Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
During my placement in Hong Kong I came across students with diverse linguistic, cultural, religious and socioeconomic backgrounds as I taught a variety of primary levels with varying English abilities within a Chinese speaking catholic school. It was a great experience to teach somewhere so different to Australia and I learnt that there are many strategies that can be used in this situation. As many students have low level English skills I heavily used a strategy called 'concept check questions', used to ensure students understand the concepts being taught. I would ask questions that are designed to ensure comprehension of the target language, raise awareness of any problems and allow the teacher to ensure that the students have fully understood. Questions such as 'Does a cow have horns or feathers?' when learning the language of body parts are much more effective than 'Do you understand, does that make sense?' etc when teaching diverse learners.