在第一次观察佛罗伦萨生物类的HSC，我要求如果我可以请教她的教案，显然她是不情愿的，但我成功地再次向她保证，我的目的是在这里，以帮助她在工作中取得成就自信，以及她自己。柯斯根，vasalos（2005，p. 64）观自信作为核心素质是重要的生成性教学和教师的私生活也。他们还声称，除了自信、勇气和目标导向等特征的核心反映在教师旨在对人民力量建设等核心素质，和积极的感觉。她的反应，我必须说我需要支持更好的关系，以免破坏她的信心。当我分析了她的教案，我注意到一些弱点，肯定有反响她实际的教训。我发现她在课堂上有一个不恰当的“开始”来解释这个话题，她的肢体语言不明确。因为她没有太多的经验，我帮助她展示我自己的备课，以便她可以改善她的写作教案。此外，我问她如何激发学生对课堂的兴趣，以及在课堂讲解时能做些什么，以引起学生的注意。有趣的是，Florence说，在她的课，她可能会选择学生，并要求他们即时的问题，以便使他们更参与和奖励他们适当的赞扬。我建议她，如果学生把注意力集中在这门课的开始，这将是激励和学生会愿意知道更多。一个适当的启动活动，学生可以更好地参与和推动，他们会觉得他们学到的东西（英国，2004，1，第15页）。此外，佛罗伦萨注重对她的解释，而不是让时间来评估学生是否已经能够掌握课程目标。在提高学习的气候，它已经表明，教师必须明确课程目标板上，通过这一系统，学生可以快速确定预期的学习结果（DFES，2004,18，p.4）。当我反思她的实践时，我把它与我过去的教学经验进行比较，我从事的是完成我的工作计划，而不是专注于提高学生的学习技能。课堂教学计划对于每一位教师来说，都是至关重要的，他在课堂上组织时间、上课、解释和评价。我建议佛罗伦萨应用我的一些教学技术，这是符合BEM（开始，结束，中间）的原则，休斯（1999），他解释说，学生学习更多的学习经验的开始和结束比他们在中间。参照附录I，我建议佛罗伦萨，她需要一个谈话的教训和大量的运动在类在持续度（harforda et al，2010节）。除此之外，我还建议她需要根据分配的时间安排她的课程，如果可能的话使用教具，并且她也必须在评估她的学生。在这方面，shieu Crosson和（1995）声称：`评价指导过程中的一个组成部分，在实现实践的目标发挥重要作用（罗伯特，2000，p.161）因为佛罗伦萨是在我的监护下，我担心她会把我的建议作为一种强制性的选项。因此，为了有效地开发作为导师有必要建立一个公平的关系，我的学生，同时，我要记住，我应该非评判的态度，耐心，支持和理解她的教学方法积极属性（安德鲁斯，Chilton，2000，p.556）。不过，这并不是我作为导师最初训练中唯一有争议的问题，我对自己的准备和思考也有疑问。我准备了足够的评价我的学生的教学风格？我要弥补这个缺乏自信，这需要一个新的身份，改革将支持我在演示技巧在适当的专业态度、知识和良好的沟通、教导和支持我的学生的动机（安德鲁斯，Chilton，2000）。尽管有这么多的言论，佛罗伦萨仍然开放我的建议，似乎欣赏这些，这表明我并没有破坏她的信心。她支持我的建议，关系仍然很友好。最终，在我们的第一次会议结束时，她提出了自己的目标，为下一堂课的观察是非常激励我作为一个导师，因为她主动向前迈进，以改善。
澳洲工业工程代写论文:观察佛罗伦萨生物类
Prior to the first observation of Florence class on Biology for HSC, I requested if I could consult her lesson plan and apparently she was reluctant but I succeeded in re-assuring her that my aim was here to help her in achievement self-confidence in her work as well in herself. Korthagen and Vasalos (2005, p. 64) view self-confidence as core qualities which are essential in generating teaching and also in the private lives of teachers. They further assert that apart from self-confidence, other core qualities such as courage and goal-directedness characterise core reflection in teacher which aims at building on people's strengths, and positive feelings. Following her reaction, I made it a must that I needed to espouse better relation so as not to undermine her confidence. When I analysed her lesson plan, I noticed some weaknesses which definitely had repercussion on her actual lesson. I found that she had an inappropriate "starter" of her class in explaining the topic and her body language was not explicit. For she did not have much experience, I helped her by showing her with my own lesson preparation so that she could improve in her writing of lesson plan. Furthermore, I asked her about how she could stimulate students' interest in her class and what she can do during her lesson explanation in order to get his students' attention. Interestingly, Florence said that during her lesson, she might choose students and ask them instant question so as to make them more participative and to reward them appropriately with a praise. I recommend her that if students get focused at the start itself of the lesson, it would be motivating and students would be willing to know more. A proper starter activity, students would be better engaged and motivated as they would feel as though they've learned something (DfES, 2004, 1.p.15). Furthermore, Florence overemphasise on her explanation rather than allowing time to evaluate if students had been able to grasp the lesson objectives. In Improving The Climate For Learning, it has been suggested that teachers must clearly set the lesson objectives on the board and through this, the students can quickly identify the expected learning outcomes (DfES,2004,18,p.4). While I reflected on her practice, I compared it to my past teaching experiences where I was so engaged in completing my scheme of work rather than focusing on improving the skill of learning of my students. Lesson planning is a crucial for every teacher where he organise the time, lesson starter, explanation and evaluation for the class. I suggested Florence to apply some of my teaching techniques which was in line with BEM (beginning, end, middle) principle of Hughes (1999) as he explained that students learn more at the beginning and the end of learning experience than they do in the middle. Referring to Appendix I, I advised Florence that she needed to have a continual degree of talking throughout the lesson and considerable movement around the class (Harforda et al, 2010, p.65). In addition to that, I also suggested her that she needed to plan her lesson according to the time period allocated, use teaching-aids if available and that she must also works in evaluating her students. In that aspect, Crosson and Shieu (1995) claim that: `Evaluation is an integral part of the mentoring process and has an important role to play in achieving the aims and objectives of the practice (Robert, 2000, p.161 )Since Florence was under my tutelage, I feared that she might misinterpret my suggestion as a forced option. Hence in order to effectively develop as a mentor it is necessary to establish a an equitable relation with my mentee and also, I had to bear in mind that I should have non-judgmental attitude, patience, be supportive and have understanding as positive attributes on her teaching approach (Andrews and Chilton, 2000, p.556). Still, this was not the only contentious issue in my initial training as a mentor, I also had doubt on my own level of preparation and thoughts. Was I prepared enough to evaluate my mentee's teaching style? I had to compensate this lack of self-confidence and this required a new identity reform which would support me in demonstrating skills in appropriate for professional attitude, knowledge and good communication and the motivation to teach and support my mentee (Andrews and Chilton, 2000). Despite so much remarks, Florence remained open to my suggestions and seemed to appreciate these, suggesting that I had not undermined her confidence. She espoused my advices and the relationship remained very friendly. Eventually, at the end of our first meeting, she proposed the targets herself for the next class observation was very motivating for me as a mentor as she took the initiative to move forward to improve.
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