Journal Task

Journal Task #1 (Word limit 375)

In light of the readings and session narrative, write briefly on:

(a) what you hope your classroom will be like,

(b) what teaching and learning strategies you think, at this stage, you would like to use; and

(c) what goals you are pursuing and why.

This journal entry should briefly explore in what ways your beliefs/worldview will influence your practice in the classroom.

Journal Task #2 (Word limit 375)

Students have some level of control over the effort that they make. There are, however, a

number of aspects of learning over which they have little or no control. These would include

their innate ability, home environment and the amount of support that they receive from their

peers. In light of this, how can you as a teacher maximise the motivation of your students? What

different strategies might you consider to use with students who are academically

unmotivated? What difference might a faith-based worldview make to how you might seek to

motivate students?

Journal Task #3 (Word limit 375)

Choose a topic from your subject specialisation (My Subject is Design Technology)

• Identify the age/class to whom you would teach this topic;

• Identify how the topic contributes to the learning area;

• Include 2 examples of verbal and 2 examples of non-verbal communication;

• Identify two of each of the following:

• Knowledge objectives;

• Skills objectives;

• Attitude objectives;

that you think would be appropriate for this unit (remembering the age of the students);

• Identify and justify two methods that you would anticipate using to motivate students to

engage in the unit/topic;

• Identify and justify two learning activities that you would require of the students to

address at least one of the outcomes identified above;

• Discuss how these learning activities might apply to different intelligences that are

proposed in Howard Gardiner's Multiple Intelligence Theory.

Journal Task # 4 (Word limit 375)

In light of your understanding of the NSW DEC code of conduct consider the ethical scenario

below:

Mr K is a 7th grade teacher. He complains to her neighbour about a difficult student in her class,

identifying the child by name and providing specific details about the student’s academic

record. Mr K says that the neighbour does not know the student personally, so there should be

no problem discussing the student and the situation.

Discussion:

• What possible issues/concerns might this scenario raise?

• How could this situation become a violation of the law, code, or other school/district

policies?

• In this situation, what are the potential negative consequences for the teacher, for the

student and the school community?

• What responses/actions will result in a more positive outcome and/or what proactive

measures might be considered?