As a pre-service teacher, being committed to improving practice is vital. Estimates in Australia vary, but an AITSL overview of the issue from 2016 suggested that between 8% and 50% of teaching graduates leave the profession within the first five years of employment.  5.7% of teachers leave in any given year. When coupled with the 65% completion rate of ITE courses (AITSL, 2016), the need for support systems is apparent. Engaging with colleagues, peers, and especially mentors, are listed as key areas for avoiding attrition in early career teachers (Paris, 2013). 

Before I went on my second practicum, I reread my first teaching file. I read my own reflections, my daily and weekly feedback, and my final mentor report. One of the areas highlighted was my question techniques – my mentors and supervisor had encouraged me to explore the use of questioning throughout lessons to reengage students and to ensure they were on task. They mentioned that while my one-to-one questioning was strong, classwide questioning was an area that could be improved. I decided that I want to focus on this area of my teaching and improve my practice in this regard.

I ensured to make improving my questioning techniques a focus of my final teaching practicum. During the first week, my mentor had commented on this issue. This began a discourse; I said to him that this was an area I was looking to improve in, and I would really value advice towards refining my questioning. We made a plan of things that would help me improve. He made a few suggestions to me:

·      Having questions visible on the two boards – this means students can see the questions as soon as they walk into the room.

·      Telling students in advance which table or row would be answering – this gives students time to prepare an answer.

·      Telling students to read the questions during roll call, and asking them as a way to start the lesson.

By engaging with my mentor, and discussing my classroom weakness, I opened myself up to specific help with the goal of improving my practice.

By the end of my practicum, I felt a lot more confident in my questioning techniques and strategies. I felt like I had learned a lot from my mentor – by being able to observe and emulate his practice, and also from his feedback and guidance regarding mine. I felt like my practice had improved – this was only possible through engaging with my mentors and picking an area of focus. Overall, this has led to me feeling more prepared for my teaching career. I feel like I will not fall victim to early career attrition because I have been equipped with the necessary skills for success.