Monash University Education Faculty

search

Home ::

_ _ _ _ _ _ _ _ _ _ _ _ _
_ _
_ Planning for Learning, Beginning teacher narrative Planning for Learning, STELLA Link, Begin your planning What are pre-service teachers learning and how What are pre-service teachers learning and how are they learning? Goals, Evaluation Professional learning: obligation operspectives on curriculum development 7 8 9 10 Page 11 _
Page1 _


planning for learning

 

‘I knew I would find it difficult at first to plan meaningful lessons and stay organised, but could never have guessed that preparation would rob me of all my spare time. Whether it be reading up on a topic, refreshing my memory about a text , or dreaded correction, it seems that the cycle never stops. Even my sleep has not been spared – I go to bed tossing and turning about the day’s events, dream continuously about school and wake concerned about what today might hold in store for me! Even simple things such as reading the newspaper have taken on a whole new dimension. I no longer read just to know what’s happening in the world, but am in a continual search for articles that may be of some use in my classes. ’

 

But it’s not just finding interesting resources to use in class that has been difficult. The problem of having to quickly and competently evaluate the CSF level at which my students were performing was very real. What I did not anticipate was the dramatic differences in the students’ abilities and how this would impact on my ability to teach “required” material. There isn’t a day that goes by when I don’t have to rethink my initial plans because I realise that half of a particular class will probably find the work too difficult and half will be ready for the next activity before I can even prepare it. Then there are the students with recognised learning disabilities to think about. I’ve actually had to stop myself from wanting to write 25 individual lesson plans in order to meet the needs of every student.’

Cecile Grumelart **

‘Praying for Control’, English in Australia , 133, pp.56-57.

beginning teacher narrative

This is an excerpt from a narrative by a beginning teacher, in which she describes some of the challenges she faced in her first year of teaching at a country high school in Victoria . Most beginning teachers report spending an enormous amount of time on lesson planning, staying up late at night and working all weekend. You will experience pressures like this during your teaching rounds. From the very beginning of the year you will be invited to start planning lessons, generating resources, and keeping your eye out for anything that (as Cecile puts it) ‘may be of some use’ in your classes.

Top

_ _ _ _ _ _ _ _ _ _ _ _ _
_ _
_ Planning for Learning, Beginning teacher narrative Planning for Learning, STELLA Link, Begin your planning What are pre-service teachers learning and how What are pre-service teachers learning and how are they learning? Goals, Evaluation Professional learning: obligation operspectives on curriculum development 7 8 9 10 Page 11 _
Page1 _

 

| Home| About English | Becoming a Teacher | Curriculum & Assessment |

| Planning for Learning |Professional Learning | Voices | Sitemap |

 

 

 

 

 

 

 

 

_ _ _ _
_ _ _ _
 

voices
A story is only completed by the reader’s responses to it. The STELLA narratives remind us that the act of interpretation cannot be dispensed with in standards development: it is an essential dimension in any attempt to agree on a set of standards that English Literacy teachers recognise as grounded in their own professional knowledge, experience and values.

Margaret Gill and Brenton Doecke 2001

_

   _
_ _ _ _

STELLA website

 

 
_