Standard 4: Create and maintain supportive and safe learning environments.
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
Critical Reflection
Teachers need to create and maintain a safe, inclusive and supportive learning environment where all students can thrive and reach their full potential. Hester, Gable and Manning (2003) indicate that a “positive and safe learning environment is one that emphasizes cooperation, collaboration, and peaceful existence, and is one that is free from threats of psychological or physical harm that is, an environment that reflects caring and concern for all students.” (p. 131). Pickett and Fraser (2010) further state that “numerous studies have established associations between the classroom or school environment and students’ achievement and attitudes, among samples of different ages” (p. 321).
Teachers need to implement activities and strategies that meet the needs of all students in order to support student participation. Artefact 1, the physical education lesson plan, demonstrates my ability to support student participation, as I have modified my lessons to meet the needs of all students, including Aboriginal and Torres Strait Islander people and students with a disability. It is vital that teachers manage classroom activities and provide students with clear, explicit and age appropriate instructions so that students know what is expected of them (Edwards & Watts ,2008). I have also demonstrated this in artefact 1, as I gave clear directions by explaining to the students what they have to do using explicit and short instructions.
Teachers need to meet the needs of all students within the classroom, including those who have a disability or behavioural problems (Baker, 2005). In order to do this, teachers need to use a range of behaviour management strategies to manage effectively challenging behaviour, and to create a safe and supportive learning environment for all students (Baker, 2005). I have demonstrated this in artefact 2, the individual learning planner, as I have identified strategies to manage challenging behaviours and artefact 4, by using the school rules to create a safe learning environment.
In order to integrate technology in the classroom, teachers need to understand how to implement it safely and responsibly (Lawless & Pellegrino, 2007). Teachers should have information sessions with both parents and students on how to use ICT responsibly and safely when they are at school and at home (Jesson & Peacock, 2012).
Word Count: 308
References
Baker, P. (2005). Managing students behaviour: How ready are teachers to meet the challenge? American Secondary Education, 33(3), 51-64. Retrieved from http://search.proquest.com.ezproxy1.acu.edu.au/docview/195187186?accountid=8194
Edwards, C. H., & Watts, V. (2008). Classroom discipline & management (2nd ed.). Milton, Queensland: John Wiley & Sons Australia Ltd.
Hester, P., & Gable, R., Manning, L. (2003). A positive learning environment approach to middle school instruction. Childhood Education, 79(3), 130-136, DOI:10.1080/00094056.2003.10522212
Jesson, J., & Peacock, G. (2012). The Really Useful ICT Book : A practical guide to using technology across the primary curriculum. Retrieved from http://www.eblib.com
Lawless, K., & Pellegrino, J. (2007). Professional development in integrating technology into teaching and learning: knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575–614. Retrieved from http://www.jstor.org/stable/4624911
Pickett, L., & Fraser, B. (2010). Creating and assessing positive classroom learning environments. Childhood Education, 86(5), 321-326. doi:10.1080/00094056.2010.10521418
Evidence
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
Critical Reflection
Teachers need to create and maintain a safe, inclusive and supportive learning environment where all students can thrive and reach their full potential. Hester, Gable and Manning (2003) indicate that a “positive and safe learning environment is one that emphasizes cooperation, collaboration, and peaceful existence, and is one that is free from threats of psychological or physical harm that is, an environment that reflects caring and concern for all students.” (p. 131). Pickett and Fraser (2010) further state that “numerous studies have established associations between the classroom or school environment and students’ achievement and attitudes, among samples of different ages” (p. 321).
Teachers need to implement activities and strategies that meet the needs of all students in order to support student participation. Artefact 1, the physical education lesson plan, demonstrates my ability to support student participation, as I have modified my lessons to meet the needs of all students, including Aboriginal and Torres Strait Islander people and students with a disability. It is vital that teachers manage classroom activities and provide students with clear, explicit and age appropriate instructions so that students know what is expected of them (Edwards & Watts ,2008). I have also demonstrated this in artefact 1, as I gave clear directions by explaining to the students what they have to do using explicit and short instructions.
Teachers need to meet the needs of all students within the classroom, including those who have a disability or behavioural problems (Baker, 2005). In order to do this, teachers need to use a range of behaviour management strategies to manage effectively challenging behaviour, and to create a safe and supportive learning environment for all students (Baker, 2005). I have demonstrated this in artefact 2, the individual learning planner, as I have identified strategies to manage challenging behaviours and artefact 4, by using the school rules to create a safe learning environment.
In order to integrate technology in the classroom, teachers need to understand how to implement it safely and responsibly (Lawless & Pellegrino, 2007). Teachers should have information sessions with both parents and students on how to use ICT responsibly and safely when they are at school and at home (Jesson & Peacock, 2012).
Word Count: 308
References
Baker, P. (2005). Managing students behaviour: How ready are teachers to meet the challenge? American Secondary Education, 33(3), 51-64. Retrieved from http://search.proquest.com.ezproxy1.acu.edu.au/docview/195187186?accountid=8194
Edwards, C. H., & Watts, V. (2008). Classroom discipline & management (2nd ed.). Milton, Queensland: John Wiley & Sons Australia Ltd.
Hester, P., & Gable, R., Manning, L. (2003). A positive learning environment approach to middle school instruction. Childhood Education, 79(3), 130-136, DOI:10.1080/00094056.2003.10522212
Jesson, J., & Peacock, G. (2012). The Really Useful ICT Book : A practical guide to using technology across the primary curriculum. Retrieved from http://www.eblib.com
Lawless, K., & Pellegrino, J. (2007). Professional development in integrating technology into teaching and learning: knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575–614. Retrieved from http://www.jstor.org/stable/4624911
Pickett, L., & Fraser, B. (2010). Creating and assessing positive classroom learning environments. Childhood Education, 86(5), 321-326. doi:10.1080/00094056.2010.10521418
Evidence
Unit Title: EDPH306: Personal Development Health and Physical Education 1
For this assignment I had to plan two consecutive lessons that aim to support inclusive student participation and engagement through classroom activities. This is evident through using an appropriate level of language, and utilising a range of teaching and learning strategies to cater for the different learning styles and needs of students. Management of classroom activities is demonstrated by establishing clear outcomes for the students.
Descriptors: 4.1 and 4.2
For this assignment I had to plan two consecutive lessons that aim to support inclusive student participation and engagement through classroom activities. This is evident through using an appropriate level of language, and utilising a range of teaching and learning strategies to cater for the different learning styles and needs of students. Management of classroom activities is demonstrated by establishing clear outcomes for the students.
Descriptors: 4.1 and 4.2
Unit Title: EDFD221: Creating Inclusive, Safe, and Supportive Schools
This assignment demonstrates a range of practical approaches to manage challenging behaviours, in this case, a student who has been bullied. An Independent Learning Planner was developed, which provided short and long term goals and strategies, in order to support the learning of the student. The Independent Learning Planner identified the student's communcation, social interactions, self esteem and academic issues. The goals established aimed to improve the social, academic, and behavioural aspects of the student.
Descriptor: 4.3
This assignment demonstrates a range of practical approaches to manage challenging behaviours, in this case, a student who has been bullied. An Independent Learning Planner was developed, which provided short and long term goals and strategies, in order to support the learning of the student. The Independent Learning Planner identified the student's communcation, social interactions, self esteem and academic issues. The goals established aimed to improve the social, academic, and behavioural aspects of the student.
Descriptor: 4.3
Unit Title: EDFX110: Professional Experience Primary 1
During my first year placement, I carefully read and took a copy of the school's behaviour management policy and behaviour management procedures. Through this I was able to provide a safe learning environment by establishing explicit and consistent rules and consequences that were in line with the school's policy. This promoted student wellbeing, through developing confident and resilient students who understood classroom expectations.
Descriptors: 4.3 and 4.4
During my first year placement, I carefully read and took a copy of the school's behaviour management policy and behaviour management procedures. Through this I was able to provide a safe learning environment by establishing explicit and consistent rules and consequences that were in line with the school's policy. This promoted student wellbeing, through developing confident and resilient students who understood classroom expectations.
Descriptors: 4.3 and 4.4
Unit Title: EDFX310: Professional Experience Primary 3
One of my goals on my third year placement was to manage classroom behaviour. I ensured to provide a safe and caring environment through implementation of the school's rules, which was reinforced consistently and positively. I believe having classroom rules helps you create a safe learning environment for students. Rules give students clear boundaries and opportunities to practice self-regulation and make good choices. When students feel safe and respected both emotionally and physically, they are able to focus better on learning.
Descriptors: 4.3 and 4.4
One of my goals on my third year placement was to manage classroom behaviour. I ensured to provide a safe and caring environment through implementation of the school's rules, which was reinforced consistently and positively. I believe having classroom rules helps you create a safe learning environment for students. Rules give students clear boundaries and opportunities to practice self-regulation and make good choices. When students feel safe and respected both emotionally and physically, they are able to focus better on learning.
Descriptors: 4.3 and 4.4
Unit Title: EDFD220: Teaching and managing learning environments.
This artefact has two components to it, an excerpt of an essay and a report form written by my tertiary supervisor on my third year placement.
For one of my assignments, I wrote a research essay on how positive reinforcements are effective within a classroom environment. One of my main points was that they are effective in reducing behavioural problems in children. Therefore, this essay demonstrates that I have knowledge of strategies to manage challenging behaviour.
Descriptor: 4.3
This artefact has two components to it, an excerpt of an essay and a report form written by my tertiary supervisor on my third year placement.
For one of my assignments, I wrote a research essay on how positive reinforcements are effective within a classroom environment. One of my main points was that they are effective in reducing behavioural problems in children. Therefore, this essay demonstrates that I have knowledge of strategies to manage challenging behaviour.
Descriptor: 4.3