Sample 7.1 - TRBWA Registration |
7.1 Meet professional ethics and responsibilitiesTeaching is a highly ethical profession, so certain standards must be maintained. As part of adhering to these standards, I registered with the Teachers Registration Board of Western Australia (Sample 7.1). This body does background checks on all applicants to ensure that they are fit to teach. By ensuring that I hold myself to high ethical standards, I am able to register with this organisation and be fit to teach in schools all across Western Australia.
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7.3 Engage with the parents/carersEach child has a variety of different life experiences and circumstances that affect the way that they intake, organise and store knowledge. Teachers need to be aware of any circumstances currently affecting the child's learning. The way I accomplished this was by emailing parents about various areas of concern. Sample 7.2 shows an email conversation held with a student's mother, who was concerned that her son was becoming disengaged with school as he was also disengaging with everything except video games at home. A joint decision was made over a phone call that she would be sent short emails at the end of each day detailing what her son had achieved and how he behaved that day. This resulted in further collaboration with the parent and allowed me to become aware and alter my teaching to create tasks that were more aligned with this student's learning style.
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Sample 7.2 - Parent Email |
Sample 7.3 - Mooditj Program |
7.4 Engage with professional teaching networks and broader communitiesDue to the high proportion of Aboriginal students across the year level in my final practicum, my mentor teacher decided that for the sexual education aspect of the curriculum that there should be some culturally appropriate teaching of these delicate topics. Contact was made with the Western Australian Centre for Rural Health and they offered to send out two male guest speakers to run a modified version of the Mooditj program (Sample 7.3) with the combined cohort of year six boys. These sessions were very informative for not only the boys but for myself as an educator as well. It was an eye-opening experience to learn more about the differences and similarities between caucasian and Aboriginal views on sexuality and relationships. It was and remains important to apply what I have learned in these sessions to my classroom practice, as many of my students are on the verge of puberty and beginning to explore relationship dynamics and their own sexuality.
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