Create and maintain supportive and safe learning environments
4.1 Support student participation
Proficient - Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
Highly Accomplished - Model effective practice and support colleagues to implement inclusive strategies that engage and support all students.
I use a variety of questioning strategies to engage and support all students in classroom activities. I choose a student at random to answer the question by the use of KidPick rather than asking students to put their hands up. This way all students need to have an answer ready in their head in case they are chosen. This encourages their participation and focus. I also use the ‘think, pair, share’ strategy regularly when questioning students so that peers can learn from and support each other as they are learning.
I encouraged mixed ability grouping for cooperative learning so that peers can support each other. Content is presented in varied ways and with different levels of scaffolding to ensure that all students are able to access it.
See examples of the use of the 'think, pair, share' strategy and cooperative learning in the attached English program.
4.2 Manage classroom activities
Proficient - Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.
Highly Accomplished - Model and share with colleagues a flexible repertoire of strategies for classroom management to ensure all students are engaged in purposeful activities.
We have regular routines in our classroom, including the use of a timetable so students know what lesson is coming up next and what resources they need to organise for themselves. Directions are given orally and also written on the board for students to refer to at later times to maximise time spent learning rather than asking questions about procedure.
4.3 Manage challenging behaviour
Proficient - Manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully.
Highly Accomplished - Develop and share with colleagues a flexible repertoire of behaviour management strategies using expert knowledge and workplace experience.
I have studied, as part of my Masters of Education, a unit on classroom management and incorporate this into the running of the classroom. Students understand the basic classroom rules and any discipline issues are dealt with when they occur, or as soon as it is practical, in a manner that is just and merciful.
CLASSROOM MANAGEMENT BELIEFS SYSTEM ATTACHED
4.4 Maintain student safety
Proficient - Ensure students' wellbeing and safety within school by implementing school and/or system, curriculum and legislative requirements.
Highly Accomplished - Initiate and take responsibility for implementing current school and/or system, curriculum and legislative requirements to ensure student wellbeing and safety.
All legislative requirements in place for a teacher is implemented within the school system. Within the school we have school chaplains that we can refer student to if we have a concern. Recently I referred a child as I was concerned about something they wrote as I wondered whether it was something that needed to be passed onto DCP. This was referred to the Chaplin and with his conversation with the student it was deemed that it was a cultural issue rather than a DCP issue. See email attached.
We also have the YCDI programme in place for student’s wellbeing, as well as the Health curriculum run by the Health and Physical Education staff, to teach students about strategies for success. This is reinforced with Pastoral Care groups where the PC teacher nurtures the students within their group.
4.5 Use ICT safely, responsibly and ethically
Proficient - Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
Highly Accomplished - Model, and support colleagues to develop, strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
In the classroom I maintain a presence by moving about the room to ensure students are on the correct program on their iPads and not looking up inappropriate content. Students in the Year 7 class are well versed in what constitutes safe and unsafe cyber behaviour.
Students must also acknowledge all their online sources when presenting work researched on the internet and have been taught the correct method to reference websites.
Proficient - Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
Highly Accomplished - Model effective practice and support colleagues to implement inclusive strategies that engage and support all students.
I use a variety of questioning strategies to engage and support all students in classroom activities. I choose a student at random to answer the question by the use of KidPick rather than asking students to put their hands up. This way all students need to have an answer ready in their head in case they are chosen. This encourages their participation and focus. I also use the ‘think, pair, share’ strategy regularly when questioning students so that peers can learn from and support each other as they are learning.
I encouraged mixed ability grouping for cooperative learning so that peers can support each other. Content is presented in varied ways and with different levels of scaffolding to ensure that all students are able to access it.
See examples of the use of the 'think, pair, share' strategy and cooperative learning in the attached English program.
4.2 Manage classroom activities
Proficient - Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.
Highly Accomplished - Model and share with colleagues a flexible repertoire of strategies for classroom management to ensure all students are engaged in purposeful activities.
We have regular routines in our classroom, including the use of a timetable so students know what lesson is coming up next and what resources they need to organise for themselves. Directions are given orally and also written on the board for students to refer to at later times to maximise time spent learning rather than asking questions about procedure.
4.3 Manage challenging behaviour
Proficient - Manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully.
Highly Accomplished - Develop and share with colleagues a flexible repertoire of behaviour management strategies using expert knowledge and workplace experience.
I have studied, as part of my Masters of Education, a unit on classroom management and incorporate this into the running of the classroom. Students understand the basic classroom rules and any discipline issues are dealt with when they occur, or as soon as it is practical, in a manner that is just and merciful.
CLASSROOM MANAGEMENT BELIEFS SYSTEM ATTACHED
4.4 Maintain student safety
Proficient - Ensure students' wellbeing and safety within school by implementing school and/or system, curriculum and legislative requirements.
Highly Accomplished - Initiate and take responsibility for implementing current school and/or system, curriculum and legislative requirements to ensure student wellbeing and safety.
All legislative requirements in place for a teacher is implemented within the school system. Within the school we have school chaplains that we can refer student to if we have a concern. Recently I referred a child as I was concerned about something they wrote as I wondered whether it was something that needed to be passed onto DCP. This was referred to the Chaplin and with his conversation with the student it was deemed that it was a cultural issue rather than a DCP issue. See email attached.
We also have the YCDI programme in place for student’s wellbeing, as well as the Health curriculum run by the Health and Physical Education staff, to teach students about strategies for success. This is reinforced with Pastoral Care groups where the PC teacher nurtures the students within their group.
4.5 Use ICT safely, responsibly and ethically
Proficient - Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
Highly Accomplished - Model, and support colleagues to develop, strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
In the classroom I maintain a presence by moving about the room to ensure students are on the correct program on their iPads and not looking up inappropriate content. Students in the Year 7 class are well versed in what constitutes safe and unsafe cyber behaviour.
Students must also acknowledge all their online sources when presenting work researched on the internet and have been taught the correct method to reference websites.