Annotation of mentor teacher feedback

Note the focus area and

standard descriptor/s the
artefact / document reflects

Note the type of

artefact / document

Describe the document / artefact

and indicate the possible impact or
result of the artefact / document on
teaching and/ or student learning

Describe how the document / artefact

meets the standard descriptors you
have identified.

1.2 Understand how

students learn
Demonstrate knowledge and
understanding of research
into how students learn and
the implications for teaching.

This artefact is my
professional
experience mentor
teachers feedback
on my teaching of
an English lesson.

The feedback I received from

my mentor teacher was for an
original English lesson I taught
that drew upon an English unit
Stage 3 students were currently
undertaking. While this lesson
continued the themes from the
unit, the concept of persuasive
and informative texts language
was one the students were not
very familiar with, leading to my
decision to introduce the
content in small explicit steps.

Through such practices as building

upon students knowledge and
allowing them to put this knowledge
into practice, providing timely
feedback, encouraging students,
and using direct instruction to help
establish students understanding of
unfamiliar concepts, I was able to
demonstrate knowledge and
understanding of how students learn
(APST 1.2).

4.1 Support student

participation
Identify strategies to support
inclusive student
participation and
engagement in classroom
activities.
4.2 Manage classroom
activities
Demonstrate the capacity to
organise classroom activities
and provide clear directions.
4.3 Manage challenging
behaviour
Demonstrate knowledge of

Having constructive feedback

given to me by an experienced
teacher is invaluable to my
teaching practice. From this
lesson I was able to not only see
I was performing well overall as
a teacher, but I was also able to
reflect on my decision to make
the lesson quite teacher
centred. Despite my mentor

Similar to APST 1.2, by allowing

students an entry point into the
lesson through building upon their
individual prior knowledge,
providing a logical sequence of
learning activities that built upon
each other, managing behaviour
issues when they arose, and using
encouragement and praise to
motivate students, I was able to
ensure all students were able to be
engaged and participating in the

practical approaches to
manage challenging
behaviour.

teacher implying the class

produced quality work, after
reflection I realised that a new
approach to teaching the
concept of a texts language
would be more effective for my
students, while still
incorporating direct instruction.
This feedback, in addition to my
own understanding of my
teaching, allowed me to reflect
on, and make the necessary
adjustments to, the way I teach:
ultimately improving my
students learning.

lesson (APST 4.1).

This lesson was seen by my mentor
teacher (and myself) as well
planned; considering numerous
aspects of the lesson to allow for
student success. The direct
instruction followed by relevant
activities lead students clearly
through the somewhat challenging
content, building upon their prior
knowledge to ultimately allow
students to produce work which
indicated success (APST 4.2).
Reminding students of the
classroom rules through a stern,
yet positive way, and following
through with familiar/known
behaviour consequences previously
set up in the classroom both
demonstrate practical approaches
to managing challenging behaviour.
Looking out for and identifying good
behaviour, and providing
encouragement and praise to two
boys who occasionally present
challenging behaviour is another
example of my approach to
practically managing challenging

behaviour (APST 4.3).

Marcus Jones