Know students

and how they learn

102081 Adolescent Development and Teaching - Assessment 2

Standards

Standard 1.1 - Physical, social and intellectual development and characteristics of students
Standard 1.2 - Understand how students learn
Standard 7.3 - Engage with the parents/carers

This assessment is a joint effort to develop a strategy that potentially support a student facing adolescent changes. We developed various stages to best help our target student, Dylan, including identifying, understanding, researching and preparing possible suggestions.

Understanding our students and how their behaviour change due to biological factors and/or external influences are critical for teachers. (Standard 1.1) We need to identify the reasons behind those abnormal behaviours, so we can support our young students with effective methods according to their situation. These reasons can be theconstitutional delay in growth and puberty (CDGP) (Wolfenden & Ryan, 2014), a chronic illness (e.g. diabetes), malnutrition, excessive physical exercise and even stress. Sometimes, it can also triggered by peer influence and personal value. In either situation, it is wise to involve parents or carers to alivate the condition. Conversing with parents may help teachers assess the level of closeness between parent and child. This is important as conflict between parents and adolescents has been known to result in decreased closeness. This could explain why Dylan turned to high-risk behaviours rather than confiding in his parents (Arnett, J. J., 2013). Parents also have an influence on social relationships and how the child interacts with and manages relationships. If it becomes evident that there is a distance between Dylan and his parents, it might be helpful to suggest some sort of mediated family counselling. His parents will need to acknowledge some level of responsibility for this to be successful. (Standard 7.3)

102083 Diversity, Social Justice and Learning - Assessment 3

Standards

Standard 1.3 - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Standard 4.4 - Maintain student safety
Standard 7.1 - Meet professional ethics and responsibilities

Psychologists believe that a positive and healthy experience in schools is crucial for children’s learning process and further personal development (Jacobson, 2002), and social justice theories are vitally necessary to ensure the quality of that experience (Standard 1.3). It is essential to embed social justice theories in my future teaching pedagogy since China is facing a rapid emerging of diversity. Younger generations have been exposed to the concept of multiculturalism, but most of society still holds a conservative attitude. Once the friction between the two ideas exceeds the tolerant limit of either side, it may result in unwanted outcomes such as discrimination, bullying or even abuse. The power that the teacher holds in the classroom may be the only force that can restore balance: as the mainstream Confucian thinking limits the critical thinking ability of most Chinese parents, kids still receive a conservative family education. Parents’ prejudice against various specific groups is likely to influence their children. Thus, social justice theories such as functionalism, Marxism and Feminism is necessary for teachers to cope with the potential crisis.

Moreover, many educators have addressed the dilemma of teacher-student relationship: children are not willing to learn from someone they do not like. This relationship should be understood as a strong teacher-student connection based on mutual understanding and respect. Establishing a teacher-student connection not only enhance student engagement and learning enthusiasm, but it also builds an invisible barrier for vulnerable students. The students will have a sense of trust to the teacher, and they can report and respond faster to the teacher to avoid more severe consequences when the balance is broken (Standard 7.1).

102085 Aboriginal and Culturally Responsive Pedagogies - Assessment 2

Standards

Standard 1.4 - Strategies for teaching Aboriginal and Torres Strait Islander students
Standard 2.4 - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Standard 2.5 - Literacy and numeracy strategies
Standard 3.1 - Establish challenging learning goals

As an overseas student, I have to admit that I do not have a deep understanding of the historical background of the Australian Aboriginal and Torres Strait Islander. However, being an outsider has my advantage. I use English as my third language, and my culture is marginalised by the mainstream in the Australian context. As a result, I can sense the difference by all the means in society. I appreciate the policy-makers nowadays are trying to create an equal environment for everyone, and I am willing to do my part as a future teacher.

Besides the approaches mentioned in the Stronger Smart programme, the implementation of diversity and social justice approaches is also critical to improve the school culture. Similar to the Stronger Smarter programme, the Positive Behaviour for Learning (PBL) is also a whole school process to improve learning outcomes for students. Both of these approaches values cultural identity and diversity. Personally, I consider that the Stronger Smarter programme is more suitable for schools have a higher Aboriginal and Torres Straits Islander rate as the approaches are mainly focused on improving indigenous culture connections while the PBL is more concentrated on multi-culture context. It is wise for principles and leading teachers to choose a suitable framework depending on the school background (Standard 1.4).

As a teacher, on the other side, I can improve the students wellbeing by doing the following things:

1. Ensuring high-expectations “The more they hear, the more they believe” (Standard 3.1)

Sometimes the high-expectations can be challenging for students, but it subtly indicates students that they can achieve more than they think. By combing with the Psychoeducational approaches such as the Goal Theory, it can be used as a powerful tool to motivate and engage the lost students. The long-term effect of high-expectation is prominent. As mentioned in the learning module, students will gradually accept subtle information from the educators and develop a solid bonding to their culture. This would greatly improve their cultural connection and build their confidence.

2. Avoiding deficit conversations

Deficit conversations bring negative mindset to teachers. The conversations could reinforce the “low-expectation” stereotype and disintegrate teachers' belief. Personally, developing a positive teaching philosophy and building a healthy teacher-student relationship are useful ways to avoiding deficit conversations.

3. Promoting a positive sense of identity and connecting the communities (Standard 2.4)

It is acknowledged that young people face great changes in their adolescence, both biotically and emotionally. However, Aboriginal and Torres Strait Islander students are encountering more severe challenges. A lot of them are facing identity issues due to certain historical incidents. There might be a huge cultural difference between their communities and schools. Students can feel uncomfortable to express themselves if the school is not enabling enough to cultural diversity. Thus, it is important for teachers to understand the gap and promoting a positive sense of identity.

102746 Inclusive Education: Principles and Practices - Assessment 3

Standards

Standard 1.3 - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Standard 1.5 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Standard 1.6 - Strategies to support full participation of students with disability

For certain disciplines, providing flexibility to compulsory requirements on the curriculum may help specific students achieve more. At present, each state and the federal government has its own standards to evaluate whether the curriculum has been successful or not, which effectively delineates the content and scope of the teacher's curriculum. Meanwhile, it also ensures the majority of students are subject to skills, knowledge and development that follows all the rules and principles. But these skills and knowledge are not necessarily what every individual student really needs, especially those with disabilities. When the diversity of students is beyond the scope of differentiation, after communicating with the students themselves and their parents, allowing teachers to make flexible changes to the curriculum according to the needs of students can better meet the actual needs of students.

There is no doubt that the concept of inclusion can help the future nation become a safer, fairer and more inclusive environment for each individual. At this time, the Australian education system is undergoing a process of transformation. Teachers, as an indispensable part of it, act as a connecting link between the preceding and the following. Deviations in their understanding and implementation of inclusive education may have unexpected negative effects on future generations. To incorporate straightforward and clear ethics into independent teacher training and to have content targeted at diverse students can maximize student comprehensive development and learning outcomes.

For individual students, suitable learning programs can often bring more benefits than standardized programs including academic and life skills. The inflexibility of certain curriculum limits the reasonable modification of student learning programs. This goes against the basic principle of a people-oriented approach to inclusive education. The establishment of special regulations and guidance suitable for inclusive education allows teachers to confidently develop personalized learning programs for students (Standard 1.6).