Adios, Amigos.

The gifts have been handed out and the slight awkwardness of saying good bye to a supervisor, now friend, over and done with. I have received my marks and feedback and am leaving the school for the last time as student teacher.

My second round of placement was much more enjoyable than my first, and I came out feeling confident and proud. I had recently realised that this would be the last time that I will have someone else in the classroom, constantly assessing my teaching practices. Next time I step into the classroom, I will be by myself. Comparing the two placements, not only did I notice some changes but I also noticed some consistency in my teaching.

I am beginning to understand how students learn and how to teach them effectively. I can explain this by the 5 "e's".

• Engage: Actively engage students during the learning process
• Explore: Exploring content prompts enquiry
• Explain: Present new content and provide engaging explanations
• Elaborate: Monitor students understanding and provide feedback
• Evaluate: Assess performance against VELS standards

I know the content I teach. I don't expect to know all of it, and I never well as there is always new information to learn. But I was lucky enough to teach the same content for Biology at both of my placements. Some students may react by, 'yes, I have previously done all the work and now I can just cruise'. Instead, I decided to reflect on each of my lessons and compare the difference. Were the changes I made effective? Did I explain that in a more engaging way? Was the extra 10 minutes on that activity worthwhile? Although not every time was the answer 'yes', I do feel confident that I know the content I teach. And if I don't, I know where I can get the support I need.

I always like to use a range of practices and resources. I had constant feedback about my range of teaching methods, such as 'excellent all round! I was impressed with the variety of teaching styles used and the effort put into your preparation' or 'you put my technology use to shame'. I aim for my lessons to be detailed in content, extensively prepared, actively involve student participation and innovative and visual.

So that's that. Apparently, I should be able to teach now. I've been told from numerous supervisors I can teach, I have been approached to apply for jobs and some students have told me they wish I could stay. Could it be possible that it's not 'apparently I should be able to teach' but more along the lines of 'obviously, I can teach'. I sure hope so.