REPORT ON YOUR LEARNING QUESTION
LQ 1: How can I deal with misbehaviour on time that the learning would not be disrupted?
Learning Outcome: (CREATE)
What caused you to select this question?
o Did you receive feedback from your mentor? (Can you provide authentic evidence of a this?)
o Did you struggle with something while teaching?
o Did you notice a gap in your knowledge?
o Is it based on the Teaching Competencies Self-Analysis?
What could you do at the beginning of the period and what did you want to learn? (Base this on the Motivation section of your Learning Plan
What competency does this LQ link to and why is it important for you as a future teacher?
Learning Process
Preliminary research
What theoretical research did you do (i.e. what literature did you read on this topic)? Provide a summary of your key findings as evidence.
Which experts did you consult? Your mentor, other colleagues or peers? Provide a summary of their suggestions/advice as evidence.
Did you conduct surveys with the students? What did this reveal?
What observations did you conduct? What generalisations can you draw from what you observed?
What ideas have you decided to trial and why?
Learning Outcomes
What did you learn specifically regarding this LQ? Consider all the stages (so summarise what you took from theory, interviews, surveys, observations, intervision, feedback, etc.)
What progress have you made and what progress do you still need to make? Be specific
Reflect back on the competencies. What effects have you noticed as a consequence of your development.
RUBRIC:
+ Context sketch is in-depth
+ Relates learning questions to previous experiences
+ One or more learning question is related to the context of the school
+ In addition to the supervisor(s), other experts from the field were also questioned or observed.
+ In the literature exploration, varied sources are used and the learning question is explained from different perspectives
+ Literature and practical exploration show strong coherence
MY BACKGROUND:
I am the only one English-speaking trainee at …College. ….College, based in …., has two branches: MAVO and HAVO. The school has celebrated its 100th anniversary in 2017. In one of the locations named …., I work with students who receive vocational training at MBO. In total, this branch has more than 1100 students. It is worth mentioning that the school teaches students the Protestant Christian views, customs, and traditions, but no uniform is required. As a Christian school says, it is important to treat fellow students and teachers with respect, openness, honesty, attention, cooperation, and adherence to clear school rules. The school vision works on all challenges such as a pleasant, safe open atmosphere, high-quality education full of inspiration, and the development of personality. Ninety-six percent of the exam students completed their secondary school year with a diploma in 2019. Besides, students take an internship in the upper years in order to get to know a company or institution where someone might be working with a view to their education. The results of the Bredius examination are particularly good. 99.2 percent passed the VMBO framework (128 out of 129 senior students), the MAVO department is very satisfied with a pass rate of 97%, and all students who followed an apprenticeship at the Bredius location have passed. Talking about teachers, the school says that Kalsbeek College has a great mix of young starters and older staff with a wealth of experience. The school offers possibilities and uses the resources to make this growth possible for all. Here the new teachers are being trained and the trainees are being guided, challenged, and inspired.
Every week, I teach 3rd and 4th-year MAVO Dutch native-speaking students aged 13-15 years. The groups of students consist of 20 – 28 individuals with diverse cultural backgrounds, personal interests and needs. Regarding that, I realise that these classes are entirely different groups, so that is the reason why I have to pay attention to how I can respond more effectively to the different needs of the learners in order to improve their autonomy, soft skills, critical thinking in English lessons. While teaching these kids or watching my mentor’s teaching, I see some of the weaker students or some of them feeling confused. It is my duty during this internship to learn how to involve these students and see them working together to develop their soft skills such as critical thinking, communicative skills, taking responsibility for performance and acting in English lessons. I know if I can understand these needs, and the students feel that from my side, the teaching process will be much simpler, and the partnership between me and the learners will be based on trust. So that is why I should plan activities and material for various lesson scenarios to manage time properly. I must inform students of the value of the content, the need to learn stuff and my flexibility in carrying out activities that are specifically tailored to them. To accomplish these tasks, I have one or two English lessons with those students. In my opinion, my main role as a teacher is to support and guide students in achieving the A2 B1 level of foreign language at …. College.
