This incident starts with me sitting having recess before period 3, when I will have a lesson with my year 11 modern history concerning imperialism in the 19th century. I am approached by my colleague teacher who informs me that someone from the Parramatta CEO, who deals with inclusion of students with learning needs, is coming in to watch the lesson to see how effective the inclusive practice is. My Colleague teacher reassured me, however, I realise I haven't completely considered accommodations in my lesson plans for this class. I started to put my brain into overdrive trying to see if there are ways to hopefully accommodate this student so to avoid embarrassment in front of this unexpected visitor. I decided to continue the lesson as I had it planned and thought ill deal with criticisms constructively.
My lesson went well, i was able to explain the complex web of reasons and results of imperialism through various mindmap which I was quite proud of.
Following the lesson, the inclusion advisor commented on my lesson in a suprisingly positive light, stating that "it was a very good lesson, very visual which was helping her [the student'] learn effectively". The only thing she did was draw my attention to the fact that you need to be within 1 metre of the student when speaking to the class.
The lesson i learnt from this class was the need to be aware of my students and the ways they learn, instead of focusing only on the mechanics of the lesson. I overcame this event by taking on board the advice given to me by the inclusion advisor as well as continuing to provide the class with highly visual lessons to accompany teacher discussions.
References
NSW Institute of Teachers Professional Standards <www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html>
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