Organisational Competency
Organization isn’t about perfection, it’s about efficiency, reducing stress, saving time, giving room for flexibility and improving students’ learning experience.
My Vision
An international teacher with organizational competencies creates a organized, neat, and task-oriented international and intercultural learning environment and classroom management.
It is the teacher's responsibility to realize where the students are with their learning and what they still need to work on.
It is important that the teacher keeps track and considers their students' needs when preparing a lesson (Van der Walle, Karp& Bay-Williams, 2015).
Teachers prepare themselves, their time, and the learning of their students to ensure that they receive the best possible education.
The educator follows realistic and practical guidelines and arrangements that the children acknowledge, commits to the planning that the children are familiar with, and makes effective use of time.
Pre-active teaching entails preparing and arranging for children's education, organizing the classroom, gathering and preparing teaching materials, managing visits or events outside the classroom, and briefing others who work with children. The effectiveness of enactive teaching depends on pre-active teaching. (Cremin & Burnett, 2018).
One major part of primary teaching is giving clear instructions which help the children acquire: procedural knowledge, conceptual knowledge, skills, and metacognitive knowledge (Cremin & Burnett, 2018).
Self-evaluation
I was able to practice organizing and planning online lessons during my last week of teaching practice this year. It was especially interesting to see how differentiated I had to plan an art lesson with students who need different instructions and support.
This years teaching practice also taught me the importance of being aware of the individual needs and behaviours of students and the different instructions and materials I need to consider planning a lesson. This includes being aware of how students react when frustrated and how to support them, comfort them but also letting them learn and become problem solvers through the struggle.
During group work I always took over the role of the organizer making sure all aspects are included and creating deadlines. Since secondary school up until now I have to create daily to do lists calculating how much time I will need to work on different assignments or study for exams including time for revision and a buffer.
Although I am able to plan my time for long term assignments well, I still need to improve being aware of time management during my lessons to start a new activity at the end of the lesson, just because it was on my planner. This and creating good closing activities is something I talked to my mentor teacher about and set as my goal for following lessons. I also read a book about closing activities for lessons and used some of them in my lessons.
While well planned lessons are important, I noticed that teaching without a detailed plan allowed for more flexibility and for student lead lessons.
Feedback:
"Julia strives to maintain the familiar framework that is especially important for children with ASD.
At the same time, she manages to accompany the children in stepping out of familiar routines without fear.
Julia has a very good overview of what is going on in the class and can easily switch between individual students. "
- Astrid Mitschka (Classroom mentor teacher Year 2)
"I’ve had the pleasure of working with Julia on a number of collaborative projects this year. Throughout these projects, she conducted herself in the most professional manner. I’ve experienced Julia as someone who is not only considerate, but kind and open-minded with an incredible work ethic.
Julia’s forte lies in her organizational skills. She is conscientious and well-organised. As a result, she often assisted our group with time management - ensured that we were on track and that we thought ahead on what still needed to be accomplished. She is a real team player, who is flexible and always willing to help. Additionally, she displayed great communication skills as listened attentively and open to multiple perspectives. She was also very open to criticism. I thoroughly enjoyed working with Julia and confident that she would be an asset in any team."
- Babalwa Kakaza (Peer ITEps)
"The collaboration with Julia has always been a highly productive, effectual, and pleasant time. She showed great interpersonal competency through always taking everyone´s opinion into consideration, active listening, and distinctive communication skills. Especially remarkable is her ability to structure and organize the work and tasks of a team. With weekly planners, to-do lists and overviews, she steadily supported us in our long-term projects and made sure that everything was handed in correctly and in time. Moreover, this is not only seen in university but also in extra-curricular activities as Julia is voluntarily leading the Introdays-team with the responsibility to plan and organize all the activities and events for new students. By doing so, she shows considerate, respectful, and motivating behaviour at any time and distributes the different duties and tasks studiedly and with consultation."
- Stefanie Oesterling (Peer ITEps)
Year 2
Self-evaluation and Feedback
Personal Development Goal - Year 2
Evidence - Online Art lesson
I planned the lesson in detail allowing for independence with a PowerPoint we first discussed and the students were then able to use it individually. I was also aware one student might need additional support. Thus, I went through each step with him at his speed again. Not being able to sit next to him and showing him where to cut or colour made it difficult, and I had to be flexible think of different ways to support him as some steps were still too difficult for him.
The good and detailed lesson planning and organisation allowed other students to work independently which in return enabled me to stay flexible with the student who needed more support. For next time, I want to think ahead of more problems that could accur and plan different instruction strategies.
Year 2 (students with ASD)
Evidence - planning and leading entire school day
During my teaching practice I was asked to plan out the entire school day so I will take charge of all organization steps, assigning teachers for lessons and deciding and planning the lessons I will teach. I planned out the day but 2 weeks before that day, both classroom teachers got sick. A substitute teacher came to the class, without knowing the students or schedule. Thus, I took over the day. I asked the students to hand in and pass out the necessary organizational notebooks and belongings. I still did the spring lunch I planned for that day, including cooking with half of the class while the substitute teacher went to the park with the other students. I stuck to the schedule of the students and as the students need 5 different instructions and materials depending on their level, I assigned the substitute teacher to students he can support during the learning while I taught the others.
"Julia took over the entire day. She knew exactly the schedule of the day and of the individual students. She is very mature for her age and experience teaching. While she took care of the students I was able to focus on paperwork I planned to do that day."
- Tom (substitute teacher)
This day has shown me the importance of routine for students and the different aspects that fall into organising and leading an entire day. I was able to improve my organisational skills and it showed me how much I still remembered and intuitively took over in a professional manner. It was also great to see how accepting the students were of me leading and instructing.
Year 2 (Students with ASD)
Evidence - Co-organization of the univercity introduction days activity team
As this is my second year apart of the intro days activity team, I was asked to co-lead this team.
Together with a peer Nadja Stamm we created a group of volunteer students, asked for feedback about last personal experiences from last years intro days and based on that we discussed, decided which activities will stay the same and which will change.
We assigned each volunteer to plan an activity, organised deadlines and online meetings and made sure to value and accept everyone's input.
Additionally, we planned a schedule and made sure all formalities and covid restrictions were considered and accepted.
This allowed me to see all the aspects that fall into planning and organizing the activities for intro days, without knowing the exact covid measures for that day and without having a set amount of new students attending the intro days. The biggest challenge for me to speak to my peers in a manner that does not make me appear superior to them but gain their respect to follow my instructions and stick to deadlines.
My goal for next year is to improve my time management and creating smooth endings to lessons. To achieve this I will research different teaching strategies and ask and observe my lecturers and mentor teacher about tips on how to create a nice ending to a lesson.
I also want to learn about teaching students about organization and how to find the for themselves best strategies to reduce stress and time pressure. The ability of a student to remain organized has a huge impact on their self-esteem and academic performance.
To achieve this goal I will research different methods, ask lecturers and other teachers for ideas and apply them during my next teaching practice.
I will be learning through observations and trail and error.
Further Development
Bibliography
Cremin, T., & Burnett, C. (2018). Learning to teach in the primary school. London: Routledge.