The evidence I provided for focus area 3.5 is a table summary of the communication strategies I used during placement that supported the engagement of my students. The main forms of communication I used were verbal and non-verbal, but I also used visuals and written communication in some lessons.

I believe communication is very important in teaching because it is the means in which we deliver information that will help our students learn. Having English as my second language made me very conscious and considerate of the communication strategies I planned for each of my lessons – as I know miscommunication can lead to misconceptions, misunderstandings and disengagement from students. When communicating with students, I always tried my best to give them a ‘voice’, whether it was deciding who their partner was going to be, or if they want to use a template I provided for writing tasks or not. My supervising teacher had already established a deal with the students at the beginning of the year, which I also carried on when teaching them: they can work with whoever or wherever they want as they stay on task – if not, they will be separated and everyone will be delegated a spot to work at or a partner to work with. I think this strategy worked really well with the students, as they were given choices that helped them to also manage their own behaviours.

Strategies such as paraphrasing allowed me to demonstrate assertive listening with the students – as I repeat the information they had to offer and let them know that I have understood them (Ewing 2019, p. 140). At times, I struggled with responding to students, particularly when they came to me about disputes with their classmates. I was very conscious in saying things that might make them think I was taking sides, or that someone will be ‘in trouble’. I think this is something I need to really work on, as I need to be better equipped with responses that are appropriate and helpful to promoting positive relationships in class.

Communicating and listening are skills I have definitely improved, as it helped me learn more about myself, my students and what they were getting out of my lessons. These allowed me to facilitate lessons in the best interests of students, and provided me a form of feedback regarding my teaching (Ewing 2019, p. 141).

References:

Ewing, R, Kervin, L, Glass, C, Gobby, B, Le Cornu, R & Groundwater-Smith, S 2019, Teaching: Dilemmas, challenges and opportunities, 6th edn, Cengage Learning Australia, South Melbourne, Australia.