Middle phase teacher

What are the desirable attributes of a Middle Phase teacher?
Middle phase teachers need to be patient, fair, be able to see humour in often difficult situations, have good knowledge of their subject area and always be improving upon this. They also need to be firm and manage behaviour sensibly and consistently. Students respond to enthusiasm and like to see this quality in their teachers. A middle phase teacher is a role model and it’s up to the individual to decide how they are going to model themselves and their behaviour and understand that it will have a lasting effect on students, as well as being a constant example for them. Communication is also important, be a good listener.

Key Attributes:
Caring and compassionate
Effective communicator
Respect- two way street
Flexibility
Good level of knowledge
Consistent and firm behaviour management


What implications do these emergent issues have for your teaching area - eg body image in Home Ec or HPE?
My teaching areas are English and SOSE. An English teacher needs to be an excellent communicator and also to know students well enough to adjust programs to individual needs. Flexibility is important as plans may need to be changed at very short notice or substituted. The SOSE teacher should be knowledgeable and well informed and be continually learning and updating their skills. SOSE is a broad field and sometimes this learning needs to be communicated in a sensitive manner, particularly in a cultural sense.

What sort of warning signs will you be watching out for?
Changes, either gradual or sudden, in student behaviour can signal a problem. If a teacher has worked hard at building solid relationships with students and communicating effectively, these problems can be approached without too much apprehension. Good communication with parents/carers is also important so that the student understands that he/ she is in a caring environment both at home and at school. Sometimes teachers need to call in support from other professionals and this assistance should be utilised for the student whenever required.


What pedagogies, strategies adjustments are important for your teaching area?
For the SOSE area (geography) creating a need to know, using resources, making sense and reflecting (Roberts, 2003) are the stages of enquiry.
According to Barton and Levstik, (2003) teaching history should be approached from the perspective of involving students in analysing sources and allowing them to develop interpretations.

What classroom and school structures will support the well-being of these students?
Consistent behaviour management is vital and appreciated by students. They want to know where the boundaries are drawn, but will still push them of course. Students also want to be engaged and to know that teachers really do care about them and their learning. Developing a seating plan in the classroom and allowing students to move around as reward is a system I have seen working effectively. But you need to be strong! Don’t give in.

Have you noted any adjustments in classrooms for students with a disability?
There are two visually impaired students in my classroom. Some learning documents are sent electronically and there is equipment available in the classroom to assist these students in their learning. The classroom teacher is continually making adjustments to material to cater for both of these students.