SCS203 Reflective Education Learning Plan Assignment Sample

Rationale:

This reflective piece of work envisages demonstrating the efficaciousness of my learning intentions by emphasising on disposition towards professional standards 1.4 and 2.4 while teaching the Aboriginal and Torres Strait Islander students. Teaching Aboriginal students requires imparting sensitivity and knowledge regarding their culture and lifestyle (Preston, 2016). My professionalism is grounded on connecting to the Indigenous cultures of Australia by recognising the underpinned practices involving building relationships, reconciliation and anti-racial practices. It is significant to comprehend Indigenous culture for altering the way of perceiving the world and cultivating a unique sense of philosophy and reality in viewpoint. By respecting the Aboriginal culture, the teachers are able to prioritise cross-curriculum and embed the Indigenous perspectives into mainstream Australians. It presents my abilities in contrast with the standard 1.4 and 2.4.

Criteria to be Addressed

PROFESSIONAL STANDARD 1.4

Strategies for teaching Aboriginal and Torres Strait Islander students

PROFESSIONAL STANDARD 2.4

Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

Understanding and respect for Aboriginal and Torres Strait Islander peoples and cultures.

My aim is to incorporate the sensitivity towards Aboriginal cultural protocols while teaching. Comprehending the cultural needs of Aboriginal students can ensure that their misdiagnosis by other students is avoided (Thériault, 2017). Henceforth, I will ensure that by teaching practices are in alliance with the beliefs, traditional practices, background and values of the Aboriginal culture.

My preliminary aim will be to ensure that the Aboriginal students are provided with proper and full attribution for sharing their heritage. As a teacher, I will make sure that the control of recording the expressions and cultural customs is done. I will foster mutual respect and faith among the students by adhering to the cultural protocols.

I will inform the students about the contemporary experiences of the Aboriginal people. I will ensure that the students expand their knowledge regarding indigenous culture and gain sufficient knowledge for supporting the culture appropriate programs. For doing so, I will make use of the Australian Curriculum and Reporting Authority's priority events and histories of Aboriginal and Torres Strait Islander people.

I will address the issue of meaningful participation being highly reliant upon proficiency in Standard Australian English (SAE) as the first language (Krakouer, 2016). I will communicate to the students about the need for an instrument which is sensitive to the development of numeracy and literacy in the remote Indigenous areas (Australian Association Research in Education, 2014). I will make use of social, language and nation map for safeguarding that students comprehend about 250 languages originated from the Aboriginal and Indigenous people and their cultures. 

I acknowledge that there is a strong need for fostering the social inclusion of Aboriginal people by respecting their culture and beliefs.

I will ensure that collaboration is done with the professional aboriginal and Torres Strait Islander staff in my local area for supporting the preferences of individuals and cultures and facilitating the integration of the Aboriginal people into the mainstream population.

I will make sure to bear the responsibility of addressing racism while teaching students and will take stand against the same. I will socialize children regarding racial diversity and ethnicity. I will indulge in open discussions with the students so that any sorts of risk of unchallenged prejudiced attitudes are determined at an early age (ACARA, 2010).

I will make sure that integration with other staff members is done so that effective strategies are devised for providing students with the reconciliation indifferent educational circumstances.

Since there are linguistic differences between the Aboriginal and Indigenous people and the Australian population of other descents, I will ensure that diverse languages are promoted and sense of respect is cultivated through my teaching and learning experiences. I will provide the students with a prospect for gaining an understanding of different types of languages.

Ability to promote reconciliation.

There is a need to comprehend the aboriginal culture in a little spiritual and historical context. I will ensure that my teaching approaches and stratagems are highly influenced by the reflection on Torres Strait Islander people and their history.

As a part of the educational rights, I will confirm that all the original and Torres Strait Islander students equitably participate in the class activities I will also ensure that the individualism and collectivism culture is strengthened.

I will also conduct regular meetings with the parents of the aboriginal and Torres Strait Islander students. This will ensure two-way communication and make sure that the parents for the motivating their children to have a constructive attitude based on the working document.

During the early years, I will lay prominence on the significance of family and Stolen Generation for providing students with an optimum learning experience. I will make use of multimedia platforms for better understanding. For example, I will show the video of 'The Stolen Generations' by National Museum of Australia (Singley, 2019).

For the children who are above the age of 16 and are capable of comprehending the discussion of sensitive topics like abuse and violence, I will show the YouTube clip of Intergenerational Trauma Animation by Healing Foundation (2019).

I will safeguard understanding the five key dimensions of conciliation and embedding the same in the promotions of relationship building between indigenous and non-indigenous Australians. I will refer to the state of reconciliation discussion guide as a reference for accomplishing the aim.

I will conduct group activities in the classrooms so that different students will meet and come together and function as a team. It will not only invite the Aboriginal and Torres Strait Islander people to participate in the activities but will also foster a learning environment.

The reconciliation can also be promoted by comprehending the existing serotypes between the non Indigenous Australians and the Aboriginal people. It can be helpful in analysing different patterns of thoughts.

Engagement with anti-racism in your professional practice.

I will support anti-racism practices by ensuring that successful learning experiences are cultivated buy disseminating awareness regarding this issue

It is critical that the discriminatory practices are eradicated from the classrooms (Came & Griffith, 2018). I will ensure this by utilising different resources and collaborating with the students for taking part in decision-making for their safety and well-being within the classroom and the school setting.

I will provide different learning resources to students about racism, its roots and how it has posed impacts on thought process and lives of individuals. The key journals and articles I will provide to students involve article by Chambers (2019).

I will make a smart plan which will be specific, timely as well as appropriate and will provide the students' information regarding the Australian Human rights commission (Australian Human Rights Commission, 2014). This not only allows the students to comprehend the human rights but will also cultivate a sense of responsibility among them to ensure the protection of rights of others as well.

(Appendix: 1)

As an educator, I will understand the significant relationship between anti-racism practices and conciliation.

I will strictly follow the curriculum priority such as the culture and history of Aboriginal and Torres Strait Islander people. It will allow me to implement teaching and learning programs which present forward the challenges of racism and how the discrimination towards Aboriginal students is adversely impacting them.

I will foster encouragement of participation of the indicators of Aboriginal language so that the anti-racism centred activities are promoted within the school setting. For this, I will also gain support from the local Aboriginal groups so the diverse linguistic and cultural motives are boosted within the educational setting. It will make students more open towards diverse languages and hence, comprehend the adversity of racist practices. 

Understanding how to engage with Aboriginal and Torres Strait Islander families and communities with a focus on building relationships.

There is a strong need to comprehend the way in which the families and communities of the Aboriginal and Torres Strait Islander people need to be dealt with. I will strictly comprehend the same so as to maintain virtuous relationships.

Listening is a key strategy through which families and communities can be understood and focus can be maintained on the major subject. I will actively indulge in an active listening process and ask different questions to the communities and families of the Aboriginal students such as;

§ Are you aware of any local interpreters?

§ Do you have Aboriginal leaders and do you follow them?

§ What are your goals for the community and what values do you hold?

I will make use of the Bronfenbrenner's ecological framework for comprehending the microsystem of a child in terms of relationships and how do they interact with their community and family (Singley, 2019). I will also make sure if I am able to comprehend languages that students use for interacting with their families and friends and for teaching the SAE effectually.

By making use of the talking point tool, I will ensure that the relationship with the families in communities of an Aboriginal people are strengthened and their local protocols are comprehended.

(Appendix: 2)

I will lay emphasis on trust-based relationships between the mainstream Australians and the indigenous Australians. This will provide long term benefits and will also result in the reconciliation of both the communities.

It is imperative for me to build and strengthen effective relationships with the Torres Islander and the Aboriginal people so that their self-esteem influencing self-identity is recognised.

For effective reconciliation, it is vital for me to make sure that non-verbal communication such as the body language and actions, facial expressions, indirect language and the local protocols are well-acknowledged.

Social justice and inclusive learning and teaching practices.

I will look for the inclusive and equitable teaching tactics that can be embedded into the viewpoints of the Australian Aboriginal people.

I will make sure to use the efficacious teaching strategies so that behavioural management is done in an easier custom. I will effectively perform behavioural management through active participation in the extra-curricular activities and local events. It will allow boosting the creativity and artistic skills among them and will simultaneously foster reconciliation.

I will effectively make use of the inclusive learning and teaching tactics for understanding the local context of the classroom and the significance of this practice to the individuals. I will make sure to make use of the hands-on approach for students during the early years (Reconciliation Australia, 2017).

I will adhere to the state's curriculum development guidelines; Victoria Essential Learning Standards curriculum is an assessment authority to ensure that education regarding different domains involving the personal development and citizenship are taught through standard levels (Victorian Government, 2019). I will educate to devise about the Aboriginal calendar and the cultural practices involving the climate change song and their health-related cultural practices.

My aim is to make sure that diverse means of reconciliation are done by adjusting the teaching strategies.

I will make sure that frequent interactions with the families of the Aboriginal students are made. For example, the gathering can be done for parent-teacher meeting or gathering for a breakfast and getting to know about the culture and values. It will also be an opportunity to provide surveys to the families for contributing to the sense of belonging.

As a white educator, I will reflect on my strategies and focusing on key pedagogies is beneficial for engagement with the Aboriginal people. I will also make use of the areas of four focus for comprehending the cultures, natural environment and perspective of the Torres Strait Islander people and Aboriginal people for developing a curriculum which is culturally responsive (Reconciliation Australia, 2017).

Concluding Statement:

This reflective plan maintains a major theme of the Aboriginal and Torres Islander people's engagement and reconciliation. It has discussed different aspects of their culture. It has brought forward a clearer picture of my ability to promote reconciliation and my teaching strategies to diminish the racism practices and focus on the building of virtuous relationships. I have strictly adhered to the standards 1.4 and 2.4 for ensuring that the educational gap in the Australian education system is filled through socially cohesive, equitable and efficient teaching tactics. It mirrors my abilities as a teacher in accomplishing an effective educational setting.