Pre-Service Teachers Name: Clare Redshaw Reflective Journal Entry: 1 Topic: Becoming a Teacher Leading Questions: What do I know/

understand about... Becoming a teacher, means becoming a professional. Part of being a professional means that teachers need to adhere to standards outlined by the Victorian Institute of Teaching (VIT), including the code of ethics and code of practice. The VIT is underpinned by 3 main themes: knowledge, practice and engagement. Teachers are required to adhere to planning within these main themes. The VIT code of ethics outlines the importance and requirements for integrity, respect and responsibility within this profession. The code of practice acts to give guidance to teachers.

VIT states: "We as teachers hold a unique position of trust and influence, which we recognize in our relationships with students, parents (caregivers and guardians), colleagues and the community" (VIT, 2010).

Teachers entering the field need to understand the position of trust and influence they are assuming. Parents and students will be holding high expectations of these teachers. Students and teachers combined will be making first impressions of each other; these first impressions will last and set grounding for the year ahead in the classroom. It is important for teachers to assume the position of role model to their students, while giving advice and including memories from their own role models, while developing their individual pedagogies.

The key to an effective teaching pedagogy and classroom is communication. Chai, as quoted in Marsh (2008), claims that "a teacher has the opportunity to teach less and learn more." As a teacher it is important to remember that we never stop learning. While we are teaching the children in our classrooms, we can also learn from them, and not just from them but from parents and guardians, colleagues and professional development. Parkay (2007), discusses how successful teachers possess effective communication skills. Demonstrating the ability to be able to express themselves both verbally and non-verbally in a manner that is clear, concise and interesting (pp. 330). Teachers rely heavily on their communication skills as it is

necessary for them to be able to communicate effectively over a broad range of ages, abilities and understandings, over an even broader range of topics.

But how do we know that we are learning? How can we see that our students are learning? This is through assessment. One of the most important aspects of becoming a teacher. We not only need to have strategies in place for assessing our students, but we also need to assess and be critical of ourselves and our teaching methods. Here lies the importance of self-reflection as outlined in Korthagen (2004, pp 84). What have I observed and experienced During my placement experiences I have observed and experienced the importance of lesson planning and organisation. Without the personal and professional attributes of organisation, decision making and communication teachers will struggle in their role as effective educators. During my placement in Prep I observed that my associate teacher and her teaching team had a very organised structure for planning. They met once a term to discuss the upcoming terms planning structure, and then met once a week to discuss their progress and planning for the week.

While observing my associate teacher and while taking my own lessons, I have learnt the importance of lesson planning and the ability to make quick decisions. The complexity of learning abilities teachers are faced with in a classroom, keeps them on their toes, and encourages them to always be making appropriate decisions for the students are them. I have experienced that it is not often that a lesson will go exactly as you have planned it on paper. Especially as a pre-service teacher or a beginning teaching or at the beginning of a school year where you are still getting to know you students. These elements make it all the more important for teachers to be able to think on their feet and make quick decisions based on their surrounds. This is where time management also comes in.

While the VIT was not something that I discussed with my associate teacher, I can see the values and standards of the VIT coming through in my associate teachers classroom teaching and pedagogy.

Through my time in schools, early childhood settings and childcare facilities, as well as my

time as a parent, I have observed the huge impact and influence teachers have on children. Not only do teachers act as educators to their students they also act as mentors, confidants and role models. There have been many a time where my opinion or knowledge of something has been overruled by what the classroom teacher has said. Teachers are portrayed as this almighty knowledgeable other and it is important for teachers to remember this. If, as a teacher, you do not know the answer to a question a child has asked, then work it out together, learn together, and teach that child that we never stop learning in life. References: Korthagen, F. (2004) In search of the essessence of a good teacher: towards a more holistic approach in the teacher education. Teacher and Teacher Education 20 (pp.77-97). Marsh, C. (2010). Becoming a Teacher. (5th ed.). Frenchs Forest: Pearson Education Aust. Parkay, F. (2007). Becoming a Teacher. (7th ed.). USA: Pearson Education. Victorian Institute of Teaching. (2010). Professional Standards. Retrieved from: http://www.vit.vic.edu.au/standardsandlearning/Pages/professional-standards.aspx Wallace, O. (2012). Professionalism Week 1 Lecture Notes. Education Faculty: Australain Catholic University Melbourne. Retrieved from: http://leo.acu.edu.au/course/view.php?id=6025#