Standard Four: Create and maintain supportive and safe learning environments
4.1
Support student participation
Identify strategies to support inclusive student participation and engagement in classroom activities.
At Friends’ School I supported my mentor in creating a weekly roster with classroom jobs for students to complete each week. This ensured all students had set tasks to complete. The students enjoyed these activities and were very proud of fulfilling their responsibilities.
During my final prac at the beginning of each school day we would start with circle time. This is where the whole class meets together to discuss the day’s planned learning activities. It is also where students can develop their skills such as talking, listening and thinking and respecting the views of others. It develops confidence, self-esteem and inclusion. When I facilitated circle time it was important for me to engage all students in conversation with strategic questions on a variety of topics. For example I gave each student the opportunity to state their favourite travel destination which was very successful. The main aim was to build trust with the students and make them feel they ‘belonged’ and had fun.
Identify strategies to support inclusive student participation and engagement in classroom activities.
At Friends’ School I supported my mentor in creating a weekly roster with classroom jobs for students to complete each week. This ensured all students had set tasks to complete. The students enjoyed these activities and were very proud of fulfilling their responsibilities.
During my final prac at the beginning of each school day we would start with circle time. This is where the whole class meets together to discuss the day’s planned learning activities. It is also where students can develop their skills such as talking, listening and thinking and respecting the views of others. It develops confidence, self-esteem and inclusion. When I facilitated circle time it was important for me to engage all students in conversation with strategic questions on a variety of topics. For example I gave each student the opportunity to state their favourite travel destination which was very successful. The main aim was to build trust with the students and make them feel they ‘belonged’ and had fun.
4.3
Manage challenging behaviour
Demonstrate knowledge of practical approaches to manage challenging behaviour. It is important to set expectations around students’ behaviour and implement the necessary strategies to manage bad behaviour. During one of my early lessons in my final teaching prac I used explicit instruction and a firm tone to manage a certain student’s bad behaviour. The response by some of the other students at the end of the lesson was to draw an angry Piranha on the white board to represent Mr Nick’s reaction in a humorous way. My strategy had worked. The student understood that I was diplomatic in my teaching and that I had boundaries concerning bad behaviour. I also referred to the Ross Park’s Tribes Agreements as presented in the photo to remind students of their responsibilities and duties as learners of the school. In Warburton when faced with challenging behaviour of students I would discuss ways of diffusing the situation with either the AIEO in the classroom or make the effort to meet with parents to assess the student’s situation and ways both school and family could support them. The school also worked closely with the community in supporting good behaviour. For example in the summer months there was a “No school, no pool” policy which was also used to deter bad behaviour and improve truancy. My personal approach to behaviour management is to build good relationships with the students and when a situation arises, to take the student aside and discuss the issue in a diplomatic way. I was able to use this effectively with a particular student with behavioural difficulties at Ross Park. I settled the student and made him feel safe to talk about the situation he was experiencing. |
4.4 Maintain student safety
Describe strategies that support students’ well- being and safety working within school and/or system, curriculum and legislative requirements. At the start of class the first action of the day is to conduct roll call. As a teacher you must always be aware of students’ attendance, reasons for being late or absence from school. If a student is unaccounted for the school office will be notified and text the parents. Roll call and checklist information sheets provide the school with attendance numbers and gives information on attendance patterns. In order to be able to do this as early on in my placement as possible I made a concerted effort to learn all the names of the students before my placement commenced from the photo charts I was provided with. Teachers need to have a good knowledge of their students’ medical background whether they suffer from medical conditions such as Asthma or Anaphylaxis for example. When a student experiences an allergic reaction teachers must quickly respond using First Aid skills or calling for professional medical assistance. It is important to know the school’s policy on emergency and safety procedures as stated in the school handbook or relevant documents. There have been occasions when I am on duty and have been required to assist with minor injuries. On one occasion I was able to implement my first aid skills (which I keep up to date) and follow appropriate steps when a child fell off play equipment and had a suspected broken arm. |