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ContentsSkills and Attributes that contribute to effective learning and teaching in RRR contexts1Ten Critical things to take to a RRR community4Daily Work Pad: Day One7

Skills and Attributes that contribute to effective learning and teaching in RRR contexts

“Remote work requires special qualities and skills. Dig deep and think carefully about the choice you are about to make.”(Austin, J. 2010,). The following skills and attributes are those that I feel will help to develop a culturally competent teacher with the ability to grow and succeed in a RRR community.

Personal Skills and Attributes

Flexibility is a major attribute needed in RRR communities. The Remote Teaching Service suggests “flexibility is paramount. No two days are ever the same!” (Remote Teaching Service, 2013). Teachers need to be ready for any issues or experiences that may come their way. Teachers need to understand their plans will not always go as planned and be willing to work around this. With flexibility comes adaptability, another attribute I suggest teachers have when considering working in a RRR community.

Teachers need to be able to adapt to new environments and adapt their teaching within the classroom. “Rigid views, rigid expectations, rigid plans are likely to come unstuck in the Bush” (Remote Ready, 2010). Adaptability will assist teachers to begin to accept their place within the community, school and classroom.

Teachers need to be creative, “You will engage in creative and innovative practice every day” (Remote Teaching Service, 2013). Teachers will cope better having the ability to think off their feet in certain situations. “Often those who do well in remote areas are capable of seeing options and alternative ways of doing things (are creative)…” (Austin, J. 2010). By being creative teachers will be capable of adapting their planning to suit the context of their students, classroom, school and community.

Teachers also need to be resilient, “The big ‘R’ is mentioned frequently – resilience, the capacity to bounce back after set-backs that could be personal, professional or social.” (Austin, J. 2010). Without resilience teachers will have trouble coping both personally and professionally, there are sure to be set-backs when living and teaching in a RRR community, teachers need resilience to deal with these set-backs.

It helps as a person to be organised and professional, this will allow for a smoother running personal and professional life. Long term planning will assist in setting goals for your classroom. Judith Austin (2010) suggests having an eye for what will be occurring in the next week, month and year is useful in a RRR context. Curriculum knowledge will also be helpful in planning within a context.

Building and maintaining relationships is an important skill when living and working in a RRR community. “The focus should be on the need to build and maintain positive relationships, attitude and interaction with the students and the school community.” (Gower & Byrne, 2012). Showing respect, being empathetic and showing genuine interest are some attributes to help build positive relationships with students, parents/caregivers and co-workers. These skills and attributes will help to develop the cultural competency needed in RRR communities.

Professional Skills and Attributes

As a teacher you should “Be open to learning, sharing and enjoying” (Remote Teaching Service, 2013). You need to remember that you never stop learning, and that everyone can teach. It is a great skill to be open to new ideas, ways of doing things, values, and ways of life. “Approach the unknown with an open mind and a positive perspective and willingness to embrace new ways of understanding and doing things.” (Gower & Byrne, 2012). Openness to learning and sharing is a professional skill, however should be taken into account personally too-try every experience within the community. In the RRR context it is important to consider the communities beliefs and values; openness is needed, to try new ideas to fit the context you will be teaching in.

Inclusivity is also a necessary attribute. It is important to accept diversity within your classroom and community “no one Aboriginal group or community experience is the same because indigenous communities are diverse across Australia.” (Gower & Byrne, 2012). Every students should be accepted into the classroom and feel included. I do not believe there is any place for a teacher in a RRR community if they do not value and practice inclusivity.

Skills in understanding English as second language/dialect learners will also be useful in the RRR context as Judith Austin (2010) suggests. It is important to be able to understand and cater for these students. Without this knowledge it is possible a teacher will not being inclusive to their whole class.

It is important to understand that teaching in a RRR community is not only about teaching within a classroom but about understanding the community [place], school [site] and the classroom [learning space] (White & Kline, 2012). When preparing to go to a RRR community teachers need to prepare by gaining an understanding of the place, site and learning space. This is best done through community pages. As a teacher a skill you will need in preparing for the RRR context is research skills. This will allow you to follow the RRRTEC Model and learn about your location.

References

Austin, J. (2010). Remote Ready: Preparing for work in remote locations of the Northern Territory. Charles Darwin University

Department of Education. (2013). Remote Teaching Service. Available from

http://www.det.wa.edu.au/teachingwa/detcms/teachingwa/teaching-wa/shared-content/remote-teaching-service/remote-teaching-service.en?page=2&tab=Main#Tips

Gower, G. & Byrne, M. (2012). Becoming a Culturally Competent Teacher: Beginning the

Journey.

White, S and Kline, J. (2012). Renewing Rural and Regional Teacher Education

Curriculum - Final Report, Sydney, NSW: Department of Industry, Innovation, Science, Research and Tertiary Education (Office for Learning and Teaching)

Ten Critical things to take to a RRR community

1. A 4WD vehicle

I intend to take a 4WD with me when I move to a RRR community. My reasoning for this is because I plan on exploring the surround and some areas are only accessible by 4WD. Remote Ready (Judith Austin, 2010) also suggests you have a 4WD to lessen the likelihood of accidents when exploring the new surrounds.

2. Soccer gear

I chose to take my soccer gear (boots, ball, clothes) as I intend on continuing my fitness and enthusiasm towards soccer. It is also a great way to get involved in communities. The Remote Teaching Service website (Remote Teaching Service, 2013) suggests you “Maintain good physical health by undertaking regular exercise.” They suggested if you cycle as a hobby to take your bike with you. This is why I have chosen to taken my soccer gear. This is my way to stay physically healthy.

3. Teacher clothing

I plan to take all my teaching clothes to continue to have a professional dress standard. Remote Ready (Judith Austin, 2010) suggests that RRR communities often have higher dress standards and does not suggest you should dress more casually just because it is a RRR school.

4. Mobile Phone

I plan on taking my mobile phone to keep in contact with friends and family. The Remote Teaching Service website (Remote Teaching Service, 2013) suggests it is important to keep in touch, and even organise visits once you are settled into your community. I feel that by being able to call my family and friends I will still feel I have a support network when first moving to a new community.

5. My movie/book collection

I plan to take this with me to keep myself occupied/relaxed when I have the time. Remote Ready (Judith Austin, 2010) suggested you need to be content with your own company, these resources allow me to do this at home so I plan on taking them with me when I move. There is also the option to have relatives send the latest release movies.

6. Bella- My dog

I plan on taking my dog with me as she will allow for me to socialise within the community. Remote Ready (Judith Austin, 2010) suggested sporting clubs, but I find by taking your dog for a walk you can get to know many people in a town. My dog will also keep me physically and socially healthy.

7. Teaching Resources

I have been told by teachers (whom have years of experience in rural and remote schools) at my current practicum school to prepare to have little resources, and be surprised if you have lots of resources. For this reason I have been printing, laminating and making many resources which I feel will help engage students in their learning environment. I plan to take these with me so that I am better prepared to set up my classroom and engage my students.

8. Research of the place you will be living and teaching in

To prepare for the community it is important to research the place you will be living in and the school. This will prepare you to be community and school ready (Byrne et al, 2013). By researching you can have an insight into the beliefs and values within the community and school. Researching will also make you aware of any clubs you are able to join. I would take this research with me to remind myself of the reasons I chose the community to go to and as a reference throughout my teaching.

9. The Virtues Project Educators Guide

This resource encourages the use of virtues in a school/classroom. I would take this with me to any community as it encourages the building of positive relationships within the classroom, school and community. This also fits in nicely with the REAP framework by Byrne and Munns.

10. English as a second language (ESL) and English as a second dialect (ESD) knowledge

Depending on what community you were sent to this may or may not be helpful. I feel that by having basic knowledge of other languages and dialects that may be present in the community you will gain greater respect and acceptance from community members. Therefore I would take notes/books to assist me in learning ESL/ESD and also research on how to cater for these students within a classroom. Judith Austin (2010) suggested this as a way of gaining respect and building positive relationships within a community.

References

Austin, J. (2010). Remote Ready: Preparing for work in remote locations of the Northern Territory. Charles Darwin University

Byrne, M. & Munns, G. (2012). From the big picture to the individual student: the

importance of the classroom relationship. Crawley, W.A: University of Western Australia Publishing.

Byrne, M. & Rowlands, C. (2013). Participating in Community and Cultural Competence [Handout]. (Available from Faculty of

Education and Arts, Edith Cowan University, Joondalup Drive, Joondalup, Western Australia, 6027).

Byrne, M. & Rowlands, C. (2013). Unpacking RRR [Handout]. (Available from Faculty of

Education and Arts, Edith Cowan University, Joondalup Drive, Joondalup, Western Australia, 6027).

Department of Education. (2013). Remote Teaching Service. Available from

http://www.det.wa.edu.au/teachingwa/detcms/teachingwa/teaching-wa/shared-content/remote-teaching-service/remote-teaching-service.en?page=2&tab=Main#Tips

Kavelin Popov, L. (2000). The Virtues Project Educators Guide. Austin, Texas: Pro Ed.

Artefact Design

Laken McCormickEDU42756

Daily Work Pad: Day One

Session

Learning Area

Concepts

Activity

Resources

Assessment/Evaluation

8:30-8:45

Meet students at the door- greet with a smile and introduce self

Also give students a name tag at the door to pin to their shirts

What is expected of students:

Place a chair at a desk they would like to sit at

Put their pencil case on top of the desk then any extra resources in the big trays at the back of the room that has their name on it

Students can then have some free time until 8:45

Write the instructions on the whiteboard also

8:45-9:00

Students seated on the mat area at the front of the room

Introduce self formally

Show students the timetable for the day (appendix 1)

Check off what has already been completed

Model to students how they will set up the date and the weather each day

This will be 2 people job for a week

9:00-9:30

Introduce task to students

Students are expected to:

Create a desk label for their own desk

It must have: their name , colour , any drawing they would like to include

Show students the supply of colouring resources (for if they do not have their own)

Model desk nameplate to students by showing your own nameplate you made

Pre-cut rectangular white card

Colouring resources

Check:

Students name

9:30-10:15

Introduction of class rules and school values

Class Tree-ty (appendix 2)

Lead a discussion on what rules our class needs to be a happy and supportive place

Write all responses on board

Type these up and print


Sign a tree-ty agreeing to the class rules they have created

This is completed by each student receiving a white printed leaf (of a local type of tree) where they colour it and write their name

Class set of white leaves

Computer/interactive whiteboard to type rules on

Evaluate:

Has every student agreed with the class rules?

Are all students positive these are the rules they want?

10:15-10:45

Job designation

Each student will receive a pop stick which they must write their name on with permanent marker- this then goes into the question cup

Jobs will then be designated by choosing a pop stick out of the cup- this student then chooses which job they would like (e.g. weather anchor, light monitor, calendar manager, lunch collector etc.)

Birthday Marking

There will be a birthday display in the class with each month as a cake- students will write their birthdate and name on a candle and stick it to the correct month


Collect a candle

Write their name big in whiteboard marker on the candle

Write the date of their birthday on the flame

Students then stick their candle to the correct month

Teacher will help any students who do not know their birthdate

Class set of coloured pop sticks

1 Question cup

Classroom birthday cake display (Jan-Dec)

Class set of laminated birthday candles

Whiteboard markers

Check:

Every student has a candle with their name and birthdate on it

10:45-11:10

RECESS

11:10-1:15

When I grow up: Students will be taken one at a time to write on a small chalkboard what they want to be when they grow up

This is then photographed and made into a class welcome sign

11:10-12:00

Literacy- Writing

Forming sentences

I’m Special Because… (Appendix 3)

Model to students:

Sentence writing onto a petal (capital letter, full stop and makes sense)

How to put the 6 petals and centre together once all sentences are written


Write at least 6 sentences explaining why they are special

Write their name on the brown centre

Glue the flower together as demonstrated

Coloured card pre-cut for flower petals and centre

Assessment:

Does the sentence:

Have a capital letter

Have a full stop

Make sense

Checklist (appendix 3)

12:00-1:15

Literature

Literacy

Listening to book looking for beginning, middle and end of the story.

Recount the day’s events using emotions

First Day at school:

Students are told to focus on thinking about what happened in the beginning, middle and end of the story

Read the story Splat the Cat to the students

Question students about the beginning, middle and end of the story using the question cup


Draw what they felt like before school and write down the emotion it was

Draw what they feel like during school and write one emotion

Draw what they think they will feel like at the end of school and write one emotion

Write what their favourite part of the day is

Splat the Cat by Rob Scotton

A3 copies of my first day of school sheet (appendix 4)

Assessment:

Check for understanding of before, during and after

1:15-1:55

LUNCHTIME

1:55-2:10

Rest and relaxation time-students listen to nature music and find a space to lay (have the fan/air-conditioner on)

2:10-2:55

Mathematics: Number

Recognising:

Bigger/smaller number

Odd/even number

subitising

Number Hunt:

discuss odd/even numbers

more than and less than


Complete a sheet finding one classmate at least to fill in each blank spot

Move around the room talking to people and getting to know your classmates

Once this is completed form a community circle on the mat

Students share one number/person off their sheet that interested them to find out

Also ask people to share any similarities they found with classmates

Copies of Who has the Number sheet (appendix 5)

Evaluation:

Observe how well students cope with finding the numbers below 10

2:55-3:00

Good Afternoons and pack and stack

Artefact Design


Appendices

Appendix One: Day One of Year Two Timetable for students

Appendix Two: Class Tree-ty

Appendix Three: I’m Special because… Activity

Appendix Four: My First Day of School Activity

Appendix 5: Number Hunt Game

Artefact Design


Day One of Year 2

Artefact Design


8:30-8:45:

8:45-9:00:

9:00-9:30:

9:30-10:15:

10:15-10:45:

10:45-11:10:

11:10-12:00:

12:00-1:15:

1:15-1:55:

1:55-2:10:

2:10-2:55:

2:55-3:00

Put a chair at a desk & put your pencil case on your desk (Other things in big tray)

Introduce selves and learn about our daily timetable (Weather & date)

Create your own desk label

Class Tree-ty

Job Designation & birthday marking

RECESS TIME

Between recess and lunch (One student at a time: When I grow up I want to be…)

I’m Special because…

First day at school

LUNCHTIME!

Rest and relaxation

Number Hunt

Pack and stack and good afternoons

Class Tree-ty

Having students come up with their own rules for the classroom is much more rewarding because students have ownership. If students own it, then they are more likely to follow them. Of course I am allowed to have input, but mainly I turn the words into positives rather than starting with 'don't'. If we don't do something, what do we do instead?

I record their rules on our interactive whiteboard using a wood background. Then each child is given a leaf to decorate with their name for our tree-ty. This is how they sign the treaty. It is a great visual to refer back to when rules are not being followed.

Retrieved from: http://sowingseedsoflearning.blogspot.co.nz/2012/03/class-tree-ty.html

I’m Special because…

Students write a sentence on each petal telling the teacher what makes them special.

Retrieved from: http://stepintosecondgrade.blogspot.com.au/2011/08/we-used-lot-of-construction-paper-today.html

Rubric to assess students’ sentence formation:

Names

Does the sentence make sense?

Is there a capital letter to begin

Is there a full stop to end?

Comments

Name:Date:

My First Day at School

Before School I felt ________________________.

During school I felt _______________________.

After school I think I will feel _____________________.

My favourite part of today was _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Artefact Design


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