REFLECTION OF PERFORMANCE ON
PRACTICUM 2
Teaching Experience 1 – 260.483
RAIHA FALCON-MAXWELL / 19036127
Teaching Experience 1 – 260.483 Raiha Falcon-Maxwell
19036127
Task 1 – Report on goals for Practicum 2
My first goal for practicum 2 was to incorporate Te Reo me Tikanga Māori in my
teaching practice. I attempted to address this goal by using Te Reo Māori in my
interactions with students and staff, as well as using a range of Te Reo phrases in my
classroom settings. For example, whakapiripiri mai (come together), turituri (quiet),
and kia ora whānau (greetings to you all) were some of the phrases I often used. In
regard to achieving this goal, I believe I did not succeed to the best of my ability. I
have very high expectations of myself, and I think I could have incorporated it more
within my teaching practice. The school I was on placement for Practicum 2 had Te
Reo Māori phrases/words for the week. These were communicated during staff
briefing on a Monday morning. Despite this, I never observed my associate teacher
putting these phrases/words into action. I recall during week 3 the word for the week
was turituri (quiet). Therefore, I saw this as an opportunity to include Te Reo phrases
within my classroom settings. I remember during class I used the phrase turituri when
waiting for student’s attention. However, I had a student mock me and re-phrased
turituri and started laughing. This made me feel insecure as the majority of the
students I taught were of European descent. As a result, I was therefore hesitant to
continue utilising Te Reo me Tikanga Māori within my teaching practice. In hindsight,
I will not let this affect me in the future, I will stay strong and true to myself and what I
believe in. Although it comes naturally, I did still continue to greet students and staff
members in Te Reo Māori. By doing this, I found it contributed to developing those
positive relationships. “Raiha interacted well with the PE staff as well as other staff
members. She has a very personable nature and people are drawn towards her. She
quickly established good relationships with her students, knowing their names within
a matter of 2 lessons. Raiha has a great personality and that will always be her
greatest asset”, (AT, Summary Report).
Another goal I set for practicum 2 was show evidence of effective planning. I
endeavoured to address this goal by including effective questioning as part of my
planning process, the programmes of learning are effectively planned and align with
the New Zealand curriculum, as well as ensuring all relevant resources are available,
e.g. discussions with AT’s, current unit plans of work, and resources. I strongly believe
1
Teaching Experience 1 – 260.483 Raiha Falcon-Maxwell
19036127
planning is essential in order to be an effective teacher. My mum constantly tells me
“failing to prepare, you are preparing to fail”. Therefore, evidence shows that I
achieved this goal. I ensured that each time I got the opportunity to teach I was well
equipped and prepared for the lesson. I was proactive and asked for current unit plans
of work so I knew where students were tracking. I was also provided with access to
resources which helped with my effective planning. My AT would often make
comments around how well planned I was, and that is one way in order to address
classroom management. “Your planning was well prepared, the clear learning
outcome was supported by well-chosen teaching points and time allocations for each
activity. Resources for the lesson had been prepared in advance and were ready for
the students. You are making good progress toward LO 3, writing lesson plans. You
have a clear understanding of planning and writing learning outcomes and how to
structure a lesson”, (Massey Appraiser, Practicum Appraiser Report). “Her lesson
planning was great, showing a depth of knowledge and differentiation”, (AT, Summary
Report).
The third goal that I set myself for practicum 2 was to use effective classroom
management strategies. I aimed to do this by co-constructing classroom
expectations with students in order to promote a positive learning environment,
develop and use strategies to manage student behaviour, discuss strategies with AT
(best practice), and develop a pool of strategies that I can draw from, e.g. raise of the
hand, count down, use proximity and praise and rewards. Co-constructing classroom
expectations was something that I endeavoured to accomplish early during my
practicum rather than later. By setting expectations of what our classroom should
sound like, look like and feel like, I found student behaviour easier to manage. This is
because when students have a say towards our classroom expectations, it is about
taking ownership. For example, a group of girls decided they did not want to take part
in PE today, and one of our expectations was to be actively participating. Therefore,
I said kia ora girls is this what our classroom expectation should look like? Remember
we all agreed to be actively participating. The students would quite often say yes sorry
Miss and then get on with it. I found this worked for me. I also created my own phrase
when wanting students attention as I am about to deliver a set of instructions, which
was “eyes and ear this way”. The students knew that when I said that phrase they
2
Teaching Experience 1 – 260.483 Raiha Falcon-Maxwell
19036127
were about to receive a set of instructions. “Student behaviour, probably Raiha’s
biggest strength. She established from early on, her expectations of the students and
what the students should expect from her. She quickly established good relationships
with her students”, (AT, Summary Report). When reflecting on whether I achieved this
goal or not, it is hard to pin point a yes or no answer. I feel as if I achieved it to some
extent, but I still feel as if I am developing my pool of strategies that I can draw from.
I strongly believe being prepared and equipped for my lessons is one way of managing
student behaviour. There were times I would pause and wait for students to stop
talking, however feedback from my AT was that I needed to wait longer. “Wait time,
trying to talk over students”, (AT, Lesson Observation Report). I shared with my AT
that I feel as though I am waiting for ages, they ensured that yes it may feel like that
but you are not. Therefore, I believe I have attained some awesome strategies to
managing student behaviour however, I am still developing and there is always room
for improvement.
My last goal that I had set for practicum 2 was to ensure I am aware and mindful of
students who are off task and to provide strategies to support their re-
engagement. I attempted to address this goal by using classroom management
strategies such as expectations, lessons are well planned to support engagement,
students are provided with roles and responsibilities throughout the learning, as well
as scanning learners and their whereabouts. I believe I achieved this goal as I co-
constructed classroom expectations with my students, what should our ideal
classroom look like, feel like and sound like. My lessons were planned to support
engagement, I did this through the use of group and team activities, as well as
adopting the concept of ako. This is where I also learnt from the students and I created
a shared learning approach within my classroom. An example of this is when I got
students to lead activities, warm ups etc. During group activities and games students
were provided with roles and responsibilities, I found this helped students to stay on
task, gave them a sense of identity and developed leadership skills. During practical
lessons as well as theory, I ensured to use proximity and was constantly scanning the
room for students whereabouts. Students would always ask if they needed to be
dismissed from class. My AT would often comment acknowledging my pace around
the classroom and on the fields. “Moved well between groups, well planned and
3
Teaching Experience 1 – 260.483 Raiha Falcon-Maxwell
19036127
organised, good use of proximity”, (AT, Observation Reports). “You circulated actively
and monitored the class”, (Massey Appraiser, Practicum Appraiser Report).
Task 2 – Goals for Practicum 3
For practicum 3 I have chosen to continue developing the goals I set for myself during
practicum 2. It is important for me to continue developing the use of Te Reo me
Tikanga Māori. Effective planning, classroom management and ako are an integral
part of the teaching profession. I would like to continue my development and
implement strategies I have learnt, and hope to gain during practicum 3.
1. Continue to incorporate Te Reo me Tikanga Māori in my teaching practice
and when conversing with others.
Actions
I will use Te Reo Māori in my interactions with students and staff.
I will use a range of Te Reo in my classroom settings e.g. whakapiripiri mai
(come together), turituri (quiet) and kia ora whānau (greetings to you all).
2. I will show evidence of effective planning.
Actions
The programmes of learning are effectively planned and align with the New
Zealand curriculum.
I will include effective questioning as part of my planning process.
To support effective planning I will ensure all relevant resources are available,
e.g. discussions with AT’s, current unit plans of work, resources.
3. To use effective classroom management strategies.
Actions
Co-constructing classroom expectations with students, to promote a positive
learning environment.
Develop and use strategies to manage student behaviour.
Discuss strategies with AT (best practice).
4
Teaching Experience 1 – 260.483 Raiha Falcon-Maxwell
19036127
I will develop a pool of strategies that I can draw from, e.g. raise of the hand,
count down, use proximity, praise and rewards, “eyes and ears on me” (titiro
mai, whakarongo mai).
4. I will plan for and incorporate shared learning approaches (AKO) in my
teaching practice.
Actions
Co-constructing learning activities.
Co-constructing success criteria.
Student led activities.
Student expertise and knowledge.