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Element 4

Element 4


I have demonstrated skills of effective communication with the students on my practicums. My lessons demonstrate the communication of clear learning goals to the students (Aspect 4.1.1) (QTF: explicit quality criteria). In the News Reports Unit of Work many of the lessons required whole class or small group discussion (Aspect 4.1.3) which encouraged my development of communication skills with the students, as well as their skills of communication, both with the teacher and with their peers (QTF: substantive communication). In lesson two of the News Reports Unit of Work I incorporated questioning in the class discussion to check the students’ understanding and encourage and direct the development of new knowledge (Aspect 4.1.2). In the Good Friends Unit of Work, I utilised the opportunity to develop my skills in grouping structures (Aspect 4.1.4) and tried out a range of grouping strategies and critically reflected on these.

I will continue to develop my communication skills with the students I work with. I will continually explore and reflect new ideas and strategies of discussion, questioning and grouping in the classroom (Aspect 4.1.2, Aspect 4.1.3 and 4.1.4). On my next practicum, I will aim to develop my questioning skills (Aspect 4.1.2) to elicit higher order thinking (QTF: higher-order thinking) in my students, using Bloom's Taxonomy (1984) as a framework.

I need to continue to ensure that I am communicating effectively with all students in ways that are effective for them individually. I need to find opportunities to incorporate a range of teaching strategies into my teaching (Aspect 4.1.5), including in particular ICT strategies, like Interactive Whiteboards.

I believe that communication is paramount in the classroom, including communication between the teacher and the students, and between the students. Discussion is an ideal way to develop these skills, including whole class, small group and individually. I believe it is vital that teachers continue to develop communication skills in order to best support all students in the classroom. Effective learning requires mutual understanding in any communication between the teacher and the students (Winch-Dummett, 2006, p. 785).



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