Overall, I understood that it would be necessary to demonstrate myself as a professional and caring person and to develop relationships with other educational professionals. From a personal perspective, this is important to present the best possible version of myself but I understood that I am also representing Swinburne University and I took both of these seriously. It was equally important that students observed a teacher that acted professionally and conducted teaching activities accordingly.
The overall curriculum was set to some degree, however in the early stages I was hopeful that my business knowledge would be able to play a role in the material that was presented, the format that it was presented in and finally the activities the class would undertake to reach their learning outcomes. This material of course would be discussed with my mentor.
One of the first activities in the initial learning part of the process was to discuss the curriculum with the supervisor and my mentor. This activity was undertaken and ensure that it was discussed in some detail with its relevance to the pending activity in front of a class.
There is a legal requirement to understand the standards, codes and policies of the school when being involved in the placement. It’s necessary to study and understand these as a part of the placement which almost forces the learning outcome to act in accordance with the standards and codes. Good practice, management and care for the students and colleagues would warrant that this learning outcome be taken seriously.
The activities involved in the placement have regular points where there is feedback from students and other teachers (peers) and this will provide the opportunity to reflect on the teaching and experience. My own observations during the placement will also be used to critically reflect on the learning experience.