Following an earlier post regarding the lack of an IWB in my prac room, fellow student kim200 commented on my misfortune. However, upon commencing my placement, I learnt there WAS an interactive board – just not an interactive white board.
The board in the classroom I attended was an Eduss – an interactive LED screen. The students in my special education classroom loved using it, and used it often. Unfortunately, my interactions were not that varied, and did not include writing on the screen as I have experienced at other locations with an IWB, however, there were many opportunities to mirror what was being attempted on iPads. This was very effective when practicing the letter of the week!
At the completion of delivering lessons during my current Professional Experience, I would use the remainder of the day (once home) to reflect on my practices. Mostly, at this time, I had a particular take on things, however, I noticed it was often the day after, during my “walk the dog” time that I would re-evaluate what happened during my lessons of the day before. Often this changed my perspective.
Therefore, I was very keen to download and peruse the article in Week 15, Learning by Thinking: How Reflection Aids Performance. This working paper argues that reflection is a significant factor in learning, to be used with learning by doing. I look forward to incorporating this document as part of my Assignment 3, which I am currently working on; if indeed, I can, as the focus is not school-based learning.
With only one day left to attend my current Professional Experience for ICT & Pedagogy, I was drawn to a posting from fellow student prasadpratima62 who discussed the variables to be considered when dealing with students eliciting challenging behaviours.
Ironically, I am currently undertaking the course, Managing Challenging Behaviours, and was able to incorporate some of the strategies that have been raised during the course. This was a major highlight to my practicum. Techniques such as ignoring behaviour which you do not want repeated, using praise when wanted behaviour was demonstrated, and removing all students from the classroom to continue the lesson, allowing the student having a ‘melt down’ to be removed of audience and remain in the classroom until ready to join in the activity outside.
Implementing these strategies has given me confidence in my development as a teacher, so I am no longer concerned (perse) about managing challenging behaviours!