At Deakin, pre-service teachers get started in the classroom right from the beginning of their degree. Teaching placements make up a large part of the curriculum for those studying a teaching degree. From the first year and all the way through, students build skills by observing and eventually teaching in classrooms across Victoria, interstate and even overseas^. Here’s what you need to know before you begin your teaching placements at Deakin.
From year one, undergraduate teaching students are supported through placements focusing on classroom observation. As they continue their degree their role in the classroom grows with each year with the final year having three placements^^ in one classroom. This allows you to “get to see how the classroom is set up and how the expectations are set up” says Professional Experience Coordinator Rebecca Stephenson.
Finding placements
Deakin’s Professional Experience Office is special for a few reasons. It’s one of the few universities ensuring 100% students are placed, has one of the highest rates of employment and all the staff have worked in teaching themselves, making placements easily accessible to students in the course. “It’s so easy, they do it all for us” says Caitlin Potter, a final year student studying early childhood education and primary. “For a few years I didn’t have a car, the Professional Experience Office would call and check that the placement they chose for me wasn’t too difficult to get to.” Students can get assistance to complete placements not just in Melbourne, but from across Victoria and even out of state or overseas.
Essential to learning
For students, this early start from the first year of their degree, is a huge benefit. “It’s so important to have [teaching placements] early on. It really helps with learning about the development and settings” says Caitlin. “It gives you more insight than any book or course will ever give you.”
Adela Hogan a primary education student had similar thoughts. “It’s incredible” she said during her lunch break, as she directed her first year class in the background “I love being in the classroom.”
Expectations and Reality
Going into primary school classrooms, Caitlin was nervous at the thought of teaching maths and science, worried that she wouldn’t be fully prepared or informed, but the reality was completely different. “I was so pleasantly surprised, it was such a relief to know you don’t need to know everything. The people around you are there to support you and teach you.”
Adela shared the same fears and relief “I had fears about expectations of content knowledge, thinking I had to already know what I needed to teach, what the students should know and how to teach it all. That was so untrue, we look at the curriculum weekly and decide which areas we’ll teach for the upcoming week and plan all together in year level groups.”
Highlights
Despite the hard work and long hours, the classroom teaching experience has given students a sense of pride and achievement, preparing them for their future careers.
“When children learn something it is such a sense of achievement and pride. When you’re leaving placement you realise what an impact you have had on them and what an impact they have had on you” said Caitlin, “I was so anxious about going into year 6 classrooms and then finishing up it was so special to see the connections at the end. When you leave you feel a sense of belonging. That’s a good sign that teaching is the right path for you.”
For Adela, she knew she wanted to be a teacher when she taught her first class. “It’s different when you observe. When you start teaching and you see the kids learn, it’s amazing” she said, “I love watching the students get excited when you’re teaching a lesson, reading a book or playing a maths game. Although the best part is watching them struggle with a concept, talk through it and see then totally grasp the concept, it’s so rewarding to see you bringing clarity to a student, helping them grow.”
Advice to others -Jump in, take every piece of advice you can:
“The more you give, the more you get out of it” says Professional Experience Placement Coordinator Rebecca Stephenson. “Don’t be afraid to try new things, your skills will really improve.” She encourages students to work in schools they wouldn’t necessarily work in after graduating. “It may not be what you want to do, but it will help you. You should do more than you’re expected to do.”
“There’s a lot of behind the scenes work. There’s a lot you take home with you. It’s more of a lifestyle than a job. It’s part of an identity, it’s who you are.” To avoid taking home the stress, it’s important to find balance. “Talk to mentors and other teachers and ask their advice if you’re struggling with a week.” Caitlin said.
“Listen to everything that teachers tell you [but] stick to your style. Respect the teachers but know that you can bring your own teaching style” suggested Adela. “Stick with it, even if you don’t end up teaching, there’s so many things you can do.”
UPDATE
At the beginning of 2020, during the COVID-19 pandemic, Deakin pre-service teachers around Victoria, embraced the opportunity to embark on remote and flexible placement, totally online from their homes. It was unchartered territory. Here is just some of what they experienced.
^ Overseas placements as part of Deakin’s Global Education Program
^^ Early years, Primary and Health and Physical Education undergraduate students only