of the class as theory is written on the board, walked around the class to interact with students.

How did these enhance or contribute to students learning?:

- Students learning is enhanced by being able to work alone on hard theory content.

- Kate answers questions of students and elaborates for students knowledge.

- Walking around the class gives students the opportunity to ask Kate questions if they have need of her help.

Specific strategies used:

Motivate students: Kate challenged the students that if they co-operate and worked efficiently then they could do more prac, which they enjoy. Encourages student learning.

Orientate the learning experience: hand out booklets and facilitating the class ( separate seats)

- literacy activity : writing full sentences when answering a question to do with unit content.

Interact (verbal and non verbal) with students to participate in lesson in a supportive way: Firm authoritative voice, eye contact, appropriate language and manner

My second observation was the year 9 music theory class

Teacher: Kate Shepherd Subject: The Arts – Music theory Year:9 Period: 3

Knowledge: Scene: Dynamics and rhythm- CCE – expounding a view point. - Score enhancement

Process and skills: Made students line up at the door, gave students instructions and told them the outline lesson and what was to be achieved.

How did students know that outcomes had been achieved?:

Students were made aware of their outcomes and asked students when they had finished their work, if anyone was having difficulty and if student wasn’t finished.

- Five sheets were provided for the class (term planner, assessment task etc) that gave students clear outcomes of unit, assessments and lesson.

Physical layout of classroom: Theory lesson – four rows of four on each side of the room. Each student was asked to separate their desks as each student was to work independently on the task given.

Subject specific posters/print: Functional and traditional grammar flashcards are stuck up on the walls.

Equipment/resources: white board, visual text- TV ( The man from Snowy River II – the chase scene), printed text – students read out loud, task sheets, term planner.

Physical movement of teacher: Stands out the front of the class, relaxed, confident. Walks around the class

How did these enhance or contribute to students learning?:

- Students learning is enhanced by being able to work alone on hard theory content.

- Walking around the class gives students the opportunity to ask Kate questions if they have need of her help.

Specific strategies used:

Motivate students: Teacher/student working together on assignments.

Orientate the learning experience: Students read out loud a synopsis of The man from Snowy River II.

Interact (verbal and non verbal) with students to participate in lesson in a supportive way: Firm authoritative voice, eye contact, appropriate language and manner.

My third observation was the year 8 music theory class

Teacher: Eryn Macdonald Subject: The Arts – Music theory Year:8 Period: 4

Knowledge: Composition, notation and rhythm using C, D, E, F , G.

Process and skills: Made students line up at the door, gave students instructions and told them the outline lesson.

- Students were enthusiastic about creating music and composing.

How did students know that outcomes had been achieved?:

- Written on the board and explained verbally.

Physical layout of classroom: Three rows of 8 chairs and tables connected. Keyboards and guitars surround the room and a piano and visual equipment at the front of the classroom.

Subject specific posters/print:

Equipment/resources: White board, glockenspiels, workbooks.

Physical movement of teacher: Stands out the front of the class, confident, walks around students to check their progress.

How did these enhance or contribute to students learning?:

- Students can work together to compose a melody and rhythm on the glockenspiel.

- Walking around the class gives students the opportunity to ask Eryn questions if they have need of her help.

Specific strategies used:

Motivate students: supplies students with creative freedom.

Orientate the learning experience: Students are introduced to notation. They create a rhythm on the board together as a class.

Interact (verbal and non verbal) with students to participate in lesson in a supportive way: Firm, loud authoritative voice, eye contact, appropriate language.

My fourth observation was the year 8 music theory class 11th May 2010

Teacher: Eryn Macdonald Subject: The Arts – Music theory Year:8 Period: 1

Knowledge: Rhythm dictation : 4/4 time signature, crotchet and minims.

- Numeracy activity: Music Maths- Vocals – practice singing for assembly and class

assessment. ( The National Anthem and Lean On Me).

Process and skills: Made students line up at the door, gave students instructions and told them the outline lesson.

How did students know that outcomes had been achieved?:

- Written on the board and explained verbally.- They were assessed formatively - Answers were reflected on

Physical layout of classroom: Three rows of 8 chairs and tables connected. Keyboards and guitars surround the room and a piano and visual equipment at the front of the classroom.

Subject specific posters/print:

Equipment/resources: White board, workbooks.

Physical movement of teacher: Stands out the front of the class, sits at the front of class, confident, walks around students.

How did these enhance or contribute to students learning?:

Specific strategies used:

Motivate students: The encouragement to do well so they can do prac after morning tea. ( excellent incentive for good behaviour).

Orientate the learning experience: Great use of rhythm dictation to assess prior knowledge.

- Students clap out rhythms - Music maths - * see observation sheet for maths

questions.

Interact (verbal and non verbal) with students to participate in lesson in a supportive way: Firm, loud authoritative voice, eye contact, appropriate language.

11th May 2010 – Prac class – year 8.

Although I did not do an observation on this class in this period it was a really awesome experience. I went outside to see if any of the year 8 girls needed help and after some discussion and guitar playing, I had half a dozen girls and a few boys sitting around me, asking questions and telling me how they felt about school, music, classes, teachers and life. I bonded really well with the class and learnt their names and a bit about their lives. They responded well to me and expressed their feelings about trying to find their identities at school. I tried to give them my best insight to the thoughts I had on the issue and were impressed by their insight to the world and their responses to me. It was a really joyous experience and made me excited to adopt the class as my own teaching field.

My fifth observation was the year 11 music theory class 12th May 2010

Teacher: Eryn Macdonald Subject: The Arts – Music theory Year: 11 Period:

Knowledge: The history and development of Jazz.

Process and skills: Senior students are given more freedom then MYS and walk into the class on their own accord.

How did students know that outcomes had been achieved?:

-

Physical layout of classroom: Three rows of 8 chairs and tables connected. Keyboards and guitars surround the room and a piano and visual equipment at the front of the classroom.

Subject specific posters/print:

Equipment/resources: TV – Visual Text – History of Jazz movie

Physical movement of teacher: Sat at the front of the class to observe her students as they watched the Jazz film.

How did these enhance or contribute to students learning?:

Contributed to watching the film and taking notes.

Specific strategies used:

Motivate students:

Orientate the learning experience: Film – Louis Armstrong , Edward Ellington, Lester Bowie, King Oliver.

Interact (verbal and non verbal) with students to participate in lesson in a supportive way: Firm, loud authoritative voice, eye contact, appropriate language for seniors.

Enhancing process/ skill development:

Students watched film and were to take notes on the

Evaluate the success of teaching strategies:

- Firm with her instructions

NAPLAN TESTING; 12TH MAY 2010 , YR 9 READING TEST / NEROLIE O’NEILLY

TEST CONDITIONS APPLY

- helped set up naplan testing conditions for year 9 to assess their reading skills. These results will be reported nationally. Put out pencils, easers, and collected tests once finished etc.

ASSESSING READING SKILLS

- Each teacher facilitated their own class and explained naplan test and conditions to year 9 students.- Silence and co-operation

THURSDAY 13TH MAY 2010 – EXCURSION WITH YEAR 10/11 TO THE CAREER EXPO IN THE COMMUNITY

- Helped supervise student’s excursion to the career expo. Buses, student safety, observation of students within the community. Obtained artefacts for proof of standard relating to the community. Help to include the community within the students school life.

PLC (roll call and school announcements) – Kate Shepherd gave me the opportunity to take her PLC for the week and for the practical time I am here. It has been a great opportunity to get to know some of the students that I have not currently taught in a class situation.

Singing in assembly – My year 8 music class had an assessment task where they had to perform Advance Australia Fair and lean on me in front of a whole school assembly. I stood on stage and helped them sing these songs. This made the students more confident and excited and helped me keep an observation of their singing for assessment purposes.

Curse of the Breton Fiddle – - I made phone calls home to parents of the year 8 and 10 music classes for the students who had not paid for the

performance of the Curse of the Breton Fiddle as it was compulsory for them to attend. This helped me reach the standard on communicating with parents and the community.

- I watched some of the performance and then was asked to supervise the year 10 students who did not pay to see the performance.

LEADERSHIP - Collecting notes for leadership, Recording people’s names and PLC for leadership.

My 6th observation was the year 11 music theory class 14th May 2010

Teacher: Eryn Macdonald Subject: The Arts – Music theory Year: 11 Period: 4

Knowledge: The history and development of Jazz continued.

- Style - Cultural - Instrumentation ( sax, trumpet, trombone, bass

guitar, piano, clarinet, flute, drums, banjo, vocals etc).

- Mainstream popularity, derivatives – rock n roll, rhythm and blues, ska, reggae, ragtime – slavery ( abolishment).

Process and skills: Senior students are given more freedom then MYS and walk into the class on their own accord.

How did students know that outcomes had been achieved?:

- Students were asked questions on class content, book work, notes written on the board.

- Homework was set – find 3 composers ( what they wrote, ethnicity, where they originated from).

Physical layout of classroom: Three rows of 8 chairs and tables connected. Keyboards and guitars surround the room and a piano and visual equipment at the front of the classroom.

Subject specific posters/print:

Equipment/resources: TV – Visual Text – History of Jazz movie

Physical movement of teacher: Sat at the front of the class to observe her students as they watched the Jazz film.

How did these enhance or contribute to students learning?:

Contributed to watching taking notes.

Specific strategies used:

Motivate students:

Orientate the learning experience: Film –the entertainment business and how the abolishment of slavery helped to fuel jazz in the entertainment industry. Interact (verbal and non verbal) with students to participate in lesson in a supportive way: Firm, loud authoritative voice, eye contact, appropriate language for seniors.

***OBSERVATION SHEETS IN FOLDER

My observation was the year 8 SOSE class 17th May 2010

Teacher: Kate Shepherd Subject: SOSE Year: 8 Period: 2

Knowledge: Investigating the country of SUMER

Process and skills: Students line up quietly outside and receive instruction about what aspects of the lesson are to be achieved and what they must do when they enter the room.

How did students know that outcomes had been achieved?:

Physical layout of classroom:

Jigsaw ( 6 groups of 4, one group on 3), functional literacy concepts on the wall.

Subject specific posters/print: Booklets on Sumer from text book ( ENTERTAINMENT IN SUMER).

Equipment/resources: Booklet on Sumer. Activity on the entertainment in Sumer. Students were to design a festival banquet, justify it and explain it. Physical movement of teacher: walked around to each of the groups to see how they were progressing.

How did these enhance or contribute to students learning?:

Students work well in groups and share ideas. They got excited and enthusiastic about the activity and enjoyed the chance to socialise within the classroom.

Specific strategies used:

Motivate students: Kate gives excellent encouragement and feedback to the students about the class activity. This encouraged the students to explore their ideas and further investigate the topic.

Students needed to prove that they could work well in groups together to they would have the opportunity to work in groups again.

Orientate the learning experience:

- Instructions- Groups activity explained and given out

Interact (verbal and non verbal) with students to

My observation was the year 9 music class 18th May 2010

Teacher: Kate Shepherd Subject: Music Theory – ‘The Holiday’ Year: 9 Period: 2

Knowledge: How does the music of ‘The holiday’ enhance the film? – preparing for assessment task and reflecting on the seven musical elements. Functional Grammar ( Theme/rheme, nominalisation, adjectives sentence structure, specialised and technical language, processes, salient language etc.)

Process and skills: Line up at the door quietly. The students were somewhat restless but Kate got them under control. She was firm and concise.

How did students know that outcomes had been achieved?:

Students knew these outcomes had been achieved when Kate was satisfied their understanding when they related concepts back to her.

Physical layout of classroom:

Subject specific posters/print: Notes written on the board relating to content matter.

Equipment/resources:

- Booklets for the task sheet ( how to write a reflecting analytic essay).

Physical movement of teacher:

- Walk and talk

How did these enhance or contribute to students learning?:

- The worksheet given made keeping notes on the assessment task and functional grammar easier as they had boxes in them that related to the content and students could write in there.

- Explaining functional grammar in an easy way and with examples that students could relate to, like ‘Kate’s yellow car’ made it more amusing and, I believe, easier for the students to achieve an understanding of the unit content.

Specific strategies used:

Motivate students:

- This was the continuing lesson on the same topic and the students were restless and eager to get through it. Kate was encouraging them to get through it because they had done so well.

Orientate the learning experience:

Revises last lesson, re-introduces functional grammar.

Interact (verbal and non verbal) with students to participate in lesson in a supportive way:

19th May 2010 – Staff meeting.

1. Evidence of planning process2. Differentiated teaching3. Naplan date to plan units4. Targets ( school, subject, class, students)5. Teacher feedback6. Understanding of the schools culture 7. ‘Southport, the right choice’.

My observation was the year 8 SOSE class 24th May 2010

Teacher: Kate Shepherd Subject: SOSE Year: 8 Period: 2

Knowledge:

Process and skills:

How did students know that outcomes had been achieved?:

Physical layout of classroom:

Subject specific posters/print:

Equipment/resources: Physical movement of teacher:

How did these enhance or contribute to students learning?:

Specific strategies used:

Motivate students:

Orientate the learning experience: Interact (verbal and non verbal) with students to participate in lesson in a supportive way:

Enhancing process/ skill development:

Consolidate student attainment of lesson outcomes:

Question for student participation, construction of meaning and focus on higher level thinking skills:

Cater for different learning styles and individual student needs (i.e. special needs):

Evaluate the success of teaching strategies:

My observation was the year 10 music prac class 24th May 2010

Teacher: Kate Shepherd Subject: MUSIC- PRAC Year: 10 Period:

Knowledge: PRAC LESSON

Process and skills:

Students came into classroom. It was cleared of rows of chairs and tables for prac reasons.

How did students know that outcomes had been achieved?:

- Students prac groups are observed and problems are evaluated and fixed. Students need to effectively play their pieces well to know that their outcome has been achieved.

Physical layout of classroom:

- Cleared room for prac reasons. Each different prac group was set up in different music room so they could practice separately.

- Some students worked outside.

Subject specific posters/print:

Equipment/resources:

Musical instruments/sheet music etc.

Physical movement of teacher:

Kate and I supervised different ensemble groups and helped them practice for their assessment task.

How did these enhance or contribute to students learning?:

I helped my year 10 prac group explore their riffs/chords/rhythm/guitar, vocals and piano parts of their assessment pieces.

Specific strategies used:

Motivate students:

Orientate the learning experience:

- Set up prac rooms- Instructions explained about which group goes

where.

Interact (verbal and non verbal) with students to participate in lesson in a supportive way:

24th may 2010 – Professional Standards lecture with Robyn Maroni ( personal development)

- EQ – standards- 10 professional standards- Use the standards for reflections- Strengths and weakness