DAY FIVE

On the fifth day of my practical experience I had chosen to incorporate the smart board into the lesson I was going to teach. I had observed over my previous four days that the students were excited using technology e.g. the school computers, laptops, iPods. During this teaching experience I have noticed that this particular school recognises the importance of technological modes for communication between the teacher and the students. I noticed over the past four days the general difference between engagement of the boys and girls when the teacher varied the use of resources. When the teacher used newer technologies such as interactive whiteboards instead of overheads both the boys and girls were more engaged. Whereas when the overheads were solely used the boys were not as engaged and some behavioural issues were arising. I can relate as our lecturers at University have focused more on incorporating ICT into their teachings, and as a result it has allowed us, the University students to learn through alternative methods. This only seemed appropriate to cater to the students strengths and interests, by incorporating ICT into the lesson I was to teach, NSW Professional Teaching Standards 4.1.5 “Use a range of teaching strategies and resources including ICT and other technologies to foster interest and support learning” (New South Wales Institute of Teachers , 2006, p.9).

It is widely recognised by society that students are more engaged in learning activities that utilise technology. Boys generally are more engaged with technology because they find the interactive aspects engaging (Alloway, Freebody, Gilbert and Muspratt, 2002, p.48). In a previous visit I noticed that boys preferred learning activities that involve real-life aspects during writing and reading. Alloway, et al., (2002, p.4) stated that boys were eager to engage in real-life literary contexts such as reading on the internet instead of a book. Students had a strong interest in electronic and graphic forms of literature (Alloway, et al., 2002, p.4). Research shows that students are more likely to enjoy technology based activities rather than traditional based activities (Alloway, et al., 2002, p.35). This was evident in my class, as a reward for the students whom abided by the rules or performed brilliantly throughout the day was to play an educational computer game of their choice.
REFERENCE:
– Alloway, N., Freebody, P., Gilbert, P., Muspratt, S. (2002). Literacy, Gender and Boys’ Education: The – Background of Theory and Research. Queensland: JS McMillan Printing Group.
– New South Wales Institute of Teachers. (2006). Professional Teaching Standards, Retrieved 4 February, 2009 from
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html

DAY FOUR

During my fourth practical visit I had noticed that a few of the boys were not engaging in the lessons that my teacher was carrying out. There were some issues throughout the day in regards to behaviour and compliance from the class, especially with the boys. I was trying to identify the factors of why the class was having behavioural issues. I thought could it be due to their inability to understand the task given? As this is commonly a reason that leads to disruptive behaviour. Or I believed it could be troubles in the home, Edwards & Watts (2004, p.6) state divorce can be especially difficult on children as they consider themselves to be the catalyst, in their home environment they are surrounded but conflict and they feel a sense of love loss. Studies show that the socio-economic status and language spoken at home places boys at higher risk of under achieving (Alloway, Freebody, Gilbert, Muspratt, 2002, p. 42). In Australia studies have found that race and class is linked to boys lower performance (Alloway, et al., 2002, p. 40). Cultural differences in orientation to schools and the valuing of school learning (Alloway, et al., 2002, p.4). NSW Professional Teaching Standards 2.1.5 “Demonstrate knowledge and understanding of specific strategies for teaching:
• Aboriginal and Torres Strait Islander students
• Students with Special Education Needs
• Non-English Speaking Background students
• Students with Challenging Behaviours” (New South Wales Institute of Teachers , 2006, p.6). Interestingly boys account for eight out of ten suspensions and exclusions from schools (DEST, 2003, p.4).

As a result of these behavioural issues it is evident that students, in particularly boys are being affected. This is visible through the results they are achieving, research indicates that in each aspect of literacy girls outperform boys (Cortis & Newmarch, 2000, p.2). Due to these behavioural issues in NSW there has been a noticeably visible effect on the achievement levels of boys, in Year 3 and 5 benchmark tests data showed an 11% difference between girls and boys achievement levels, boys being at the bottom of the scale (Alloway, et al., 2002, p.41).
REFERENCE:
– Alloway, N., Freebody, P., Gilbert, P., Muspratt, S. (2002). Literacy, Gender and Boys’ Education: The – Background of Theory and Research. Queensland: JS McMillan Printing Group.
– Cortis, N., Newmarch., E (2000). Boys in Schools What’s Happening?. Melbourne: Department of Education, Training and Youth Affairs.
– Department of Education Science and Training. (2003) Educating Boys Issues and Information. Canberra: A Commonwealth Government Initiative.
– Edwards, C. & Watts, V. (2004). Discipline Problems and Their Causes. In Classroom Discipline & Management: An Australasian Perspective, (pp3-17). John Wiley & Sons: New York.
– New South Wales Institute of Teachers. (2006). Professional Teaching Standards, Retrieved 4 February, 2009 from
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html

DAY THREE

During my third practical experience I noticed that there was a common mode being used in regards to assessment. The students would either be writing or completing a worksheet to identify what they have understood or learnt throughout that lesson. Though I had noticed the class worked better when using alternative modes, e.g. smart board and computers, the boys in particular. Though it was strange to see that the older modes were still being used to a greater degree. NSW Professional Teaching Standards 3.1.5 “Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes” (New South Wales Institute of Teachers , 2006, p.7). Research shows that in writing assessments girls generally cluster at the top in terms of achievement levels while boys cluster at the bottom achievement levels (Alloway, Freebody, Gilbert and Muspratt, 2002, p.36). Interestingly Cortis & Newmarch (2000, p.2) found that fewer boys meet National Benchmarks during testing of grades 3 and 5. Many students have high levels of literacy in areas such as computer literacy, this is not always recognised by schools. By ensuring that a range of texts that reflect the diverse interests of their students are offered, schools can cater for the learning and needs of all students (NSW Department of Education and Training 2011). The gender difference with electronic modes of communication is well documented in research, and has been regarded as implicated in boys’ poor levels of achievement in print modes of literacy (Alloway, et al., 2002, p. 51). Research also shows that boys are generally disengaged in classroom activities, which frequently rely upon ‘older’ modes of technology (Alloway, et al., 2002, p.51). Research argues that teachers should cater to boys interests in technology because it has strong implications for their future (Alloway, et al., 2002, p.25). The way people communicate in the workplace is becoming sophisticated, hence students need to be educated so that they will survive when they begin working (Alloway, et al., 2002, p. 25).
In NSW the English K-6 Syllabus (Board of Studies, 2007) contains writing indicators that refer to technology use. During literacy, Stage 3 students must “use computer software programs and associated technology to format a variety of texts” (Board of Studies, 2007, p.43). Therefore, the syllabus attempts to cater for the changing modes of communication in society, though there the assessments are heavily based upon older modes of communication.

Teaching Philosophy: “It is vital that educators provide students with a diverse range of reading materials that are meaningful, relevant, stimulating and engaging, which will enable them to make ‘authentic layers of meaning’” (Makin Diaz, McLachlan, 2007, p.155).

REFERENCE:
– Alloway, N., Freebody, P., Gilbert, P., Muspratt, S. (2002). Literacy, Gender and Boys’ Education: The – Background of Theory and Research. Queensland: JS McMillan Printing Group.
– Board of Studies. (2007). English K-6 Syllabus. Sydney, Australia: Board of Studies.
– Cortis, N., Newmarch., E (2000). Boys in Schools What’s Happening?. Melbourne: Department of Education, Training and Youth Affairs.
– Makin, L., Jones Diaz, C. & McLachlan. (2007). Literacies in Childhood: Changing views, challenging practice. 2nd edn. Marrickville, NSW: Elsevier Australia.
– New South Wales Institute of Teachers. (2006). Professional Teaching Standards, Retrieved 4 February, 2009 from
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html

DAY TWO

The second day of my practical visit, involved another Library session first thing in the morning. I had intentions of purposely identifying the types of books the students would be borrowing from the Library, both for school and personal reading material. In terms of borrowing, I had noticed boys had a tendency to go for books that had attractive front covers, whereas girls focus more on the title of the book. Interestingly I observed that boys tended to dwell on the motions of finding a book, where as girls tended to grab a book almost straight away. I have noticed the location students live in commonly determines whether school practices are exercised in the home environment. In my school it is apparent that most of the students only complete learning activities during school hours. However, I am aware there are schools in different areas where students have allocated time to complete school activities in the home environment with a parent or guardian. In addition, it is clear to me that boys tend to be more active in extracurricular activities, which are sport related in comparison to girls whom involve themselves in extracurricular activities related to their education such as book clubs. Reading is generally associated with girls and viewed by young boys as anti-masculine (Alloway, Freebody, Gilbert & Muspratt, 2002, p. 48). In addition, boys found independent reading more difficult to undertake (Alloway, et al., 2002, p.48). Millard (1997, p.157) found that boys and girls read texts from different genres. It is stated that girls tended to enjoy reading fiction books while boys preferred to read books with real-life relevance, scientific and historical plot lines (Millard, 1997, p.102). As teachers we must be aware to cater for the differences in our students interests, NSW Professional Teaching Standards 2.1.4 “Demonstrate knowledge and understanding of students’ skills, interests and prior achievements and their impact on learning” (New South Wales Institute of Teachers , 2006, p.4). Also, due to societies preconceptions I have noticed that boys follow this trend as they see their role models performing acts of sport rather than reading or writing, where as the girls seem to recognise the need to further their education outside of a school setting. Following on from last week’s blog, in this school setting it depicts females playing the dominant roles as educators.
REFERENCES :
– Alloway, N., Freebody, P., Gilbert, P., Muspratt, S. (2002). Literacy, Gender and Boys’ Education: The – Background of Theory and Research. Queensland: JS McMillan Printing Group.
– New South Wales Institute of Teachers. (2006). Professional Teaching Standards, Retrieved 4 February, 2009 from
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html

DAY ONE

The first day of my practicum exemplified my prior belief that male teachers within Primary schools are practically nonexistent. One of the first things mentioned was that I was the only male teacher on staff. This merely mirroring the ratio of male to female student teachers currently studying Masters of Teaching Primary at my University. Scholars believe that the school environment is largely a ‘feminised’ environment (DEST, 2003, p.11). Alloway, Freebody, Gilbert and Muspratt (2002, p.55) further this idea as they stated that there are less male role models in schooling. The majority of teachers in the primary setting are female, and the proportion of male teachers is declining (DEST, 2003, p.10). The students in the school that I am performing my practical experience at evidently do not have any male role models in their life. The sad reality is that some of their fathers no longer live with them. It has been argued that male teachers are needs as role models for male students to establish a sense of male identity (DEST, 2003, p.11). Due to this fact as well as some others the school experience boys have is less positive than girls in terms of enjoyment of school, perceived curriculum and teacher responsiveness (DEST, 2003, p.3). According to Bronfenbrenner’s bioecological systems model the development of a child is affected by multiple levels of the environment (Hinde-McLeod & Reynolds, 2003, p.31). The two main systems being the Microsystem; representing the child’s interactions with their family and the Mesosystem; representing the child’s immediate setting e.g. the home and school (Hinde-McLeod & Reynolds, 2003, p.31). As Bronfenbrenner signifies the importance of these two systems and what would be the impact on a child’s life if they had not had a male role model present in these two vital systems? I had noticed during the day the students had addressed me as miss, not mister. Clearly this observation reinforced the research of the lack of male presence in this primary setting. I had reminded the students I was a mister but I was lenient as I was understanding of their sociocultural environment, the New South Wales Professional Teaching Standards, 2.1.1 “Demonstrate knowledge, respect and understanding of the social, cultural, ethnic and religious backgrounds of students, and the effects of these factors on learning” (New South Wales Institute of Teachers , 2006, p.4).
REFERENCE:
– Hinde-McLeod, J. & Reynolds, R. (2003). Primary Contexts. In Planning for Learning, (pp. 23-43). Social Science Press.
– Alloway, N., Freebody, P., Gilbert, P., Muspratt, S. (2002). Literacy, Gender and Boys’ Education: The – Background of Theory and Research. Queensland: JS McMillan Printing Group.
– Department of Education Science and Training. (2003) Educating Boys Issues and Information. Canberra: A Commonwealth Government Initiative.
– New South Wales Institute of Teachers. (2006). Professional Teaching Standards, Retrieved 4 February, 2009 from
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html