Sarah's teaching community


Class summaries are needed, Focus of learning objectives made clear for students, instruction need to be precise and clear,great ideas, will go the extra distance to help students
I need to develop strategies to summarize a class objectives. Using a mind map of a topic to group ideas together can consolidate a class. Planning the end of the lesson is as important as the start and end. Using a script for procedural instructions will help to clearly convey what students are expected to do. It is fantastic to hear that going the extra distance with students is appreciated by teachers and I feel it is worth the effort for learning outcome and my professional interest and development.
  • Classroom Consequence
  • procedural script
  • plan for the last 10 minutes of a class
  • concise objectives
  • concise ideas
Sarah is a visual-verbal whole picture learner, I have a authorive style rather than an authoritarian style.
Having this feedback really made me more aware of what I do in a class room. In stressful situations I found myself playing to my strengths: visual, verbal whole picture. Knowing this I need to practice the other types of learning styles so they become a useful tool for my teaching. I do need to understand the step by step learning process in more depth to help students who learn this way. My authoritative can be enhanced by using my physical presence more effectively. The use of physical instruction for kinetic learners rather than visual or vocal will assist with classroom management.
  • a kinetic activity such as hands on heads to help settle kinetic learners
  • hands on activities for teaching
  • clear expectations known by students
"She gets us out of our seats, I feel like science is fun and we are not learning anything"
It is great to hear that students enjoy getting out of their seats. I love the saying: if there bum in numb their brain is too". I imagine a dynamic classroom where students will learn on their feet, on their hands as well as on their bottoms. I do need to address this idea that students do no feel they are learning if they have fun. Perhaps this is more a school culture rather than my classroom. However I do need to acknowledge that students may need to work from a text book to pull their learning together, particularly if this is what they are conditioned to.
  • Classroom Consequence
  • keep the students moving
  • use the textbook if needed for optimal learning
  • keep having fun
"Full of ideas"
The ideas just keep coming. I will need to learn to filter them if I want to get a good night sleep. It is great to hear my fellow students appreciate my ideas. I find this one of the key aspects in becoming a teacher which really motivates me. I do however need to learn to focus so that these ideas are relevant and worthwhile in a classroom setting.
  • Classroom Consequence

if shoes could talk

My hope as a teacher is to be empathetic to my students lives, ideas and hopes. I believe it is paramount that I firstly acknowledge my limitations as a, Y generation Anglo-Saxon female. In doing so I believe I can better understand and learn what it is like to walk in the shoes of my students.


gender says

"I love my teacher because she is girl like me and I feel really comfotable talking to her."

Sarah's response

"Being educated and opened minded about the gender bias or otherwise of my students is important. Open dialogue, active listening and honesty in the teacher- student relationship, will hopefully provide a better understanding about gender issues for myself and my students. Maintaining my integrity and focusing on gender issues only when relevant will help me as a teacher. Understanding gender in terms of differences rather than as limitations will ensure a positive outlook and I believe will result in a better teaching and learning outcome for my students. As a teacher is important to acknowledge and try to understand where my students come from. The role models in their live, their cultural understanding of the roles of men and women and the relationships they have had with the same sex and opposite sex are factors which can influence their gender bias.

cultural response

"While she wants to call her "Sarah", I feel far more comfortable calling her Ms. Alexander, I have never called an adult by their first name."

Sarah's response

The homes in which all people live are unique and influenced by cultural traditions. Being sensitive to other cultures is important as is maintaining the Australian cultural in the classroom. To effectively teach, I will educate myself on some of the cultural setting that my students are apart of. Encouraging a cultural exchange in the classroom between students will also be a powerful experience for my students in understanding and better empathising with their peers and myself. It is important not to want to change anybody, including yourself, but to grow with an appreciation for what different cultures can contribute in the classroom.

social response

"My teacher has a laptop, drives a good car and wears nice clothes. I am so glad I have a school uniform."

Sarah's response

Socio-economics are unfortunately an aspect for which can effect a student-teacher relationship. I do not is believe it is important to necessarily know the specifics of a students socioeconomic status, it is important that I as a teacher do not draw on economics status in my class room. Everyone is entitled to an education, irrelevant of their financial status. I feel it is fortunate that in Australia we do not have a class system which can dictate our educational outcomes. As a teacher is important to understand how money can buy experiences that can have an educational impact. In a class where most students have travelled overseas it is relevant to draw upon this experience if it has educational relevance and help to contextualise a subject.

experiences say

"Teacher's don't like me so I don't like them."

Sarah's response

The interpersonal intellegence of both teacher and students can potencially limit the relationship and experience in the school environemnt. I feel that is one area where I have a strength- interpersonal intelligence. I feel it is important to acknowledge a students past difficulties with other teachers, but rather than rewrite those chapters help students to understand their part in this experience. I also understand that there will personalities that will not "gel" with my style, however with non-judgemental discussion and the formation of a fair and solid teacher-student relationship, I feel it is possible to have a positive experience for both student and teacher. Constructive criticism must be two way in the class room setting. I should be as accountable to my students as they are accountable to me.

Love language says

"I don't want a Mars Bar, I want her to say "Well Done" it means more to me."

Sarah's response

People are wonderful, the young ones, the teenaged ones, the middle aged ones and the mature ones! Our motivations for doing something can be determined by our preferred "Love Language". To feel important my students may need one, some or all of : Words of Affirmation, Quality Time, Gifts, Acts of Service. I will firstly need to understand what helps my students to be motivated. Upon understanding this I will then have the ability to know when and what is appropriate to help motivate and help my students to feel good about learning. As a person who enjoys words of affirmation, it is the other "love languages" for which I will need study so that I can understand how to use effectively for those students needing motivation.





Love Language

teaching the different intelligences in science


Logical Mathematical







Photosynthesis-Lets sing

to students:

Can you write a song to describe photosynthesis?
Photosynthesis - Equation

to students:

How many carbon dioxide molecules are need to generate 500g of glucose?
The butterflies in this ecosystem may lay their eggs when there is more photosynthesis occurring and thus more leaves grown for the caterpillars to eat when hatched

to students:

What happens to to the animals when trees hibernate and do not photosynthesise?
Show photosynthesis in a diagram:

to students:

Draw a detailed diagram of a plant cell showing where photosynthesis occurs.
Learning Strength

to students:

Journal: Describe what you have learnt about photosynthesis and what parts of this you do not understand.
Group discussion about photosynthesis:

to students:

THINK-PAIR-SHARE Talk about how photosynthesis occurs in the leaves of the gum tree.

to students:

Act out the journey of a oxygen atom when taking part in photosythesis.


Mother Nature is in the kitchen
cooking up a storm.
She turns the sun onto medium high
and waits 'til it's nice and warm.

She mixes six molecules of carbon dioxide
with six molecules of plain old water.
She folds in a few of her favorite minerals
as Father Time has taught her.

The secret ingredient is chlorophyll.
It soaks up the energy from the sun.
This recipe yields sugar and oxygen.
Isn't cooking fun?

to students:

Create a story about photosynthesis