4. Teachers create and maintain supportive and safe and learning environments

4.2.1 Demonstrate the capacity to organise classroom activities and provide clear directions.

6. Teachers engage in professional learning

6.3.1 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

The sequence had two goals: first, to introduce students to beginning concepts of algebra; second, to develop my teaching skills through practice under observation, incorporating constructive feedback received following each lesson.

Accomplishing objectives

4.2.1 - The lesson sequence, and the individual plans, demonstrated ability to organise lessons, incorporating instruction, engagement, and student activity, as well as preparation (materials needed), time awareness (time to pack up and review), and meet regulatory obligations (take roll).

6.3.1 - The reflection and supervisor observation form show seeking of, and receiving, constructive feedback and a commitment to act upon that feedback in the next lesson. Feedback following the second lesson shows the assessment of results of that application, and a continuation of the feedback cycle.

Learning impacts

Impact on learning in these two lessons was more to do with establishing a baseline for future improvements than achieving immediate results. This class is variable in motivation: some students are engaged, but they require reminding, or they are easily distracted by classmates; a few appear driven to disrupt frequently, even flouting teacher instructions. Improvement will come over time, and the faculty at Marsden have shown strong capability and willingness to help each other with class management issues.