4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4 Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5 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
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4 Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5 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
Reflection
Creating a safe and welcoming classroom environment is something I believe should be a main priority when it comes to teaching. I want students to feel safe, comfortable and valued when they enter my classroom. When students feel safe and comfortable they are more likely to participate and express themselves without any judgement. I will encourage students to express themselves, take risks in their learning and independence.
Behaviour Management
Throughout my FPE, I was lucky enough to not have major behavioural issues within my classroom. In saying this, I did have to have a plan and the knowledge of the classrooms behavioural management rules. In the beginning of the term 1 students were introduced to classroom behaviour and the consequences if bad behaviour was present. I had witnessed this introduction which I felt it helped me a lot when it came to teach in term 2. At first, I found it a little difficult to implement the classroom rules with the students as I didn’t feel I had the authority to tell students off, but after discussion with my mentor she had explained to me that I had to reinforce the rules otherwise the students would not listen to me or see me as a teacher. I took action by slowly incorporating the classroom rules that students are already familiar with and I found that keeping the rules the same and not changing it too much, allowed me to maintain the behaviour within the classroom and the expectations of each student.
Instructional Strategy
With a class that had majority of Malay and Chinese background, one instructional strategy did not work effectively for all students. I would provide verbal and written instructions to the students before starting the lesson and yet some students were still confused of what was expected of them. I taught a poetry lesson where students had to write a free verse poem, I had given an explanation of what the poem is typically about, how its written and given some examples to the class. The result of the poems were great and I was really impressed with what the class had come up with. When it came to reflecting with my mentor teacher, she had one suggestion to help students with writing their free verse poem, although the lesson went well, she had noticed that students were asking questions on how the poem should be written. I found that just reading the poem out was not as effective as writing it out as well, giving students a demonstration in the beginning would have helped with the writing process.
Creating a safe and welcoming classroom environment is something I believe should be a main priority when it comes to teaching. I want students to feel safe, comfortable and valued when they enter my classroom. When students feel safe and comfortable they are more likely to participate and express themselves without any judgement. I will encourage students to express themselves, take risks in their learning and independence.
Behaviour Management
Throughout my FPE, I was lucky enough to not have major behavioural issues within my classroom. In saying this, I did have to have a plan and the knowledge of the classrooms behavioural management rules. In the beginning of the term 1 students were introduced to classroom behaviour and the consequences if bad behaviour was present. I had witnessed this introduction which I felt it helped me a lot when it came to teach in term 2. At first, I found it a little difficult to implement the classroom rules with the students as I didn’t feel I had the authority to tell students off, but after discussion with my mentor she had explained to me that I had to reinforce the rules otherwise the students would not listen to me or see me as a teacher. I took action by slowly incorporating the classroom rules that students are already familiar with and I found that keeping the rules the same and not changing it too much, allowed me to maintain the behaviour within the classroom and the expectations of each student.
Instructional Strategy
With a class that had majority of Malay and Chinese background, one instructional strategy did not work effectively for all students. I would provide verbal and written instructions to the students before starting the lesson and yet some students were still confused of what was expected of them. I taught a poetry lesson where students had to write a free verse poem, I had given an explanation of what the poem is typically about, how its written and given some examples to the class. The result of the poems were great and I was really impressed with what the class had come up with. When it came to reflecting with my mentor teacher, she had one suggestion to help students with writing their free verse poem, although the lesson went well, she had noticed that students were asking questions on how the poem should be written. I found that just reading the poem out was not as effective as writing it out as well, giving students a demonstration in the beginning would have helped with the writing process.
Action plan
Although the class I had in my FPE didn’t have major behavioural issues, I would like to further my learning by attending sessions on classroom management strategies that involve behaviour and wellbeing. There is a course called ‘Classroom Management Strategies’ CMS that the department of education run, this involves and offers core professional learning in
Although the class I had in my FPE didn’t have major behavioural issues, I would like to further my learning by attending sessions on classroom management strategies that involve behaviour and wellbeing. There is a course called ‘Classroom Management Strategies’ CMS that the department of education run, this involves and offers core professional learning in
- Foundation Program – ‘Confidence in the classroom’
- Instructional Strategies Extension Program – ‘Engaging students in learning’
- Conferencing Accreditation Training- ‘Better support for schools’
- Professional Learning Teams – ‘Self-reflection
Evidence
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.
I provided task instructions on what needs to be completed and included. These instructions were made easy to follow and a visual for all students to see before moving on. I had always explained step-by-step what was expected of the students when completing the tasks that I set. These PowerPoint slides were displayed at all times during the lesson to ensure that students were on task and for those students who weren't sure or understood what was expected of them.
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4.4 Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
During morning sessions before spelling I would get students to play a quick game of either 'quiz, quiz, trade', shoot the sherif or I love maths, these were all times table games that got students to think quick on their feet and practice their times tables. With these games I had to come up with strategies and rules that both the students and myself would agree on. This was to be fair and must include everyone in the classroom. I made sure that these strategies and rules were repeated by students so that they understood. Some of the rules we came up with to ensure that the classroom was safe and a judge free zone, was to not have any put downs if someone got the answer wrong but to encourage and praise on their efforts, then correct them nicely and teach them a strategy you use to figure out the answer. I made it clear that the classroom was a safe place to express themselves and their abilities and reminded everyone that we all learn differently.