Case 1: Effective Middle Years Practice-Year 7 Science Practical Class On Filtration

Case 1: Effective Middle Years Practice-Year 7 Science
Practical class on filtration

Setting/Describe:
On Tuesday the 17th of April, period 5 and 6 I was teaching a year 7
practical class on filtration. The teachers bench (Lab bench) is facing
towards the students at the front of the room, with the students lab
benches surrounding the rest of the room and students desks are in the
centre of the room. I make sure I am amongst the students not standing
behind the teachers desk, walking around them, trying to keep them
focussed and checking on their progress. At the beginning of the lesson I
displayed and discussed images in relation to filtration systems in third
world countries (Safe Straws) compared to our tap filtration systems we
use in Australia. We discussed as a class why we use filtration systems?
Why filtration is important? And filtration systems used in our daily lives.
We then went through the practical we would be conducting within the
class and the requirements involved. Students then proceeded to get
their lab coats, safety glasses and pair off to their lab benches.
Whilst students were working on their prac, I proceeded to make my way
around each group to see how they were going with the prac, get an
understanding towards their though process within their discussion
questions and answer any questions they had in relation to filtration and
the prac. Students were really engaged with the prac and were making
connections with real life situations within their learning. This is a year 7
class I regularly teach, they are well working, engaged, attentive and
collaborative bunch, who want to do well. I approached student A as he
was talking to the other students on his workbench, can sometimes get
distracted and leave sections of his practical report unfilled. Which he
loses too many marks for and also needs to focus on his hand writing, as it
can be quite illegible at times.
The Action/Discuss:
I pulled Student A aside to talk to him for a moment about; finishing and
completing his sentences in his prac write up, focussing on his hand
writing and how the different between him finishing a prac report or leave
components unfilled can mean him loosing quite a few marks or gaining
full marks (as each section is worth 3 marks). Student A decided to stay
back a couple of minutes after class in order to fully finish his prac write
up, he was proud of himself and so was I. I want to take Student A aside
and away from his peers as my aim of the chat was not to embarrass or
make that student feel bad. It was just to bring to his attention that if he
took them extra moment and put that extra bit of attention into his work,
it would result in him benefitting in his results. This created a positive and
supportive environment between the student and myself. I think by being
open and communicative in this situation it influenced the situation in a
positive way as it resulted in Student A staying back to complete his work.
The Outcome/Inform:
Bringing this to Student As attention resulted in him going from usually
receiving around a C+ average for his practical reports due to; not filling
in all components, half finishing sentences and having hard to read
writing. To him staying back; completing all components of his prac and
taking pride in his work and receiving an A for this prac. Teaching
principles that were reflected in this practice was Principle 1: The learning
environment was supportive and productive which built positive
relationships through valuing the students and ensured each student
experiences success through structured support, the valuing of effort, and
recognition of their work. (Education.vic.gov.au. ,2016). I will make sure I
take on these principles within my teaching practice and reflect on them,
to give the students the teaching and learning that they require.
Case 2: Ineffective Middle Years Practices: Year 8

Science class on body systems
Setting/Describe:
On Monday the 16th of April, period 5 and 6, I was teaching a year 8
science class on the circulatory system. The teachers bench (Lab bench) is
facing towards the students at the front of the room, with the students
lab benches surrounding the rest of the room and students desks are in
the centre of the room. At the start of the lesson students were to start
working on a worksheet which was the labelling of the circulatory system,
as they had been previously working on this the lesson before, whilst I
went through the learning intentions for the day. We went through the
answers or completion of the circulatory system as a class. During the
lesson I was walking around students to trying to keep them focussed and
checking on their progress. Students were disruptive and not focussed at
the task at hand. There are a handful of students who did want to learn
and continued on with work despite the noise.
After this small task I decided to change the lesson around and do the
prac to get students outside and to use some energy. I thought this would
refocus them so we could get through some more content when we went
back into class. This practical should have taken roughly about 15
minutes, it was a small task designed to break up the lesson for the
students. But instead it took longer as it took me a further 10 minutes to
get all students back inside. Once students came back in they remained
chatty and disruptive for the remainder in the lesson, whilst we went
through the practical results. Which resulted myself raising my voice at
times and holding them back during lunch.
The Action/Discuss:
When I held the class back at lunch I spoke to the students on a personal
classroom level about respect for each other when others are talking
including myself. Then discussed with them that being distracted in class
results in them eating into their own time and they could be doing more
fun things with their lunchtime. That I did not want to spend my lunchtime
holding a class back and I also could be doing other things. I felt that this
was bad practice on my part. I should be willing, care to be there and give
my time to address these issues within the lesson.
By not having classroom management under handle within the lesson, it
created a working environment in which it was hard for learning to take
place. Students were not learning as they were not on task, noisy,
distracted or did not complete their work.
The Outcome/Inform:
At times when I get stuck with classroom management I need to reflect
back on my Philosophy of education and management plan and make sure
I employ the management strategies I have put in place, such as TRIBES
approach to enable me to create the classroom culture I am seeking.
Speaking to homeroom teachers is something I regularly now employ, If I
have had a difficult class. This allows me to find out what management
strategies they are putting in place with that class, to create continuity
within my own class and try a different approach within my own
classroom. As a teacher I have access to many online resources, provided
to support teachers and foster different ideas and ways to deal with
student misconduct, (Hollweck, 2016). As well as a school full of resources
and teachers who I can speak to and gain knowledge and support from.
Instead of also increasing my noise level by raising my voice so many
times with the students, in order to be herd, next time by doing the
opposite and going silent it may create a quieter environment, as well as
reduce me getting frustrated as I am not being heard. Students do know
what you want from them, and I do not need to be nagging at them all the
time. I want to create a working environment that is respectful,
communicative and well working.

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Case 1: Effective Middle Years Practice-Year 7 Science

Practical class on filtration

Case 2: Ineffective Middle Years Practices: Year 8

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