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
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 #4:
The Melbourne Declaration on Educational Goals for Young Australians (2008) states that, “schools play a vital role in promoting the intellectual, physical, social emotional, moral, spiritual and aesthetic development and wellbeing of young Australians” (Powell & Graham, 2007, p5). In becoming an engaging and effective teacher, I have learnt that creating and maintaining a supportive and safe learning environment, is a critical step in promoting the wellbeing of students (Powell & Graham, 2017). For students to feel safe, inhabiting an environment that incorporates collaborative teamwork, freedom of speech and establishing strong relationships with families and carers, allows students to feel confident in knowing they are supported by those around them (Cole, 2014). Completing qualifications as seen in artefacts 7 and 8, commit to a deeper understanding of the policies and strategies that I am able to contribute in supporting my students’ wellbeing and safety.
Establishing an environment where children can learn, behave respectfully and form strong bonds with both adults and peers, allows for a safe and supportive school-wide culture (Cole, 2014; Foreman & Kelly, 2014). Upon reflection, I have learnt when creating a setting where students can feel invulnerable means they are more likely to actively participate, collaborate with peers, take risks and self-regulate their behaviours. This makes it possible for them to focus and learn to the best of their abilities (Cole, 2014). While I believe creating a safe and supporting environment is imperative, creating an inclusive environment that helps to breakdown stereotypical barriers in which students with diverse abilities, cultures, backgrounds or socioeconomic status, will also aide in allowing students to feel safe and supported in the same way as any other student (Foreman & Kelly, 2014).
Establishing an environment where children can learn, behave respectfully and form strong bonds with both adults and peers, allows for a safe and supportive school-wide culture (Cole, 2014; Foreman & Kelly, 2014). Upon reflection, I have learnt when creating a setting where students can feel invulnerable means they are more likely to actively participate, collaborate with peers, take risks and self-regulate their behaviours. This makes it possible for them to focus and learn to the best of their abilities (Cole, 2014). While I believe creating a safe and supporting environment is imperative, creating an inclusive environment that helps to breakdown stereotypical barriers in which students with diverse abilities, cultures, backgrounds or socioeconomic status, will also aide in allowing students to feel safe and supported in the same way as any other student (Foreman & Kelly, 2014).
Artefact 1 is an extract of my individual teaching philosophy. Here I highlight the importance of establishing an inclusive and safe environment.
Identifying strategies to support student participation and engagement in classroom activities is something I have gained much knowledge about during my time at university. Artefact 2 is an extract from an Individual Learning Plan for a student with EAL/D. Highlighted in yellow are the strategies to support and include throughout classroom activities. Relates to: 4.1, 1.3, 1.6, 3.5 Artefact 7 displays a certificate of achievement for completing the 'Working with Children, Young People and Vulnerable Adults' course that focused on strategies to support students' wellbeing, working safely within the school environment and legislative requirements. Artefact 8 is another certificate that was achieved through completing a First Aid course in CPR, Anaphylaxis and Asthma. This knowledge further provides me with the training and skills to keep students in my care safe.
Relates to: 4.4, 4.5, 6.2 |
Artefact 3 is feedback my supervising teacher gave me after a numeracy lesson. She comments on how I am able to organise classroom activities in an engaging way, as well as, provide clear instructions to the students.
Relates to: 4.2, 3.3, 3.5, 2.1 During a university unit that required me to learn about different learning spaces, we were required to understand the '10 netiquettes' of the internet. This demonstrated the strategies available to support the use of ICT in a safe, ethical and responsible way in the classroom.
Relates to: 4.5 |
Artefact 4 and 5 are two documents provided by two different supervising teachers praising me for managing challenging behaviour. Artefact 6 is an extract from a unit I am currently studying at university that relates to Positive Behaviour Support, and ways to prevent and deal with challenging student behaviour in the classroom.
Relates to: 4.3 |