Vignettes: A Reflection from the View of a Pre Service Teacher

Erik Ford
9 min readOct 15, 2020

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Photo by Luke Leung on Unsplash

Vignette 1: Descriptive Reflection

During my PEx time at Windsor Public School, I was assigned to the deputy principal’s class, which was a 5/6 co-taught class between two teachers. The class consisted of thirty-two students and was filled with students with a wide range of mixed abilities and needs such as students who were medicated for behavioural problems and a student who had dyslexia. The class had a learning support teacher who worked exclusively with the student with dyslexia on a Monday and Friday.

It was during my first spelling lesson on the Monday morning that I made a pedagogical decision when I was not sure what to do. The lesson entailed me providing a pre-set spelling list created by the supervising teacher for students to copy into their spelling books. The students then were expected to complete a word sort that used the words from the spelling list. Students were to work in pairs to complete the word sort and upon finishing the word sort, we would engage in a whole class discussion about which category the words belonged to.

I found that for the majority of the students, they completed the task at a similar pace. Some students appeared to struggle, one of was the student with dyslexia. At this point, I was unsure of whether to move on or not to the other activities I had planned or simply wait for the rest of the class to complete the learning task. I felt because I had other students who had completed the task and as such were becoming distracted, whilst at the same time I had students who were barely through the activity. I did not want those students, who had yet to finish, to miss the valuable learning of this activity. However, I also felt that I needed to keep the students who were finished engaged in their learning to maintain the productive nature of the lesson.

In the end, I decided to wait for all of the students to finish before moving on. This appeared to cause a few problems as students began distracting others, and my behavioural management skills were beginning to be tested. The supervising teacher intervened which immediately quietened the class which highlighted another area of my teaching which required reflection upon — behaviour…

Erik Ford

Post-graduate student at the University of Sydney, enrolled in the Master of Teaching (Primary) Program. I was previously an undergraduate at UWS enrolled in IR