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    Brite Table

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    1) The document outlines the author's short and long term goals for developing resilience in their teaching practicum and early career. 2) In the short term, the author aims to view the practicum positively, incorporate feedback, support student resilience and wellbeing, and manage stress through prioritizing tasks and allocating time for rest. 3) Long term goals include further developing self-efficacy, maintaining positive self-talk, building support networks, thinking ahead to avoid stressful situations, and applying problem-solving strategies for a well-managed classroom.

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    1) The document outlines the author's short and long term goals for developing resilience in their teaching practicum and early career. 2) In the short term, the author aims to view the practicum positively, incorporate feedback, support student resilience and wellbeing, and manage stress through prioritizing tasks and allocating time for rest. 3) Long term goals include further developing self-efficacy, maintaining positive self-talk, building support networks, thinking ahead to avoid stressful situations, and applying problem-solving strategies for a well-managed classroom.

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    1) The document outlines the author's short and long term goals for developing resilience in their teaching practicum and early career. 2) In the short term, the author aims to view the practicum positively, incorporate feedback, support student resilience and wellbeing, and manage stress through prioritizing tasks and allocating time for rest. 3) Long term goals include further developing self-efficacy, maintaining positive self-talk, building support networks, thinking ahead to avoid stressful situations, and applying problem-solving strategies for a well-managed classroom.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    36 views2 pages

    Brite Table

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    1) The document outlines the author's short and long term goals for developing resilience in their teaching practicum and early career. 2) In the short term, the author aims to view the practicum positively, incorporate feedback, support student resilience and wellbeing, and manage stress through prioritizing tasks and allocating time for rest. 3) Long term goals include further developing self-efficacy, maintaining positive self-talk, building support networks, thinking ahead to avoid stressful situations, and applying problem-solving strategies for a well-managed classroom.

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    Section My goals for this Actions to develop my Indicators of

    2: BRiTE Resilience aspect: capability: success:


    Factors
    Short Term Goals (end of semester)
    Module B: Building View practicum as an Take on board any Taking note of mentor
    Resilience opportunity to take on constructive criticism or advice and
    board new ideas and advice from my mentor implementing in future
    Elements: suggestions. teacher as an opportunity lessons and
    Resilient schools to grow and develop. instruction.
    Resilient teachers Become improvement
    focused.
    Encourage students Acknowledge childrens Increased self-
    resilience by support strengths and supporting efficacy, and positive
    and encourage them them towards attitude towards
    to reach high but achievement. learning, assessment
    achievable Help children identify, and achievement in
    expectations, including plan and work towards students.
    in assessment tasks. personal learning goals. Decreased
    assessment/task-
    related anxiety.
    Module i: Wellbeing Take time out to rest Allocate sufficient time in A healthy work-life
    and regulate stress the week for rest, balance.
    Elements: levels. recovery, and leisure and Better managed
    Personal wellbeing social activities away from prac/study/work-
    Work-life balance studies and work. related stresses.
    Make lists of priorities Decide the importance Actions are organised
    to manage time and and urgency of tasks and based on priorities.
    stress jobs, prioritising the most Time is better
    important and urgent first, managed and used
    and decide which jobs are more productively.
    irrelevant, unnecessary or Reduced work and
    unimportant. time-related stresses.
    List and complete in order
    of importance.
    Long Term Goals (internship/early career)
    Module B: Building Further develop self- Maintain affirmative self- Modelled resilience
    Resilience efficacy in regards to thoughts such as self-belief in the form of a
    work and life matters. and confidence in own positive mind-set and
    Elements: abilities. ability to bounce-
    Resilient schools back.
    Resilient teachers Build support networks Discuss issues problems Professional school
    with other teachers concerns and stresses. relationships and
    and colleagues Ask for help and advice. support networks.

    Module i: Wellbeing Think ahead and plan Identify specific stressful Applied problem-
    to avoid the situations situations in the classroom solving strategies
    Elements: that cause myself and develop go-to resulting in well
    Personal wellbeing stress. strategies or courses of managed, organised
    Work-life balance action to avoid the and productive
    undesired outcomes in classroom.
    advance.

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