GA 2: Problem Solving

The ability to:

> Manage time and prioritise activities within the University's framework for learning;

> Make decisions to develop solutions to given situations /questions;

> Formulate strategies to identify, define and solve problems including, as necessary, global perspectives.

Teaching and Learning (QCT Standard 1, 2, 3,4 &5)

Relevant indicators for teaching and learning include:

• identify and apply learning experiences that incorporate flexible individual and group learning, teaching,

assessment and behaviour management strategies. (1

• know how to gather information from a range of sources to evaluate learning activities and how to
use this information to improve teaching, learning and assessment strategies and resources.

• identify and develop understanding of the diverse backgrounds and characteristics of the students they

teach

• plan and implement individual and group learning activities that take account of the backgrounds,

characteristics and learning styles of students.

Reflective Practice (QCT Standard 10):

Commit to reflective practice and ongoing professional renewal

I had a "difficult" classroom during my internship year. The prep classroom I was in had a high proportion of children with high social and emotional needs. This included having students with ADHD, aspergers and speech and language difficulties.  The classroom was also regularly visited by other teachers to address the behaviour of students in this class,  and a couple of boys in particular regularly attended detention.  

I had to draw upon my problem solving abilities to design and implement a range of creative, hands-on and visual learning experiences in an effort to engage a very young and diverse group of learners and improve the attitudes of particular students. 

The children in this class also benefited from my ability to identify what I was doing that  worked  well and not so well,and my ability to address this by identifying weaknesses and making the necessary changes. I had some success with meeting the needs of this classroom  through: having a flexible approach to teaching and learning, through seeking further information as it related to the context of my class, and through adapting and adding to my lessons to match individual needs (Hattie, 2003, p. 6, expresses these attributes as being pertinent to expert teachers ability in being able to solve problems). 

I also spent time seeking further information about my learners in order to create methods for addressing their behaviour and managing the class. I had to consider how particular students could be provided with some responsibility towards addressing their own behaviour.  I tried to make behaviour expectations highly visual and positive. For example, I created sticker bookmarks for each child and these were put on display. The daily routine and visual cues for expectations, such as carpet manners were also displayed. I also applied the essential skills (2006) in a productive way and used many creative transition methods towards smooth management of the class.

"Sadi has designed and implemented a range of creative, hands-on and visual learning experiences in language, literacy, numeracy and science. The whole class lessons and small group lessons and small group activities succeeded in motivating and engaging the children in learning. Sadi's lessons were flexible and through this she was able to meet the learning needs of a diverse group of students " ( Paula Siddans , 2011, Final year Supervising  Teacher ,Referee Statement)