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Georgia used existing ILPs and term planners to assist in her unit construction. She was active in planning for needs to be met as well as reflective on whether the goals were achieved or needed further sessions to build learning. Her goals were always measurebale and achievable, with specific reference to who and how to achieve the goals.
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Please indicate above the relevent communication compentencies demonstrated by the student.
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Georgia reminded class staff to wear RF/FM at times where regular class teacher may have been away etc.
She managed the soundfield system and trouble shooting of hearing aids when tubing or moulds were separating, with flat batteries and connections that were troublesome and needed extra effort to connect. Georgia was able to independently do all of the above things as well as checking on Cochlear implants to see if they were working and connected. Georgia was always happy to have things demonstrated or explained to her if it was particular to our setting etc
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Georgia attended our school on mondays and tuesdays only which meant that she wasnt able to attend our weekly PD activites and meetings on Wednesdays and Thursdays. However she spoke of DET initiatives and shared her successes with others that displayed cognizance and reflection very well
Georgia has maintained a classroom of Deaf prep children very well. It is obvious that her experiences in this field have been developed over time with the extensive experience that she has had prior to her placement with us at Furlong Park School for Deaf Children.
She brings with her a vast array of activities that capture the minds and interest of the children. Her activities are designed to assist children with their attention levels and to give variety to the tasks at hand so that the children are working with different parts of their bodies, with different focus on types of learning styles and with difference in ways that children can respond successfully being celebrated.
Georgia allows the children to explore and move through the work at a comfortable pace and at a comfortable degree of difficulty. Georgia is able to modify the task spontaneously if she feels pace or level of success needed to achieve the outcomes needs addressing. With this flexibility Georgia finds the students better able to respond with the differentiation that DET’s High Impact Teaching Strategies requires of us professionally to provide our students to ensure successful learning to take place.
Georgia creates activities that align with the curriculum for these preps, who range from levels C-Foundation. Some of the children like spoken instructions and some like visual based learning whereas all of them like hands-on work. Her instructions are always backed up with clarity in where the lessons are headed and often start with her asking about their prior knowledge. She makes connections within her series of lessons from the familiar to new and challenging topics.
Her compassion for deaf children and her understanding of students with additional needs shines through naturally. She is able to control the dynamics of the class by employing positivity and utilising an encouraging tone and manner that draws children to her. We have been impressed by the nature of her connection with each child and the engaging rapport she has established over time. It was easy to see that from the first time she lead the class that things were going to be awesome. She is able to discern the needs of those children in her care by careful observation and reflection on the type of responses and outcomes that lessons and classroom activities provide. She has been a faithful user of sign language to support her communication with this class and pitches her language readily at varying levels to match the need.
Georgia was keen to work within the team format that we have at Furlong Park. We work in close quarters with neighbouring classrooms and their teachers and ES staff. She collaborated in planning with others and shared her ideas well. She is flexible in delivery so that children are the centre of her teaching and is not rigid in following plans to the ‘nth’ degree. This has allowed for lessons to be staggered in ways that promote good teaching sense as well as managing those times where kids just need to expel energy so that readiness can come about. Georgia has many little songs and movement activities that help children to feel included and breaks up the learning sessions successfully as it allows for variation and change in dynamics. Being able to use such methods of class control is a skill that she utilises very well. The adage “you catch more flies with honey than with vinegar” comes to mind.
Similarly her use of the classroom learning spaces to create change and new experiences all lend themselves to her ability to respond to the challenges we face as TODs. Her use of questioning and rephrasing was very good. Georgia was able to read with the children and expand their knowledge of the text by highlighting the text and the images which hold equal amounts of wonder for such young kids. She was able to hone kids into the key points of stories by drawing their attention to details whether it be in word, implied or via visual detail. These subtle ways of explicitly getting info across is so important for deaf children who may overlook or not attend to such things. For the emerging readers that they are, they also need their communicative language to be challenged and strengthened and in individual or small group sessions these times where questions can be asked has proven to be of great benefit to the kids.
Georgia always used our RF/FM system and understood its value. She also sought to use the best choice of signs that she could, upholding the commitment to offer the optimum of both spoken and sign languages wherever possible. Georgia has excellent communication skills and can switch to whatever is needed at the time- for hearing and deaf staff as well as the deaf students.
We covered a lot in the 8 days that she has been with the class.
She inspired those around her and has shown to be a gem that we would eagerly love to employ should she seek us out in employment opportunities as they arise.
Thanks Georgia for the smiles that you brought to our faces.
Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience? No