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STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS
4.1 SUPPORT STUDENTS PARTICIPATION
---Identify strategies to support inclusive student participation and engagement in classroom activities.
I believe it is important to firstly have a learning environment that is safe, welcoming and respected-where students are encouraged to have a go without being forced; are given skills to be brave and take risks that challenge their own knowledge and skills; without feeling like they need to match the skill level of their peers; where everyone deserves to be respected, have a say, and be heard.
Students who are not sure of answers or knowledge, often don't speak up for fear of failing. I hear students saying "I can't do it," "I'm scared of getting it wrong", "I'm not good at doing this". I've recently seen the word FAIL, as an acronym, and support the way it changes the meaning into a more positive aspect and may encourage students to participate rather than feeling like they have not achieved.
Evidence 1: Where possible I like to get students who are not encouraged/confident to participate due to their own self beliefs, to change the way they perceive their own abilities.
In a lesson where students were required to draw an animal from a prehistoric time, some students were saying "my drawing looks silly", "mine looks horrible..." and presented with sad dispositions. I firstly praised their drawing efforts, and asked them to repeat after me---"........, my drawing looks amazing". Students did comply, and felt much better about their ability, and it also led to other students offering supportive advice.
I believe the acronym FAIL as First Attempt In Learning, helps students participate when they realise it's okay to try as it's how we learn and improve what we do.
Evidence 2: (Below)
A positive mentor comment regarding the encouragement I gave to a student who was concerned about not getting an activity right. The encouragement enabled the student to participate, with successful outcomes.
4.1 SUPPORT STUDENTS PARTICIPATION
---Identify strategies to support inclusive student participation and engagement in classroom activities.
I believe it is important to firstly have a learning environment that is safe, welcoming and respected-where students are encouraged to have a go without being forced; are given skills to be brave and take risks that challenge their own knowledge and skills; without feeling like they need to match the skill level of their peers; where everyone deserves to be respected, have a say, and be heard.
Students who are not sure of answers or knowledge, often don't speak up for fear of failing. I hear students saying "I can't do it," "I'm scared of getting it wrong", "I'm not good at doing this". I've recently seen the word FAIL, as an acronym, and support the way it changes the meaning into a more positive aspect and may encourage students to participate rather than feeling like they have not achieved.
Evidence 1: Where possible I like to get students who are not encouraged/confident to participate due to their own self beliefs, to change the way they perceive their own abilities.
In a lesson where students were required to draw an animal from a prehistoric time, some students were saying "my drawing looks silly", "mine looks horrible..." and presented with sad dispositions. I firstly praised their drawing efforts, and asked them to repeat after me---"........, my drawing looks amazing". Students did comply, and felt much better about their ability, and it also led to other students offering supportive advice.
I believe the acronym FAIL as First Attempt In Learning, helps students participate when they realise it's okay to try as it's how we learn and improve what we do.
Evidence 2: (Below)
A positive mentor comment regarding the encouragement I gave to a student who was concerned about not getting an activity right. The encouragement enabled the student to participate, with successful outcomes.
![Picture](/uploads/1/1/7/9/11791210/1447725463.png)
Evidence 3: While on placements, students have been engaged in learning in many ways. To support a unit of work on dinosaurs and procedural texts, all students were able to make their own "Dino-cupcakes". Students initially worked collaboratively in small groups following a procedure to measure, mix, add ingredients and divide equally into patty cases. This enabled all students in each group, to participate. After the dino-cupcakes were cooked, each student was able to decorate their own individual cupcake, making their choice of prehistoric creature out of modelling chocolate, and other decorations to create a 3D scene.
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4.2 MANAGE CLASSROOM ACTIVITIES
---Demonstrate the capacity to organise classroom activities and provide clear directions.
Classroom activities need to be managed to ensure consistent learning takes place in line with timely control. However, a classroom teacher needs to be flexible where necessary.
Seating arrangements, positioning of chairs, tables and other equipment also needs consideration as part of the management process of classroom activities. I have found the use an online stopwatch to manage time taken for activities has been extremely successful.
Evidence 1: A classroom expectation on practicum was for students to engage in 15 minutes of silent, individual reading before students further engaged in 15 minutes of shared/partnered reading. I found that in the beginning students were not engaging in the individual silent reading activity so I used an online stopwatch to countdown the allocated time for silent/individual reading, with clear expectations for the students that meant while the stopwatch was counting down, it was silent, individual reading. At the end of the 15 minutes time slot, an alarm sounds. The online alarm can be altered to create further interest including a candle, egg, rocket timers, and other fun visual images.
---Demonstrate the capacity to organise classroom activities and provide clear directions.
Classroom activities need to be managed to ensure consistent learning takes place in line with timely control. However, a classroom teacher needs to be flexible where necessary.
Seating arrangements, positioning of chairs, tables and other equipment also needs consideration as part of the management process of classroom activities. I have found the use an online stopwatch to manage time taken for activities has been extremely successful.
Evidence 1: A classroom expectation on practicum was for students to engage in 15 minutes of silent, individual reading before students further engaged in 15 minutes of shared/partnered reading. I found that in the beginning students were not engaging in the individual silent reading activity so I used an online stopwatch to countdown the allocated time for silent/individual reading, with clear expectations for the students that meant while the stopwatch was counting down, it was silent, individual reading. At the end of the 15 minutes time slot, an alarm sounds. The online alarm can be altered to create further interest including a candle, egg, rocket timers, and other fun visual images.
![Picture](/uploads/1/1/7/9/11791210/1447731212.png)
Evidence 2: During a unit of work on shapes in a Foundation class, students engaged in activities that were based around 5 groups using:
4.3 MANAGE CHALLENGING BEHAVIOUR
---Demonstrate knowledge of practical approaches to manage challenging behaviour.
Clear classroom behaviour expectations need to be visible and discussed with all students in the class and consequences clearly understood. To minimise behaviour issues, it is important for a teacher to provide learning opportunities to attempt to keep students engaged, as often, disengaged or bored students can become off task with learning and behaviour. Early on in my practicum experiences I remember learning "catch them being good", so I try to do this with students regularly.
While I can have clear expectations within the classroom that include no calling out; put your hand up if you have a question/comment; sitting respectfully and many others, a classroom teacher also needs to ensure students follow the behaviour management policies within the school.
- play dough,
- whiteboards, rulers, pens,
- toothpicks
- sand trays
- wool
4.3 MANAGE CHALLENGING BEHAVIOUR
---Demonstrate knowledge of practical approaches to manage challenging behaviour.
Clear classroom behaviour expectations need to be visible and discussed with all students in the class and consequences clearly understood. To minimise behaviour issues, it is important for a teacher to provide learning opportunities to attempt to keep students engaged, as often, disengaged or bored students can become off task with learning and behaviour. Early on in my practicum experiences I remember learning "catch them being good", so I try to do this with students regularly.
While I can have clear expectations within the classroom that include no calling out; put your hand up if you have a question/comment; sitting respectfully and many others, a classroom teacher also needs to ensure students follow the behaviour management policies within the school.
![Picture](/uploads/1/1/7/9/11791210/1447734005.png)
Evidence 1: Within a Foundation class, I experienced a student who often had difficulty remaining focused and engaged in his learning alongside his peers.
I was able to assign the student with roles and responsibilities throughout lessons, such as him being the class/teacher's helper, holding items at the front of the class or while seated, to minimise disruption and reengage the student.
In a Year 7 class, I was able to minimise disruptive behaviours by quickly reminding students of expectations
![Picture](/uploads/1/1/7/9/11791210/1447735500.png)
Evidence 2: During the observation phase of one of my practicums in a classroom where a number of students at times had challenging behaviours, I witnessed a group of boys in the classroom, scribbling and drawing on their group table, during a day when they had a relief teacher. I approached the boys and discussed what they were doing with them, getting them to appreciate that what they were doing, was both graffiti and also viewed as vandalism. To correct the situation, I requested that they each obtain an eraser, and erase what they had done, with clear, firm instructions that it was not to reoccur again. This was successfully achieved.
4.4 MAINTAIN STUDENT SAFETY
---Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Student safety is paramount, and needs staff to be diligent, maintaining training and safety requirements, while ensuring students know how to contribute to a safe learning environment - walking with scissors held correctly, expectations in and out of the classroom, cyber safety, bullying, excursions, and using furniture such as chairs respectfully and appropriately.
Evidence 1: During the early phase of my practicums, I developed a PowerPoint presentation on bullying. I was able to present this to a class, who were experiencing issues with bullying. This presentation, along with class discussion, assisted students to develop strategies to keep themselves and their peers safer.
4.4 MAINTAIN STUDENT SAFETY
---Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Student safety is paramount, and needs staff to be diligent, maintaining training and safety requirements, while ensuring students know how to contribute to a safe learning environment - walking with scissors held correctly, expectations in and out of the classroom, cyber safety, bullying, excursions, and using furniture such as chairs respectfully and appropriately.
Evidence 1: During the early phase of my practicums, I developed a PowerPoint presentation on bullying. I was able to present this to a class, who were experiencing issues with bullying. This presentation, along with class discussion, assisted students to develop strategies to keep themselves and their peers safer.
![Picture](/uploads/1/1/7/9/11791210/1447736885.png)
Evidence 2: A number of schools in my area, teach students safety in various ways that includes:
4.5 USE ICT SAFELY RESPONSIBLY AND ETHICALLY
---Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Students need instruction and support on how to keep safe when using ICT's and to use them responsibly and ethically. This includes using respectful communication, understanding plagiarism, not giving out personal information, and respecting the rights of others not to be photographed without permission/authority. Many schools are able to block students accessing some sites; however this still needs to be used with caution. Students at various schools, are also asked to sign a contract agreeing to comply with the conditions of safe and respectful use before they can be issued with a computer licence.
Evidence 1: Many schools also add their policies such as the attached ICT policy for parents, students and internet users to read and observe. It is vital that all staff and visitors such as pre-service teachers, familiarise themselves with each schools policy before use. The following policy, is from the school where I conducted my final practicum.
- verbal and emotional expression
- identity development
- physical boundaries and personal safety
- emotional and behavioural regulation
- skills required to respond to and manage aggressive tendencies in both themselves and others
4.5 USE ICT SAFELY RESPONSIBLY AND ETHICALLY
---Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Students need instruction and support on how to keep safe when using ICT's and to use them responsibly and ethically. This includes using respectful communication, understanding plagiarism, not giving out personal information, and respecting the rights of others not to be photographed without permission/authority. Many schools are able to block students accessing some sites; however this still needs to be used with caution. Students at various schools, are also asked to sign a contract agreeing to comply with the conditions of safe and respectful use before they can be issued with a computer licence.
Evidence 1: Many schools also add their policies such as the attached ICT policy for parents, students and internet users to read and observe. It is vital that all staff and visitors such as pre-service teachers, familiarise themselves with each schools policy before use. The following policy, is from the school where I conducted my final practicum.
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![Picture](/uploads/1/1/7/9/11791210/1447738823.png)
Evidence 2: Seating arrangements and positioning of computers is an important factor in setting up ICT spaces to ensure teachers can supervise and observe student use. The following image, demonstrates a room set up on a practicum, where the teacher can walk around each row of computers/students and continually monitor/assist students. Posters are also displayed in the room, reminding students of their expected behaviours associated with ICT use.