Graduate Standard 4
4.1 Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions. 4.3 Manage challenging behaviour Demonstrate knowledge of practical approaches to manage challenging behaviour. 4.4 Maintain student safety Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 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. |
Focus Area 4.1- Support student participation.
Using inclusive practices in the classroom is essential in order for students to participate in learning and for them to enjoy their learning. This annotated lesson plan with a year 8 textiles class demonstrates a range of inclusive practices which I used in just one lesson. A strategy I consistently use to promote inclusion in group work is the 'Appointment Clock.' When observing students I noticed that they choose the same people when asked to be involved in group work activities. In order to promote inclusion of all students in the class I gave my students the 'Appointment Clock' at the beginning of term. Students are to find 'appointments' with classmates for every hour on the clock. When I want students to do group work activities I appoint them group members according to their appointment times. I would say to my students 'For this activity you need to work with your 3 o'clock appointment.' This strategy is effective as students get to work with a variety of people, promoting inclusion of all students.
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Focus Area 4.2- Manage classroom activities.
Organisation is the key to managing classroom activities. Therefore, I always make sure that my classes are organised by developing lessons plans for every class. From my teaching practicums I have discovered that students love set routines and work better with them. I also believe that students work more effectively if they understand my expectations of them and the boundaries in the classroom in regards to my classroom management. I always incorporate these things into my classes and as a result I find that students are more engaged in their learning. This annotated lesson plan with a year 8 Geography class demonstrates how I manage classroom activities.
Focus Area 4.3- Manage challenging behavior.
Throughout my five teaching practicums I was able to test behavior management strategies with a variety of classes. I centre my classroom management strategies around the Canter's Assertive Discipline Approach. This annotated reflection explains my classroom management philosophy in more depth. However, on my teaching practicums with a variety of teachers I was able to try a range of behavior management strategies to manage students behavior. Using verbal and non-verbal cues (eye contact, a tap on the desk and standing behind a student when they are being disruptive) are also strategies that I use when managing challenging student behavior.
In particular I often use a one on one approach for students who are demonstrating challenging behavior in my classroom. For example, if a student was consistently answering me back in my classroom, I would politely walk over to him/her and tell him/her to stop this behavior. If this behavior continued I would tell him/her that I wanted to have a chat after class. Once class was finished I would ask him/her if there was something happening in their life that would make them talk to me in such a rude manner. After giving time for the student to explain their behavior, I would explain how I am disappointed by that unacceptable behavior. I would also be honest with the student and let them know that I had put a lot of effort into making the lesson engaging, hence, I find it disappointing that I would be treated in such a way. Having polite one on one chats to a student where they are taken away from their class environment and treated as an adult has been very effective when managing challenging behavior. However, it is important to note that this strategy is more effective once a rapport has been built with students. Focus Area 4.4- Maintain students safety.
It is a legislative requirement that teachers maintain student safety at all times. Throughout my teaching practicum I always made sure that my students were supported and felt safe. Working in a textiles classroom can be extremely hazardous, therefore, it is vital that students understand hazards in the classroom and how they can maintain safety of themselves and of their peers. This annotated year 8 lesson plan demonstrates how I maintained student safety in the classroom by teaching my students how to be safe. Below is a picture of part of my lesson plan where students had to get into groups and circle 'hazards' in the classroom. After presenting this lesson to my year 8 class I consistently refered to hazards and safe practices at the beginning of every lesson.
Focus Area 4.5- Use ICT safely, responsibly and ethically.
Technology is advancing every day, therefore, it is vital that future generations know, understand, learn and incorporate technology into their everyday lives. The Australian Curriculum states that all teachers must incorporate the use of ICT in their classrooms, however, there are a variety of issues surrounding technology which teachers need to be aware. At Canberra University I completed a subject called ’Learning with Technology' where I learnt about issues surrounding the use of ICT used by students. In 'Learning with Technology' I completed an assessment task where I had to create a blog based upon ethical issues surrounding ICT in the classroom. Through this assessment task I discovered that there are a range of issues in ICT revolving around privacy, safety and ethics which all teachers and students need to be aware of. Linked is the blog 'Technology? Hmmm...'. I created a resource that demonstrates the extensive research I undertook to understand how important it is to know how to use ICT safely, responsibly and ethically.
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