Competency in Teaching Mathematics in Accordance with Australian Curriculum - Personal Statement Example

Mathematics SMART targets for the paper Indicate my math competency concerning teaching the to children List 10 different examples of numeracy related learning outcomes from the EYLF and Australian curriculum for foundation to year 2 Access my competency in relation to the 10 different examples of numeracy related learning outcomes from the EYLF and Australian curriculum for foundation to year 2 My competency I consider myself worth teaching mathematic in early year childhood education, especially after exercising all the provisions in Australian curriculum and early years learning framework. Throughout my education, I ensured cultivation of “achievers attitude” through mastering the skills of “supporting all young Australians to become successful learners, confident and creative individuals, and active and informed citizens’ (Australian Curriculum, 2012). I have every vision and mission of achieving the above goals considering my competency. I look forward to making the students successful learners through my expertise in writing organized reports to parents. I believe this skill could help me in comparing student’s actual achievement to the achievement standards. Further, the Australian curriculum provides that the comparison between the two achievement help towards orienting the students towards best learning practice. The knowledge I gathered from Australian curriculum achievement standards furthers my optimism in making good reports that reflects national consistency. I am aware that the students’ achievement should always range from A to E grades, for the reports. The A-E grades represent the equivalent 5-point scale for the Australian curriculum. I also have competency in instilling best behaviors, when interacting with the students. Through the interaction with the students, I will be able to deliver the most in terms of their efforts, engagements, behaviors, improvement and future learning goals. Early childhood curriculum prompts me to cultivating this skill since it asserts that this helps toward improvement of the students’ participation (Korbosky et al, 2012). Further, I have always participated as an above-average performer in math education. My competency in this subject steered me to believing that early childhood learners can benefit from me. I am able to illustrate, when teaching, through shapes, figures, gestures and movements. I cannot afford forgetting my intriguing performance in communication skills that make me believe I can foster positive-attitude, in the students, towards math. Learning outcomes and how to achieve them In order to achieve my aim of raising myself to a productive teacher in Australian Education, I had to comply with numeracy related learning outcomes as provided by EYLF and Australian curriculum for foundation to year 2. In Australian curriculum to year 2, learning outcomes include nurturing the student towards successful learners, confident and creative individuals, active and informed citizens, and promoting equity and excellence in education (Australian Curriculum, 2012). In addition, outcomes included in Early Childhood curriculum include approaches to learning, cognitive thinking and general knowledge, health wellness and physical development, language and literacy development, and social and emotional development (EYLF, 2011). For me to achieve the above learning outcomes the following are some opportunities I consider useful to me. Towards nurturing the students to successful learners I could concentrate my efforts in improving their capacity in class learning and own learning. Nurturing essential skills related to literacy and numeracy is one of the most efficient ways I could use in developing their capacity. Further, I consider making them more creative and innovative through constant involvement in class activities. Successful learning also required from me to produce students who are in a position of planning their own activities both independently and in collaboration with one or more colleagues. I could consider giving assignments and accessing while in class in order to cultivate the spirit of working independently. However, giving out groups assignments and homework is the best way I could use in developing their collaboration attitude. I consider developing self-worth individuals as the major framework for nurturing the students towards becoming creative and confident. I could involve every student in learning activities to help in accessing and improving their capacities towards recognizing their self-worth. I also believe that the students could have to develop an attitude of self-awareness and personal identity. Self-awareness and personal identity help in controlling their emotional and physical wellbeing, especially when involved in one-on-one discussions. I will make my students to act morally and ethically towards achieving The Australian Curriculum goal, which require the product of education to consist of active and informed citizens. This could involve acclimatizing them with the four pillars of Australia’s society including cultural, linguistic, religious and social diversity. Awareness about diversity will nurture the student towards instilling practices, which are in line with the Australian law. In the course of orienting the students towards proper approaches to learning, I could ensure that the students show interest in tasks besides participating in range of topics (Forgasz, 2010). I will also consider making the students cultivate interest in interacting with others during their works and actions. As indicated by Early Childhood curriculum, the students need to develop cognitive thinking and general knowledge concerning both mathematical thinking and scientific thinking. I consider developing a system of numbers, number system as a best opportunity for developing their mathematical thinking. Developing system of numbers could require me to involve the students in accessing their knowledge regarding identify of numeral up to 10 counting up to 20, comparing values of numbers ranging up to 20 (Perry, 2012). Further, I could instill computation and estimation skills in students through teaching them the basic symbols (plus and substraction) to reinforce their mathematical thinking. In order to develop their scieintific thinking I could introduce them to world of sciences by jntegrating all the categories including biological sciences, physical sciences, environment and ecology, and science as inquiry. These could involve teaching them to name basic parts of human body (in biological sciences), basic components of matter (physical sciences) and general weather pattern (environment and ecology). In order to ensure wellness and physical development in the students, I could have to teach them the basic good health practices such as eating well, dental safety, and regular exercises. The early childhood students need orientation in gross motor coordination; consequently, I could involve them in exercises of controlling moves and stops (Walshaw, 2012). Further, I could involve the students in motor movements through the help of equipment. Achieving the outcome of language and literacy development, as indicated by Early Childhood Curriculum, could require me to teach the students how to read independently. Teaching them to distinguish between numbers and letters is the first step I could take in nurturing literacy and language within the students. Further, proper literacy could require me to familiarize the students with proper reading and analyzing techniques. This could involve teaching them the various parts of a book such as the author, back cover, front cover and writing spaces. The integration of ICT Considering the importance of technology in the contemporary world, I could integrate this in achieving the last two outcomes: social and emotional development and promotion of equity and excellence in education. I could make use of ICT in social and emotional development, through involving the student through making the students to learn with computers (Morey & Cull, 2002). Learning with the computers orient the students with the knowledge of identifying situation where help is appropriate, especially when dealing with the numerals. The computers could make it easy for me to store personal data of students, such as academic and co-curriculum reports. Proper storage of the data is important for assessment of the student’s participation in inter-personal relationship. Further, some computer applications, such as charts and graphs could allow me to access yearly trend of a student’s emotional and social development. ICT could also prove useful in nurturing the students towards achieving excellence besides promoting equity while serving each of them. The use of radio broadcast could help in promoting excellence in memorizing the numerals. The radio broadcast, works through removing boredom and promoting a fascinating class experience. This In order to achieve desirable results in teaching math, I could make use of Microsoft spreadsheet in ranking the students according to their performance; consequently, helping me to serve them according to their capabilities. This could ensure that each student is able to acquire the help towards perfecting their mathematical thinking. The main aim of teaching math is to make the students achieve excellence; intuitively, the students need ICT to learn various techniques related to math. Reference In Korbosky, R., In Swan, P., & Australian Curriculum, Assessment and Reporting Authority. (2012). Australian curriculum mathematics resource book: Number and algebra. Mathematics curriculum in school education. (2013). Heidelberg: Springer. Perry, B., & Mathematics Education Research Group of Australasia. (2012). Research in mathematics education in Australasia 2008-2011. Rotterdam, Netherlands: Sense Publishers. Walshaw, M. (2004). Mathematics education within the postmodern. Greenwich, Conn: IAP Information Age Pub. Forgasz, H. (2010). International perspectives on gender and mathematics education. Charlotte, NC: Information Age Pub. Bickford, D., & Stephenson, D. (2003). Extension maths series. Greenwood, WA: Ready-Ed Publications. Morey, V., & Cull, S. (2002). Maths Problem Solving Series: Strategies and techniques covering all strands of the curriculum, with activities to reinforce each problem solving method. Greenwood, W.A: Ready-Ed Publications. Perry, B., & Mathematics Education Research Group of Australasia. (2012). Research in mathematics education in Australasia 2008-2011. Rotterdam, Netherlands: Sense Publishers. Serenc, M., & Harrap, W. (2002). Magical Maths. Greenwood, W.A: Ready-Ed Publications. Read More