Welcome New Scheme Teachers Today we begin… “Walking the Path Together”
Acknowledgement of Country We acknowledge the traditional custodians of this land, the Dharug people, and pay our respects to the elders from the past, in the present and future for they hold the memories, the traditions, the culture and hopes of Aboriginal Australia. We must always remember that under the brick, concrete and asphalt this land is, was and always will be traditional Aboriginal land. We pay respect to the Dharug people on whose land we are today; by acknowledging the loss of their lands, cultures and treasures, and knowing the consequences that it has had for their people, communities and nation. We believe we can walk together to create a better future. We meet today, taking this belief on.
Outline of program
Professional Teaching Standards
Focus for today • Developing your awareness and resilience • Building relationships with each other and your students • Sharing experiences of teaching and learning • Quality teaching and effective learning
Prayer
Corners
Corners • Listen to the “statement”
Corners • Listen to the “statement” • Take time to consider the four options
Corners • Listen to the “statement” • Take time to consider the four options • Move to the corner colour which best represents your response
Corners • Listen to the “statement” • Take time to consider the four options • Move to the corner colour which best represents your response • Buddy up with someone and share the reason for your choice
If I were a pair of shoes I’d be ...
If I played in a jazz band... Sax Guitar Piano Drums
If I was in the circus…… Acrobat Lion Tamer Human Cannonball Clown
Messing about in boats…. ? Canoe Sailing Boat Cruise Ship Jet Boat
If I wasn’t a teacher I’d be... Politician Entertainer Doctor Chef
Puzzled People
Puzzled People 1. Form groups of 4 people.
Puzzled People 1. Form groups of 4 people. 2. Nominate a person in the group to come out the front to receive a card
Puzzled People 1. Form groups of 4 people. 2. Nominate a person in the group to come out the front to receive a card 3. Another person in the group will tear the card into jigsaw-puzzle shaped pieces – one per person in the group. Each person must have a piece that has some part of the drawing that is on the card.
Puzzled People
Puzzled People 3. When the music begins, mill around the room; at the signal trade your piece of card with another person, taking care not to trade with someone from your original group. ‘Milling’ and ‘Trading’ will be repeated several times.
Puzzled People 3. When the music begins, mill around the room; at the signal trade your piece of card with another person, taking care not to trade with someone from your original group. ‘Milling’ and ‘Trading’ will be repeated several times. 4. At a signal from me everyone will now find those people with corresponding pieces to make their jigsaw puzzles.
Puzzled People 3. When the music begins, mill around the room; at the signal trade your piece of card with another person, taking care not to trade with someone from your original group. ‘Milling’ and ‘Trading’ will be repeated several times. 4. At a signal from me everyone will now find those people with corresponding pieces to make their jigsaw puzzles. Make sure you have introduced yourself to each other in your new group
Reflections on the year so far p.14
Time to consider… An experience of teaching that brought you a lot of satisfaction
Time to consider… An experience of teaching that disappointed / frustrated you
Time to consider… A new / sharper insight into the profession of teaching
Time to consider… An unexpected experience
The realities of the beginning teacher How do I bounce back when things have not worked out?
Bouncing back… • What are my coping strategies? • How do I maintain my resilience? • From whom can I get support?
Networking with colleagues
MORNING TEA (After morning tea, get into stage/KLA groups)
With whom do we belong and how do we contribute to the story? The Religious Contribution to our diocesan schools: Looking back with gratitude
Looking Back with Gratitude (To record in your booklet on page 17) • 3 affirmations • 3 things you are struggling with or concerned about • What else you are thinking about
With whom do we belong and how do we contribute to the story? How do I contribute to the charism and ethos of my school?
Computing - TAS Teaching Position Temporary 5 May - 19 June 2009 Terra Sancta College, Quakers Hill / Schofields Commencing Term 2, 2009 Position status: Temporary/full-time Terra Sancta College is a Years 7-12, dual-campus Catholic Co-educational high school. Position criteria The position includes: Year 12 SDD - Software Design and Development, Yr 11 IPT - Information Processes and Technology Yr 8 Graphics Technology Yr 7 Technology - Timber Support of the Catholic Ethos is essential for all appointments. Closing date: 27 March 2009 For further enquiries, please contact Jodi Thomas Phone: 9208-7201 E-mail: JThomas4@parra.catholic.edu.au.
Ethos… • ETHOS is the characteristic spirit of a community. When applied to schools, the term captures the prevailing mood or disposition which, in turn, reflects underlying beliefs, values and ideals.
Friendly advice • Documenting how you get involved in the life of the school • Professional Expectations - dress, private life, social networking etc
MINDFUL LEARNING: MINDFUL TEACHING What are the good learning behaviours you wish your students to develop? p. 25
MINDFUL LEARNING: MINDFUL TEACHING Some research proven good learning behaviours p. 26 Anything to add?
Work Out What You Need To Find Out • Visual Stimulus with little written information • Refer to page 45-47 • As a group determine 10 facts from the map. Use the directional compass in its regular format. • Stressing the language of respect when challenging an answer, call on groups to state 1 or 2 of their facts. The remainder of the class is to listen careful to see if they wish to call a challenge.
Reflect on those good learning behaviours p. 26
Reflect on those good learning behaviours p. 26 Related good teaching behaviours p. 25 and p. 27
LUNCH
Warm up activities – a great way to practice numeracy skills
Warm up activities – a great way to practice numeracy skills Various mathematical sleights of hand can seem to conjure up a person's age as if by magic.
Warm up activities – a great way to practice numeracy skills Various mathematical sleights of hand can seem to conjure up a person's age as if by magic. For example…
Warm up activities – a great way to practice numeracy skills Various mathematical sleights of hand can seem to conjure up a person's age as if by magic. For example… • ask a person to multiply the first number of his or her age by 5,
Warm up activities – a great way to practice numeracy skills Various mathematical sleights of hand can seem to conjure up a person's age as if by magic. For example… • ask a person to multiply the first number of his or her age by 5, • add 3,
Warm up activities – a great way to practice numeracy skills Various mathematical sleights of hand can seem to conjure up a person's age as if by magic. For example… • ask a person to multiply the first number of his or her age by 5, • add 3, • double this figure,
Warm up activities – a great way to practice numeracy skills Various mathematical sleights of hand can seem to conjure up a person's age as if by magic. For example… • ask a person to multiply the first number of his or her age by 5, • add 3, • double this figure, • add the second number of his or her age to the figure, and tell you the answer.
Warm up activities – a great way to practice numeracy skills Various mathematical sleights of hand can seem to conjure up a person's age as if by magic. For example… • ask a person to multiply the first number of his or her age by 5, • add 3, • double this figure, • add the second number of his or her age to the figure, and tell you the answer. • Deduct 6 from this and you will have their age.
Alternatively,…
Alternatively,… • ask the person to pick a number,
Alternatively,… • ask the person to pick a number, • multiply this by 2,
Alternatively,… • ask the person to pick a number, • multiply this by 2, • add 5, and multiply by 50.
Alternatively,… • ask the person to pick a number, • multiply this by 2, • add 5, and multiply by 50. • If the person has already had a birthday this year and it's the year 2010, they should add 1760, otherwise they should add 1759.
Recommend
More recommend
