Standard 4 – Create and maintain supportive and safe learning environments
4.1 Support student participation
Reflection and Evidence
A successful lesson, activity or task will engage all students and promote student participation. If students are participating, they are therefore engaged and learning can take place (1.2). This will also help manage the classroom (4.2) and is a preventative strategy for off task behaviour (4.3).
My teaching style is relaxed and fun and I encourage students to ask questions by being positive, open and friendly. Learning names early became a priority so I could call on individual students to support their participation in class or to draw them back on task.
One of my topic starters and getting to know a new group of students was to play a game I devised called ‘Verbal Volleyball’.
It involved students brainstorming words and ideas on a particular topic in small groups and then setting up the classroom like a volleyball court where students could earn points for serving the opposite team an idea and them returning with another original idea which could be volleyed to other team members with matching ideas first to gain more points. See game instructions for more details.
All students were happy to participate and it was an excellent way for us to get to know each other (1.1, 1.2).
Reflection and Evidence
A successful lesson, activity or task will engage all students and promote student participation. If students are participating, they are therefore engaged and learning can take place (1.2). This will also help manage the classroom (4.2) and is a preventative strategy for off task behaviour (4.3).
My teaching style is relaxed and fun and I encourage students to ask questions by being positive, open and friendly. Learning names early became a priority so I could call on individual students to support their participation in class or to draw them back on task.
One of my topic starters and getting to know a new group of students was to play a game I devised called ‘Verbal Volleyball’.
It involved students brainstorming words and ideas on a particular topic in small groups and then setting up the classroom like a volleyball court where students could earn points for serving the opposite team an idea and them returning with another original idea which could be volleyed to other team members with matching ideas first to gain more points. See game instructions for more details.
All students were happy to participate and it was an excellent way for us to get to know each other (1.1, 1.2).
In year 8 mathematics, I did an activity with students to help concrete the concept that a linear horizontal live has no slope by having students hold an exercise called a hover and compete to see who could hold it the longest. Not only did this reinforce the concept and give them a physical link to the idea (1.2), but provided them with an opportunity to have a break from sitting still and concentrating (4.3).
Initially I had planned this activity as a demonstration involving several students performing the exercise and one timing them. However, it was so successful that the students begged me for a turn so I repeated the activity with the whole class participating – most performing the exercise and the rest around the room with stopwatches.
Interestingly, most of the students who held record times in this activity tended to struggle in mathematics and this gave them a chance to be highly successful in an activity in the mathematics classroom and I saw them grow in confidence and self esteem and become more positive after this (1.1, 1.2).
Initially I had planned this activity as a demonstration involving several students performing the exercise and one timing them. However, it was so successful that the students begged me for a turn so I repeated the activity with the whole class participating – most performing the exercise and the rest around the room with stopwatches.
Interestingly, most of the students who held record times in this activity tended to struggle in mathematics and this gave them a chance to be highly successful in an activity in the mathematics classroom and I saw them grow in confidence and self esteem and become more positive after this (1.1, 1.2).
“A strength evident in Christine’s teaching was her ability to involve all students in active learning. This was demonstrated in the questions she frequently posed to the students whilst content was presented. Additionally, Christine made practical experiments meaningful and relevant by actively interacting with all groups and by discussing observations, inferences and conclusions.” Sacred Heart College Senior Mentor Feedback, 2015
ICT elaboration
Group work is a great way for students to interact, actively learn from each other, direct their learning and allows the teacher to be able to assist groups or individuals and provide scaffolding to students who need extra help. It could be common for a more confident student to take over the group assignment so one way to support ALL student participation would be to assign mini tasks to each group member to complete their task together.
For example, students in chemistry may be asked to prepare a report of a practical they have just completed on the properties of polymers.
Part A Appearance and hardness
Part B Effect of boiling water
Part C Density
Part D Elasticity
Part E Effect of solvents
Conclusion – which polymers had properties in common, classify polymers according to properties
http://resources.mhs.vic.edu.au/chemistry/year11/year11.html
See attached handbook, page 31
Rather than students individually preparing a traditional paper report, they could work collaboratively in a group to and each student given a part to present.
They could present their section including what, why, how and results using a podcast such as Explain Everything. They could prepare a picture/drawing/slide and verbalise their findings, put them all together as a group and present the information to the rest of the class or hand up to the teacher for marking. This ensures each student participates caters for diversity in learning styles.
Group work is a great way for students to interact, actively learn from each other, direct their learning and allows the teacher to be able to assist groups or individuals and provide scaffolding to students who need extra help. It could be common for a more confident student to take over the group assignment so one way to support ALL student participation would be to assign mini tasks to each group member to complete their task together.
For example, students in chemistry may be asked to prepare a report of a practical they have just completed on the properties of polymers.
Part A Appearance and hardness
Part B Effect of boiling water
Part C Density
Part D Elasticity
Part E Effect of solvents
Conclusion – which polymers had properties in common, classify polymers according to properties
http://resources.mhs.vic.edu.au/chemistry/year11/year11.html
See attached handbook, page 31
Rather than students individually preparing a traditional paper report, they could work collaboratively in a group to and each student given a part to present.
They could present their section including what, why, how and results using a podcast such as Explain Everything. They could prepare a picture/drawing/slide and verbalise their findings, put them all together as a group and present the information to the rest of the class or hand up to the teacher for marking. This ensures each student participates caters for diversity in learning styles.
4.2 Manage classroom activities
Reflection and Evidence
Structure and routine is crucial to any learning environment so students know what to expect and what is expected of them. This ensures they can achieve maximum learning and results in the class time available. Just as a teacher uses a lesson and unit plan to sequence learning activities so lessons are well planned and transitions between activities are smooth, if students know the structure and routine of a lesson, it can help keep them engaged, on task and manage challenging behavior (4.3).
While teaching senior students, I put less emphasis on this and would verbally run through the lesson sequence and learning outcomes at the start of the lesson and always have set tasks, tasks to go on with and homework both verbally communicated and visually on the board for reference (3.5). The senior students I taught responded well to this method.
When teaching year 8 middle school students, I found they needed highly structured lessons to manage their behavior and keep them on task, so I would have a lesson outline pre written on the whiteboard and all tasks in writing to avoid repeating myself or giving students the excuse of not knowing what to do or where we were up to. See whiteboard image for topic heading, page number and question set as evidence.
I made a point to check students wrote their homework in their diaries which were signed weekly by parents (3.7) and also uploaded a lesson outline and homework on to the school’s learning platform, daymap, to keep parents informed (7.3).
Whiteboard image showing topic, textbook page and questions to complete in a year 8 mathematics class
Reflection and Evidence
Structure and routine is crucial to any learning environment so students know what to expect and what is expected of them. This ensures they can achieve maximum learning and results in the class time available. Just as a teacher uses a lesson and unit plan to sequence learning activities so lessons are well planned and transitions between activities are smooth, if students know the structure and routine of a lesson, it can help keep them engaged, on task and manage challenging behavior (4.3).
While teaching senior students, I put less emphasis on this and would verbally run through the lesson sequence and learning outcomes at the start of the lesson and always have set tasks, tasks to go on with and homework both verbally communicated and visually on the board for reference (3.5). The senior students I taught responded well to this method.
When teaching year 8 middle school students, I found they needed highly structured lessons to manage their behavior and keep them on task, so I would have a lesson outline pre written on the whiteboard and all tasks in writing to avoid repeating myself or giving students the excuse of not knowing what to do or where we were up to. See whiteboard image for topic heading, page number and question set as evidence.
I made a point to check students wrote their homework in their diaries which were signed weekly by parents (3.7) and also uploaded a lesson outline and homework on to the school’s learning platform, daymap, to keep parents informed (7.3).
Whiteboard image showing topic, textbook page and questions to complete in a year 8 mathematics class
ICT elaboration
Current and future classroom activities can also be reinforced on a learning platform such as Edmodo.
By creating an Edmodo site, students can access it anytime, anywhere to check homework tasks, extra learning resources, post to forums and ask questions. Their parents may also access the site to keep in touch with what is happening in the classroom.
For example, students may have an upcoming excursion which the teacher has explained in class and given out parental/guardian consent forms to have signed allowing them to participate. The teacher also directed students to write in their diary about getting the form signed and when the proposed outing is so parents will see this when they sign the students diary at the end of the week.
The teacher may also upload this information to Edmodo so parents be engaged in the educative process and can log in and see information about the upcoming field trip, know where their child is on which date and if the hard copy of the consent form gets lost, can print another one saving the extra step of sourcing from the teacher.
Current and future classroom activities can also be reinforced on a learning platform such as Edmodo.
By creating an Edmodo site, students can access it anytime, anywhere to check homework tasks, extra learning resources, post to forums and ask questions. Their parents may also access the site to keep in touch with what is happening in the classroom.
For example, students may have an upcoming excursion which the teacher has explained in class and given out parental/guardian consent forms to have signed allowing them to participate. The teacher also directed students to write in their diary about getting the form signed and when the proposed outing is so parents will see this when they sign the students diary at the end of the week.
The teacher may also upload this information to Edmodo so parents be engaged in the educative process and can log in and see information about the upcoming field trip, know where their child is on which date and if the hard copy of the consent form gets lost, can print another one saving the extra step of sourcing from the teacher.
4.3 Manage challenging behavior
Reflection and Evidence
Using preventative strategies is a crucial way of managing challenging behavior which can include establishing a routine at the start of every class and negotiating some ‘class rules’ with students to help them feel like the classroom is their own space, their opinion matters (teacher respecting and valuing student’s opinions) and to encourage the smooth running of the classroom in general.
Some of my most used preventative and supportive strategies are:
The Blackwood High School Staff Handbook outlines the schools ‘Culture of Respect’ policy and behavior management plan in the classroom.
The steps are as follows:
1. Reminder
2. Warning
3. Brief sit out
4. Reflection referrals – a student is send to a support teacher’s classroom and a flow chart of actions follow leading to a resolution between the student and teacher with documentation to record the stages.
The staff handbook also outlines other school procedures which result in consequence of different types of detention and how to allocate these. My students were consistently not completing homework so after a written warning, I gave them lunchtime detentions and the homework completion rate increased.
Reflection and Evidence
Using preventative strategies is a crucial way of managing challenging behavior which can include establishing a routine at the start of every class and negotiating some ‘class rules’ with students to help them feel like the classroom is their own space, their opinion matters (teacher respecting and valuing student’s opinions) and to encourage the smooth running of the classroom in general.
Some of my most used preventative and supportive strategies are:
- Highly structured lessons and engaging tasks
- Positive classroom and mutual respect between students and teacher
- Building relationships with students
- Using names to alert individual behavior
- Giving a warning and shifting a student
The Blackwood High School Staff Handbook outlines the schools ‘Culture of Respect’ policy and behavior management plan in the classroom.
The steps are as follows:
1. Reminder
2. Warning
3. Brief sit out
4. Reflection referrals – a student is send to a support teacher’s classroom and a flow chart of actions follow leading to a resolution between the student and teacher with documentation to record the stages.
The staff handbook also outlines other school procedures which result in consequence of different types of detention and how to allocate these. My students were consistently not completing homework so after a written warning, I gave them lunchtime detentions and the homework completion rate increased.
ICT elaboration
‘Class rules’ could include things like mutual respect, interesting lessons and students getting feedback on their work.
Some great ideas and examples on this website: http://712educators.about.com/cs/backtoschool/a/classrules.htm
Instead of this discussion taking up valuable class time, it could be set as a homework task where the students need to post their ideas of class rules to a discussion board on a learning platform such Edmodo. The teacher could then collate these responses and form a set of ‘rules’ for the class.
Another part of the class routine could be things such as if the student repeatedly forgets their books/homework then after a certain number of warnings a note is sent home to parents. This information could be posted to the Edmodo site for parents to be aware of so they are not upset or confused if their child suddenly has a note in their diary, receives a phone call or complains of unfair treatment.
‘Class rules’ could include things like mutual respect, interesting lessons and students getting feedback on their work.
Some great ideas and examples on this website: http://712educators.about.com/cs/backtoschool/a/classrules.htm
Instead of this discussion taking up valuable class time, it could be set as a homework task where the students need to post their ideas of class rules to a discussion board on a learning platform such Edmodo. The teacher could then collate these responses and form a set of ‘rules’ for the class.
Another part of the class routine could be things such as if the student repeatedly forgets their books/homework then after a certain number of warnings a note is sent home to parents. This information could be posted to the Edmodo site for parents to be aware of so they are not upset or confused if their child suddenly has a note in their diary, receives a phone call or complains of unfair treatment.
4.4 Manage student safety
Reflection and Evidence
Student safety is paramount in a classroom and is the teacher’s responsibility to ensure students are well educated on the rules and their responsibilities in class.
In the example of a science class preparing for a practical task, rather than simply presenting students with a list of lab safety rules, it may be more effective to have students think of the rules themselves and have a group discussion.
In my science classes, I always role modeled laboratory safety by wearing a lab coat and safety glasses. Practicals were booked online through Risk Assess which generated a risk assessment as well as booked materials though the laboratory manager.
Reflection and Evidence
Student safety is paramount in a classroom and is the teacher’s responsibility to ensure students are well educated on the rules and their responsibilities in class.
In the example of a science class preparing for a practical task, rather than simply presenting students with a list of lab safety rules, it may be more effective to have students think of the rules themselves and have a group discussion.
In my science classes, I always role modeled laboratory safety by wearing a lab coat and safety glasses. Practicals were booked online through Risk Assess which generated a risk assessment as well as booked materials though the laboratory manager.
investigation-4_observing_reactions_risk_assessment.pdf |
Student safety also extends outside the classroom and during both my times on practicum, I attended yard duties with my mentor teachers, both outside and in the boarder’s dining room at lunch, to ensure students were safe and meet my professional responsibilities.
ICT elaboration
A highly engaging YouTube clip called Zombie College: The 5 rules of Lab Safety to spark student discussion about lab safety and an accompanying worksheet for them to complete in class or as a homework activity.
https://www.youtube.com/watch?v=S6WARqVdWrE.
ICT elaboration
A highly engaging YouTube clip called Zombie College: The 5 rules of Lab Safety to spark student discussion about lab safety and an accompanying worksheet for them to complete in class or as a homework activity.
https://www.youtube.com/watch?v=S6WARqVdWrE.
4. Use ICT safely, responsibly and ethically
Reflection and Evidence
It is the teacher’s responsibility to educate students on the safety and ethics of using any form of ICT in the classroom but I also believe they should be educating students about technology OUTSIDE the classroom also. This is because I believe teachers should genuinely care about students and their wellbeing and this extends outside the classroom also (1.1).
Individual school’s ICT policies can be found in the induction handbook or school intranet.
Internet access was restricted for students to inappropriate sites including anything related to gaming. As following the outlined policy and procedures, I contacted the IT department in advance for them to unlock access to a website I provided which contained a game for students to play matching fractions, decimals and percentages which I could use as an engaging activity to break up a long double lesson (1.2, 3.2). They then unlocked access for my students for that site during that lesson only.
Reflection and Evidence
It is the teacher’s responsibility to educate students on the safety and ethics of using any form of ICT in the classroom but I also believe they should be educating students about technology OUTSIDE the classroom also. This is because I believe teachers should genuinely care about students and their wellbeing and this extends outside the classroom also (1.1).
Individual school’s ICT policies can be found in the induction handbook or school intranet.
Internet access was restricted for students to inappropriate sites including anything related to gaming. As following the outlined policy and procedures, I contacted the IT department in advance for them to unlock access to a website I provided which contained a game for students to play matching fractions, decimals and percentages which I could use as an engaging activity to break up a long double lesson (1.2, 3.2). They then unlocked access for my students for that site during that lesson only.
ICT elaboration
Things to consider using ICT safely and responsibly are sharing passwords, contact details, respecting people’s privacy, respecting copyright, staying safe in chat rooms and cyber bullying.
A website with information about all this things is: http://www.teach-ict.com
A great way to have students learn about these issues would be a discovery learning task using group collaboration such as forming groups of students and giving them a topic to explore and make a 5 minute movie to present to the rest of the class.
Example could be ‘cyber bullying’
Students could explore what this is, how it may happen, what some effects of this may be and how to prevent it. The teacher may facilitate and guide the task by giving an assessment rubric or criteria or scaffolding the structure of the presentation.
Here’s an example of something similar students could do, it’s very powerful and covers: what (rejection of a student because seen as ‘loser’), why (peer pressure), how (mobile phones, social media) and how it could be prevented (student not giving in to peer pressure).
https://www.youtube.com/watch?v=PltmyjazaZ0
Things to consider using ICT safely and responsibly are sharing passwords, contact details, respecting people’s privacy, respecting copyright, staying safe in chat rooms and cyber bullying.
A website with information about all this things is: http://www.teach-ict.com
A great way to have students learn about these issues would be a discovery learning task using group collaboration such as forming groups of students and giving them a topic to explore and make a 5 minute movie to present to the rest of the class.
Example could be ‘cyber bullying’
Students could explore what this is, how it may happen, what some effects of this may be and how to prevent it. The teacher may facilitate and guide the task by giving an assessment rubric or criteria or scaffolding the structure of the presentation.
Here’s an example of something similar students could do, it’s very powerful and covers: what (rejection of a student because seen as ‘loser’), why (peer pressure), how (mobile phones, social media) and how it could be prevented (student not giving in to peer pressure).
https://www.youtube.com/watch?v=PltmyjazaZ0