Graduate Standard 4: Create and maintain supportive and safe learning environments
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.
Student participation is vital in producing a successful classroom. Student participation allows students to demonstrate their knowledge, learn from fellow peers, discuss the content, and ask questions and debate. Rather than having the teacher talking at the students during the entire lesson, student participation can also allow a flip class to happen in which students can actively engage in the learning and teaching throughout the class.
ICT and visual sources such as videos, you-tube and games allow students to actively share their knowledge as well as interact using technology. Teaching technology resources such as Edmodo are a great tool to incorporate student’s participation as students can ask questions, post discussions, post information and resources that they have acquired for the whole class to share.
Much like the example “bush preschool” in AITSL standard 4.1 in “highly accomplished” I would take my ESL students on an excursion to the zoo or botanical gardens where they would be able to educate themselves about the environment around them. I would have different activities that they could do and make sure that they take initiative in leading some of the activities. Prior to the excursion I would use ICT to demonstrate what zoos are, why they are there, what animals, caretaking etc through video clips and question time so that the students have a prior understanding and feel confident in participating and engaging in the activity.
Evidence:
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions
To successfully manage classroom activities it is important that a teacher is organised, aware of the going on in the classroom and clear with instruction. Successful classroom activities means that the class should flow smoothly and allow students to gain a deep understanding of the topic and allow the teacher to have more time to help students individually and as groups. Through programs such as EDMODO, teachers can give the students a ‘heads up’ on the lesson plan and what is expected throughout the lesson.
Along with clear instructions the teachers the teacher can do something similar to that of the 4.2 standard examples where the teacher promotes student responsibility. I would like to do something similar where the teacher creates a positive learning environment by creating a ‘community circle’ where students are promoted to take up the responsibility of their fellow classmates behaviour by encouraging them and giving each other feedback throughout the activity. If the expectation of this is clearly stated on EDMODO and at the start of the class, the class can be given the opportunity to successfully run the success of classroom activities on their own accord. Along with teacher collaborating with the students, they classroom can work as a team to manage the classroom activity. Activities could include various groups researching and discussing ideas for a debate for a climate or ethical issue. The teacher again can use ICT by allowing students to use their laptops or tablets to research whereas other can use the traditional notepad to take notes.
An example of the 4.2 activity is http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00251
Evidence
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.
To successfully manage classroom behaviour it is important that the teacher lays down their ground rules from the start. Gaining respect at the start of a lesson is crucial. Ideas for minimising disruption at the beginning of a lesson include:
-Writing instruction on the board so students know exactly what is expected and can start straight away if that’s what you are planning
-Making sure they are seated and quite before starting your lesson
-Changing students seats if you know that who they will sit with will disrupt the lesson
-Use EDMODO as an ICT tool for clearly re-enforcing the behaviour rules in the classroom
To manage classroom behaviour teachers should stick to a small number of rules that are clearly understood and easy to enforce, involve students in setting the rules up and make sure they understand they exist. Praise students when they are behaving and set up a rewards system for good behaviour. This may include stickers, special responsibilities, being excused from some work and rewards. Teachers must not overreact when misbehaviour occurs, rather use teaching tools that are unobtrutious such as invading a student’s physical space, divert misbehaviour (e.g distract the student with a question or removing items they can fiddle with).
Using ICT throughout a class can be vital to good behaviour and attention span. This can include using a small you-tube video 10 minutes into the class, breaking the class up with a picture puzzle on the internet or a small pop quiz that is fun on the internet.
As a history teacher I would find relevant activities such as interesting or funny sources to put up on the smart board or a short you-tube clip relating to history sources e.g http://www.youtube.com/watch?v=Ahg6qcgoay4
ICT could also be used as a reward at the end of the class for good behaviour, a short, funny, but educational clip could be used as a reward. E.g. ‘The big bang theory’
Evidence
4.4 Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Student safety is crucial to safe, supportive and successful school environments. To feel safe is an important and vital need for humans, especially students who already can feel vunrable to the outside world. In today's world, the safety of students can be easily compromised by cyber bullying, bullying at school, lack of supervision and lack of safety at home, to list a few. The AITSL standard 4.4 ensures that schools are running effective programs that ensure student safety and are continuing to evaluate the effectivness of these programs. An example on how they do this is ensuring that programs such as 'peer meditation' are implemented. This ensures that new students are set up in buddy programs to ensure that they feel safe at school and have a safe network to go to if they do not feel safe. For my ESL students I think this would be a great program, not only would it help them feel comfortable at school, but would also help with friends and give them a supportive network. ICT is also a major factor towards student safety.As well as being a preventive to student safety it can be a channel for students to be bullied and threatened. Using programs such as EDMODO can be useful towards setting up the schools expectations in regards to safety and also allowing the students to use a program where they won't be bullied or feel unsafe. The school can also block different sites that allow bullying to occur and have different programs that ensure the wellbeing of students. E.g at assemblies have a note that re-states the standards of the school and the safety of schools is not to be compromised and wont be accepted. Teachers staff member meetings should always address school safety and how successful it is being implemented at the school and what they can do to fix it.
Evidence:
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.
Legally and ethically schools must implement, practice and renew ICT so that it is safe to use. As AITSL standard 4.5 demonstrates, schools must demonstrate an understanding of the relevant issues related to ICT and incorporate strategies to promote the safe, responsible and ethical use of of ICT programs. Teachers and schools must also be aware of the programs that promote bullying or accessible to bullies. It is vital for schools and teachers to continuously look at and upgrade sites that are unsafe and vunrable to cyber bullying.
Schools should also implement safety days and research days for the students so that students are aware what sites are unsafe and what are safe and what they should look for in regards to cyber bullying and unethical sites. Notes to parents should also be sent home so that parents are aware of ICT safety, what to look for, how to prevent it and who to contact at the school if they have safety issues.
Schools should also have a safety policy for students and staff that they must sign before being able to use ICT at the school. an example: http://www.loretonh.nsw.edu.au/uploads/documents/Safe%20and%20Responsible%20Use%20of%20ICT%20Students.pdf
Evidence
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.
Student participation is vital in producing a successful classroom. Student participation allows students to demonstrate their knowledge, learn from fellow peers, discuss the content, and ask questions and debate. Rather than having the teacher talking at the students during the entire lesson, student participation can also allow a flip class to happen in which students can actively engage in the learning and teaching throughout the class.
ICT and visual sources such as videos, you-tube and games allow students to actively share their knowledge as well as interact using technology. Teaching technology resources such as Edmodo are a great tool to incorporate student’s participation as students can ask questions, post discussions, post information and resources that they have acquired for the whole class to share.
Much like the example “bush preschool” in AITSL standard 4.1 in “highly accomplished” I would take my ESL students on an excursion to the zoo or botanical gardens where they would be able to educate themselves about the environment around them. I would have different activities that they could do and make sure that they take initiative in leading some of the activities. Prior to the excursion I would use ICT to demonstrate what zoos are, why they are there, what animals, caretaking etc through video clips and question time so that the students have a prior understanding and feel confident in participating and engaging in the activity.
Evidence:
- Developed a Praxis for the University of Adelaide course Education, Culture & Diversity with strategies for creating an inclusive classroom.
- Successfully taught students with a range of learning abilities, needs and backgrounds whilst on practicum.
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions
To successfully manage classroom activities it is important that a teacher is organised, aware of the going on in the classroom and clear with instruction. Successful classroom activities means that the class should flow smoothly and allow students to gain a deep understanding of the topic and allow the teacher to have more time to help students individually and as groups. Through programs such as EDMODO, teachers can give the students a ‘heads up’ on the lesson plan and what is expected throughout the lesson.
Along with clear instructions the teachers the teacher can do something similar to that of the 4.2 standard examples where the teacher promotes student responsibility. I would like to do something similar where the teacher creates a positive learning environment by creating a ‘community circle’ where students are promoted to take up the responsibility of their fellow classmates behaviour by encouraging them and giving each other feedback throughout the activity. If the expectation of this is clearly stated on EDMODO and at the start of the class, the class can be given the opportunity to successfully run the success of classroom activities on their own accord. Along with teacher collaborating with the students, they classroom can work as a team to manage the classroom activity. Activities could include various groups researching and discussing ideas for a debate for a climate or ethical issue. The teacher again can use ICT by allowing students to use their laptops or tablets to research whereas other can use the traditional notepad to take notes.
An example of the 4.2 activity is http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00251
Evidence
- Planned and implemented a variety of classroom activities whilst on practicum which students understood and responded to.
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.
To successfully manage classroom behaviour it is important that the teacher lays down their ground rules from the start. Gaining respect at the start of a lesson is crucial. Ideas for minimising disruption at the beginning of a lesson include:
-Writing instruction on the board so students know exactly what is expected and can start straight away if that’s what you are planning
-Making sure they are seated and quite before starting your lesson
-Changing students seats if you know that who they will sit with will disrupt the lesson
-Use EDMODO as an ICT tool for clearly re-enforcing the behaviour rules in the classroom
To manage classroom behaviour teachers should stick to a small number of rules that are clearly understood and easy to enforce, involve students in setting the rules up and make sure they understand they exist. Praise students when they are behaving and set up a rewards system for good behaviour. This may include stickers, special responsibilities, being excused from some work and rewards. Teachers must not overreact when misbehaviour occurs, rather use teaching tools that are unobtrutious such as invading a student’s physical space, divert misbehaviour (e.g distract the student with a question or removing items they can fiddle with).
Using ICT throughout a class can be vital to good behaviour and attention span. This can include using a small you-tube video 10 minutes into the class, breaking the class up with a picture puzzle on the internet or a small pop quiz that is fun on the internet.
As a history teacher I would find relevant activities such as interesting or funny sources to put up on the smart board or a short you-tube clip relating to history sources e.g http://www.youtube.com/watch?v=Ahg6qcgoay4
ICT could also be used as a reward at the end of the class for good behaviour, a short, funny, but educational clip could be used as a reward. E.g. ‘The big bang theory’
Evidence
- Developed a handbook outlining effective behaviour management strategies and the theories behind them.
4.4 Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Student safety is crucial to safe, supportive and successful school environments. To feel safe is an important and vital need for humans, especially students who already can feel vunrable to the outside world. In today's world, the safety of students can be easily compromised by cyber bullying, bullying at school, lack of supervision and lack of safety at home, to list a few. The AITSL standard 4.4 ensures that schools are running effective programs that ensure student safety and are continuing to evaluate the effectivness of these programs. An example on how they do this is ensuring that programs such as 'peer meditation' are implemented. This ensures that new students are set up in buddy programs to ensure that they feel safe at school and have a safe network to go to if they do not feel safe. For my ESL students I think this would be a great program, not only would it help them feel comfortable at school, but would also help with friends and give them a supportive network. ICT is also a major factor towards student safety.As well as being a preventive to student safety it can be a channel for students to be bullied and threatened. Using programs such as EDMODO can be useful towards setting up the schools expectations in regards to safety and also allowing the students to use a program where they won't be bullied or feel unsafe. The school can also block different sites that allow bullying to occur and have different programs that ensure the wellbeing of students. E.g at assemblies have a note that re-states the standards of the school and the safety of schools is not to be compromised and wont be accepted. Teachers staff member meetings should always address school safety and how successful it is being implemented at the school and what they can do to fix it.
Evidence:
- Completed my Reporting Abuse and Neglect full day training.
- Developed a handbook outlining strategies to ensure student wellbeing and promote success.
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.
Legally and ethically schools must implement, practice and renew ICT so that it is safe to use. As AITSL standard 4.5 demonstrates, schools must demonstrate an understanding of the relevant issues related to ICT and incorporate strategies to promote the safe, responsible and ethical use of of ICT programs. Teachers and schools must also be aware of the programs that promote bullying or accessible to bullies. It is vital for schools and teachers to continuously look at and upgrade sites that are unsafe and vunrable to cyber bullying.
Schools should also implement safety days and research days for the students so that students are aware what sites are unsafe and what are safe and what they should look for in regards to cyber bullying and unethical sites. Notes to parents should also be sent home so that parents are aware of ICT safety, what to look for, how to prevent it and who to contact at the school if they have safety issues.
Schools should also have a safety policy for students and staff that they must sign before being able to use ICT at the school. an example: http://www.loretonh.nsw.edu.au/uploads/documents/Safe%20and%20Responsible%20Use%20of%20ICT%20Students.pdf
Evidence
- Completed the University of Adelaide ICT Integration Course to demonstrate my understanding of ICT resources.
- Supplied students with relevant and safe websites for research during both practicums.
- Monitored the use of laptops on both practicums to ensure safe practice.