1.5 Reflective Teaching Practice voice Your Teaching Practice period is an important opportunity for professional learning. Write a reflective piece entitled: “The Teacher I Am Becoming: Learning to Address Mathematics Barriers During Teaching Practice.” In approximately 300 - 400 words, explain: - What you learned during Teaching Practice about learner diversity. (2) - One Mathematics barrier that you observed or could realistically encounter. (2) - How an inclusive teacher could respond to this barrier. (2) - How collaboration with the mentor teacher, SBST, or other professionals could improve learner support. (2) - How Teaching Practice contributes to your continuous professional development as a future inclusive Foundation Phase teacher. (2) Your reflection should demonstrate professional learning rather than simply describe what happened during Teaching Practice. [10 marks]

The Teacher I Am Becoming: Learning to Address Mathematics Barriers During Teaching Practice.

My recent Teaching Practice was an invaluable period for professional growth, particularly in understanding Foundation Phase mathematics education. It shifted my perspective from theory to practical application, highlighting dynamic challenges and rewards.

I quickly learned that a classroom is a microcosm of diverse learning profiles. Learners arrived with varied mathematical readiness, influenced by home environments, prior exposure, and cognitive development. Some grasped concepts visually, others needed hands-on manipulation, while many struggled with mathematical language itself, revealing diverse linguistic backgrounds. This underscored that a one-size-fits-all approach is ineffective.

A prominent mathematics barrier I observed was the language barrier, where learners struggled to comprehend mathematical vocabulary and instructions. Terms like "altogether," "difference," or "share equally" often caused confusion, not due to a lack of mathematical ability, but linguistic interpretation. This impacted their engagement with problem-solving.

An inclusive teacher responds by explicitly teaching mathematical vocabulary using visuals, realia, and gestures. I would pre-teach key terms, encourage code-switching, and simplify instructions into smaller steps. Extensive use of manipulatives allows learners to physically enact concepts, bridging abstract language and concrete understanding, making mathematics accessible regardless of linguistic proficiency.

Collaboration with my mentor teacher proved crucial. Discussing specific struggles and observing her language support strategies provided immediate, practical solutions. Engaging with the School-Based Support Team (SBST) could offer further insights, potentially leading to specialized interventions. This collaborative network ensures holistic support, leveraging diverse expertise.

Teaching Practice has profoundly shaped my understanding of inclusive education. It instilled the importance of continuous observation, adaptation, and empathy. I am learning to be a teacher who proactively identifies barriers, not just academic gaps, and designs responsive, differentiated instruction. This experience is foundational to my ongoing professional development, committing me to lifelong learning to ensure every child succeeds in mathematics.