4. Create and maintain supportive and safe learning environments
It is important that my classroom, and the school, is a supportive and safe environment, and one in which my students feel welcome and that they belong, at all times. The following philosophy objective of my own addresses this necessity:
•I will create a trusting and safe place for all of my students;
Tash ensured that the students were supported and extended perfectly. (Sarah Morris, ETP246 Placement Mentor WPS, 2013)
4.1. Support student participation – Identify strategies to support inclusive student participation and engagement in classroom activities
(The Ministry of Education, New Zealand)
All students, regardless of race, gender, age, socioeconomic status, culture, home circumstance or learning level requires:
As a teacher, I must identify issues and plan for them.
Drawing from my experience, I can select an example of strategies used to entice equal participation and encourage learning from all.
Absenteeism
At Manunda Tce, absenteeism was a serious problem, with some of my students away for so many days of the term that any learning gained was often lost with the lapse of time between lessons. To combat this, Manunda’s principle had developed a reward incentive for students to come to school. The outcome of over 95% attendance across the classroom was awarded with a special lunch or an excursion to an appropriate place. Given the low socioeconomic standing of these students, these rewards were great incentive to come to school.
Reflection:
Student Wellbeing
Class chat on Wednesday June 6th
Talking about ‘hurtful words’ – think about what you’re doing and it’s effects on someone else’s brain – consider a blank, crisp piece of paper. The negative words you say mould and shape that piece of paper, just as they do on someone’s brain. Each scrunch of the paper is your word’s effects. Students take turns saying something negative about themselves, or daily life/events, and scrunch paper to extent the wish before passing to next person. By the time the paper has been passed around the class it is a tightly scrunched ball. Teacher now unfolds paper and attempts to straighten out creases. But, once scrunched, the ‘brain’ cannot forget the hurtful words, even if they are straightened out (eg. it an apology is given, or new words said to try to dampen the old).Even if something distasteful leaves your mouth, it will always have a place on the person you say it to’s brain and memory. This is the power of words.
End a talk like the above on a positive note – try the opposite with each member of class saying something positive, something they are grateful for, complimenting someone else. Make colourful messages of this attitude around the class, or have students take a positive thought with them to their desks.
4.2. Manage classroom activities – Demonstrate the capacity to organise classroom activities and provide clear directions
Always kept students on task. (Kathy Dinoris, Mentor ETP420 Practicum 2012)
Students were aware of the purpose of learning context. (Kathy Dinoris, Mentor ETP420 Practicum 2012)
Through my placements, I have either individually carried out or team-taught the following lessons:
I have also observed the following:
This is why I requested extra time at Westgarth with the P.E. teacher, Ricky Davis, as my mentor for 10 days.
4.3. Manage challenging behaviour – Demonstrate knowledge of practical approaches to manage challenging behaviour
Always kept students on task. (Kathy Dinoris, Mentor ETP420 Practicum)
** Eg. Photo of behaviour management chart as displayed at school/in classroom**
An important experience I have had in the development of management plans for behavioural challenges has been Westgarth’s team workshops for updating the school behaviour policies. Students across the grades (grades 5 and 6, and grades 3 and 4), were given the opportunity to present their thoughts, feelings and views on Westgarth’s current behaviour policies and how they felt they should be. I found it to be a great means of involving students in the development of school policy and for giving them a voice in their school’s processes.
** WPS held a behavioural management workshop, to discuss amendments to policy and processes for dealing with both positive and negative behaviours across the school, with grade 3/4 and 5/6, 19th June 2013 **
The contrast between my Northern Territory and my Melbourne city placements could not have been starker when it came to behavioural challenges. While in Manunda Tce it was not uncommon for students to run in and out of classroom doors whilst teaching was taking place, or to climb on top of tables and chairs during explicit instruction, this would never be the case at Westgarth! While the former did not promote this behaviour, it was flexible enough with the engagement of students who would otherwise be at home in housing commission or “camped” areas and getting into unknown trouble (as was the case at times during my placement) were within the school and learning as much as possible at given points in time.
It goes to show that even behaviour management needs to b flexible enough to meet diverse student populations and to promote learning in the most appropriate way given the circumstances.
Behavioural Management
Within the classroom, the following behavioural management strategies can guide me in my classroom order (as adapted from Lyons et al. 2011), with individual student unique personality traits and preferences for attention and closeness determining the extent and range of methods employed;
As a pre-service teacher, especially, but also upon graduation, I feel that it is necessary to always discuss problem behaviour and best-interest strategies for intervention with those more experienced or in leadership roles within the school.
4.4. Maintain student safety – Describe strategies that support student wellbeing and safety working within school and/or system, curriculum and legislative requirements
Safety requires the combination of connectedness, confidence, respect and satisfaction.
The National School Safe Framework (MCEECDYA 2011)
http://www.mceecdya.edu.au/verve/_resources/NSSFramework.pdf
The National Safe Schools Framework identifies nine key elements to assist schools in planning, implementing and maintaining a safe, supportive and protective learning community that promotes student safety and wellbeing. These are:
National legislation, furthermore, guides school safety across a number of other levels through the following, amongst others:
Westgarth Primary’s Buddy Program
An example of building student safety at Westgarth Primary can be found in the simple format of the Buddy Program. Once a week the 3/4 class meets with their 1/2 buddy class for reading and library time or other planned activities. While seemingly solely a “nice” experience for children, this program meets the school’s promotion of a safe and friendly environment as well. Buddy systems can help to promote friendship and support between older and younger peers through regular collaboration, which also fosters a sense of whole-school community. The key characteristic of most buddy systems is the participation of older students in positive, supportive, structured and facilitated one-on-one relationships with younger students. Buddy systems can create feelings of connectedness that enable both older and younger ‘buddies’ to bond more closely with their school within a psychologically safe environment, thereby increasing the likelihood of more positive school behaviour and less bullying or unacceptable behaviour.
When in the Northern Territory, I mentioned a similar program to my mentor with regards to having students from the local high school come in to read with the younger primary years’ students. This would be a positive addition to the curriculum for both schools for the above reasons, especially giving older students a sense of worth and purpose, and a leadership/mentor role, as well as the younger ones a sense of achievement and pride, motivation and purpose in their reading development and lesson engagement.
** See pictures of the buddy program in action below **
4.5. Use ICT safely, responsibly and ethnically – Demonstrate an understanding of the relevant issues and strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Cymbersmart is a government initiative that supports schools in teaching students how to by cybersmart and use the internet safely. The program addresses four capabilities:
http://www.cybersmart.gov.au/Schools/Cybersafety%20Policy%20guidance/National%20state%20and%20territory%20cybersafety%20policies/VIC%20policies.aspx
The Department of Education and Early Childhood Development (DEECD) has developed Learning on Line: a guide to ethical and safe use of the internet in Victorian schools.
The website has been produced to provide recommendations and resources to help schools:
Schools may use the templates provided via Learning on Line to develop their own acceptable use policies. It is important that schools read all of the duty of care requirements under the Acceptable use kits for Schools.
http://www.cybersmart.gov.au/Schools/Cybersafety%20Policy%20guidance/National%20state%20and%20territory%20cybersafety%20policies/VIC%20policies.aspx
With the increasing use of the internet, and the addition of our classroom blog for learning purposes, it was essential that Sarah and I discussed the issues evolving around the use of the worldwide web and with internet safety between ourselves and then with the students. This took place and letters were sent home to parents prior to the site being established and published.
** See picture previously in Standard 3**
•I will create a trusting and safe place for all of my students;
Tash ensured that the students were supported and extended perfectly. (Sarah Morris, ETP246 Placement Mentor WPS, 2013)
4.1. Support student participation – Identify strategies to support inclusive student participation and engagement in classroom activities
- Students learn best when they feel accepted, when
they enjoy positive relationships with their fellow students and teachers, and when they are able to be active, visible members of the learning community.
Effective teachers foster positive relationships within environments that are
caring, inclusive, non-discriminatory, and cohesive. Effective
teachers attend to the cultural and linguistic diversity of all their students.
(The Ministry of Education, New Zealand)
All students, regardless of race, gender, age, socioeconomic status, culture, home circumstance or learning level requires:
- Affirmation
- Contribution
- Purpose
- Power
- Challenge
As a teacher, I must identify issues and plan for them.
Drawing from my experience, I can select an example of strategies used to entice equal participation and encourage learning from all.
Absenteeism
At Manunda Tce, absenteeism was a serious problem, with some of my students away for so many days of the term that any learning gained was often lost with the lapse of time between lessons. To combat this, Manunda’s principle had developed a reward incentive for students to come to school. The outcome of over 95% attendance across the classroom was awarded with a special lunch or an excursion to an appropriate place. Given the low socioeconomic standing of these students, these rewards were great incentive to come to school.
Reflection:
Student Wellbeing
Class chat on Wednesday June 6th
Talking about ‘hurtful words’ – think about what you’re doing and it’s effects on someone else’s brain – consider a blank, crisp piece of paper. The negative words you say mould and shape that piece of paper, just as they do on someone’s brain. Each scrunch of the paper is your word’s effects. Students take turns saying something negative about themselves, or daily life/events, and scrunch paper to extent the wish before passing to next person. By the time the paper has been passed around the class it is a tightly scrunched ball. Teacher now unfolds paper and attempts to straighten out creases. But, once scrunched, the ‘brain’ cannot forget the hurtful words, even if they are straightened out (eg. it an apology is given, or new words said to try to dampen the old).Even if something distasteful leaves your mouth, it will always have a place on the person you say it to’s brain and memory. This is the power of words.
End a talk like the above on a positive note – try the opposite with each member of class saying something positive, something they are grateful for, complimenting someone else. Make colourful messages of this attitude around the class, or have students take a positive thought with them to their desks.
4.2. Manage classroom activities – Demonstrate the capacity to organise classroom activities and provide clear directions
Always kept students on task. (Kathy Dinoris, Mentor ETP420 Practicum 2012)
Students were aware of the purpose of learning context. (Kathy Dinoris, Mentor ETP420 Practicum 2012)
Through my placements, I have either individually carried out or team-taught the following lessons:
- Literacy – reading activities across units
- Literacy – Writing, handwriting from grades prep to 4, narrative, poetry, reflections, recounts, persuasive
- Numeracy – activities from grades 1 to 4 across units
- Research and Inquiry
- ICT
- Health and P.E
- S.O.S.E
I have also observed the following:
- Music
- Art
- P.E and health - in addition to taking both lessons
- O.T - there was an occupatinal therapist present on-site part-time at Manunda Tce Primary. I spend some time with her and her students.
This is why I requested extra time at Westgarth with the P.E. teacher, Ricky Davis, as my mentor for 10 days.
4.3. Manage challenging behaviour – Demonstrate knowledge of practical approaches to manage challenging behaviour
Always kept students on task. (Kathy Dinoris, Mentor ETP420 Practicum)
** Eg. Photo of behaviour management chart as displayed at school/in classroom**
An important experience I have had in the development of management plans for behavioural challenges has been Westgarth’s team workshops for updating the school behaviour policies. Students across the grades (grades 5 and 6, and grades 3 and 4), were given the opportunity to present their thoughts, feelings and views on Westgarth’s current behaviour policies and how they felt they should be. I found it to be a great means of involving students in the development of school policy and for giving them a voice in their school’s processes.
** WPS held a behavioural management workshop, to discuss amendments to policy and processes for dealing with both positive and negative behaviours across the school, with grade 3/4 and 5/6, 19th June 2013 **
The contrast between my Northern Territory and my Melbourne city placements could not have been starker when it came to behavioural challenges. While in Manunda Tce it was not uncommon for students to run in and out of classroom doors whilst teaching was taking place, or to climb on top of tables and chairs during explicit instruction, this would never be the case at Westgarth! While the former did not promote this behaviour, it was flexible enough with the engagement of students who would otherwise be at home in housing commission or “camped” areas and getting into unknown trouble (as was the case at times during my placement) were within the school and learning as much as possible at given points in time.
It goes to show that even behaviour management needs to b flexible enough to meet diverse student populations and to promote learning in the most appropriate way given the circumstances.
Behavioural Management
Within the classroom, the following behavioural management strategies can guide me in my classroom order (as adapted from Lyons et al. 2011), with individual student unique personality traits and preferences for attention and closeness determining the extent and range of methods employed;
- Scanning - position yourself in the classroom so you can see all students.
- Proximity control - students who are physically closest to the teacher work harder ((Brekelmans, Wubbels & Tartwijk, 2005).
- Facial expressions and signals - e.g., hand clapping, holding up a hand, frowning.
- Tactical ignoring - resist the temptation to address all inappropriate behaviours immediately.
- Set positive rules - negotiate rules with students early, ensure that students and parents understand what behaviour is expected in class, and the consequences, both positive and negative, for compliance and noncompliance.
- Class routines - students need to work within these frameworks and reflect on their effectiveness in terms of future practice.
- Re-direction - rather than ask a student to stop talking a teacher might instead quietly say "Okay John, we're looking at page 23" or "How is it going? Do you need any help?"
- Rule reminders - prompt students about the rules (e.g., "Jason, remember our rule about hands up" or "What are you doing? What should you be doing? Can I help you with that?"
- Blocking - the teacher blocks the student's arguement. For example, a student being asked to put his electric rubber away might start arguing, "but other teachers let me have it". In this case the teacher would provide partial agreement followed by repeated blocks: "That might be the case, but I am asking you to put it away."
- Offering choices - "You either stay here and do your work or go to Mr Smith's office, it's your choice", said in a calm, quiet manner. It's important to give the student wait time.
- Follow through - "Jason, you have continued to talk loudly; you need to go to Mr Smith's office".
- Repair the relationship - when both teacher and student are calm, talk about preventing future conflicts.
As a pre-service teacher, especially, but also upon graduation, I feel that it is necessary to always discuss problem behaviour and best-interest strategies for intervention with those more experienced or in leadership roles within the school.
4.4. Maintain student safety – Describe strategies that support student wellbeing and safety working within school and/or system, curriculum and legislative requirements
Safety requires the combination of connectedness, confidence, respect and satisfaction.
The National School Safe Framework (MCEECDYA 2011)
http://www.mceecdya.edu.au/verve/_resources/NSSFramework.pdf
The National Safe Schools Framework identifies nine key elements to assist schools in planning, implementing and maintaining a safe, supportive and protective learning community that promotes student safety and wellbeing. These are:
- Leadership commitment to a safe school.
- A supportive and connected school culture.
- Policies and procedures.
- Professional learning.
- Positive behaviour management.
- Engagement, skill development and safe school curriculum.
- A focus on student well being and student ownership.
- Early intervention and targeted support.
- Partnerships with families and communities.
National legislation, furthermore, guides school safety across a number of other levels through the following, amongst others:
- Disability Discrimination Act 1992
- Human Rights and Equal Opportunity Commission (HREOC) Act 1986
- Racial Discrimination Act 1975
- Racial Hatred Act 1995
- Sex Discrimination Act 1984
- Education Services for Overseas Students (ESOS) Act 2000
Westgarth Primary’s Buddy Program
An example of building student safety at Westgarth Primary can be found in the simple format of the Buddy Program. Once a week the 3/4 class meets with their 1/2 buddy class for reading and library time or other planned activities. While seemingly solely a “nice” experience for children, this program meets the school’s promotion of a safe and friendly environment as well. Buddy systems can help to promote friendship and support between older and younger peers through regular collaboration, which also fosters a sense of whole-school community. The key characteristic of most buddy systems is the participation of older students in positive, supportive, structured and facilitated one-on-one relationships with younger students. Buddy systems can create feelings of connectedness that enable both older and younger ‘buddies’ to bond more closely with their school within a psychologically safe environment, thereby increasing the likelihood of more positive school behaviour and less bullying or unacceptable behaviour.
When in the Northern Territory, I mentioned a similar program to my mentor with regards to having students from the local high school come in to read with the younger primary years’ students. This would be a positive addition to the curriculum for both schools for the above reasons, especially giving older students a sense of worth and purpose, and a leadership/mentor role, as well as the younger ones a sense of achievement and pride, motivation and purpose in their reading development and lesson engagement.
** See pictures of the buddy program in action below **
4.5. Use ICT safely, responsibly and ethnically – Demonstrate an understanding of the relevant issues and strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Cymbersmart is a government initiative that supports schools in teaching students how to by cybersmart and use the internet safely. The program addresses four capabilities:
- Digital media literacy
- Positive online communication
- Peer and personal safety and
- e-Security
http://www.cybersmart.gov.au/Schools/Cybersafety%20Policy%20guidance/National%20state%20and%20territory%20cybersafety%20policies/VIC%20policies.aspx
The Department of Education and Early Childhood Development (DEECD) has developed Learning on Line: a guide to ethical and safe use of the internet in Victorian schools.
The website has been produced to provide recommendations and resources to help schools:
- develop school policy and practices surrounding the safe and ethical use of the internet
- manage and use the internet across the school including the school website
- understand online legalities, including those related to digital copyright and online privacy
- plan curriculum involving the internet.
Schools may use the templates provided via Learning on Line to develop their own acceptable use policies. It is important that schools read all of the duty of care requirements under the Acceptable use kits for Schools.
http://www.cybersmart.gov.au/Schools/Cybersafety%20Policy%20guidance/National%20state%20and%20territory%20cybersafety%20policies/VIC%20policies.aspx
With the increasing use of the internet, and the addition of our classroom blog for learning purposes, it was essential that Sarah and I discussed the issues evolving around the use of the worldwide web and with internet safety between ourselves and then with the students. This took place and letters were sent home to parents prior to the site being established and published.
** See picture previously in Standard 3**