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I reflected on what teaching strategies I would find the most beneficial to use within the context of a Drama classroom. I was heavily conflicted by direct instruction as the idea of a lecture style approach to teaching Drama seems incredibly disengaging. Although I initially didn't see the practical use of this strategy, I came to understand how it can be used effectively to implement safety protocols, deliver instructions and to help establish rules.

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

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

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I have not previously thought about the required amount of understanding about Indigenous culture and the level of differentiation required to integrate Indigenous and non-Indigenous students together. I had the falsehood belief that when it comes to understanding Indigenous culture, I could do it when the time comes and I am in that situation. I now believe that a constant development of understanding will equip me with the skills to incorporate strategies and techniques to help integrate Indigenous and non-Indigenous students.

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2.6 Information and Communication Technology

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2.6 Information and Communication Technology

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The learning theory that I have been mostly invested in is Constructivism and how it can be used to scaffold learning for students. Applying constructivist approaches to looking at ICT within the classroom and how classroom engagement can benefit from effective incorporation of ICT increase my understanding of Constructivism and broadened my understanding of available technologies to be used within the classroom.

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3.2 Plan, structure and sequence learning programs

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3.2 Plan, structure and sequence learning programs

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In the development of lesson plans I understood the significance of depth and preparation that is required before entering the classroom. There are many variables that may affect how the lesson will be delivered, and sometimes the learning goal may not be accomplished. With an in-depth lesson plan that has contingent solutions as well, the beginning teacher has the comfort of knowing what actions to take in case a potential but pre-determined misbehaviour takes place, and also has the ability to sequence knowledge in a way that can be consumed by students effectively and efficiently.

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My initial understanding of classroom management was the behaviourism approach and the use of rewards and punishments as reinforcement. Throughout the study of classroom management, I have been exposed to various different classroom management styles which have interested me. The Responsible Thinking Process (RTP) is a style which gained my attention as it requires students to be reflective of their behaviour and it's implication. By studying these different approaches to classroom management, I have a more holistic view of how I can apply different techniques in the classroom.

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As a pre-service drama teacher, I am aware of the level of activity that will need to be managed safely without compromising learning. In the development of lesson plans, I looked at safety precautions which may affect a stunt acting class. By understanding the safety precautions and placing measures in place, the class has the ability to run safely without compromising the chance for students to learn something physically demanding.