Create and maintain supportive and safe learning environments
As part of the first year of my degree, I went on a professional placement one day a week in a primary school. I was observing and assisting in a year 1/2 classroom. As part of this, I obtained a professional experience report. This report meets standard four, focus area 4.1.1: 'models an enthusiastic and positive attitude towards teaching and learning' (see report comments). While on the placement, I was required to work with students who had learning difficulties. As such, I discussed strategies to engage them with the classroom teacher. This is also included in focus area 4.1.1: 'discusses strategies with the classroom teacher'. We discussed the class's use of a rewards chart, which encouraged the students to behave, so that they could claim a reward at the end of the day. This strategy was quite effective with the students in that particular classroom.
EPT329 Annotations:
In this chosen lesson plan, I aimed to engage and support students using a variety of strategies. I developed a lesson which utilized interactive ICT resources, in order to engage students in their learning. I also provided instruction for students of differing ability levels. As this was a review lesson, I included both guided and independent questions for students, to support those who were struggling. I also circulated the room during independent questions to provide additional support to students. The virtual circuit building activity within the presentation provided extension level students an opportunity to focus on more complex circuits by choosing the higher circuit building levels. Students were also paired for the independent questions, with students of different ability levels in order to give an opportunity to collaboratively learn from one another. This idea is supported in Weatherby-fell (2015), who states “students are purposefully grouped in different ways over time, depending on the objectives of the lesson or task, to facilitate opportunities” (p.164). I believed that purposefully grouping students of differing levels would assist with their learning of the scientific concepts of this lesson.
In this chosen lesson plan, I aimed to engage and support students using a variety of strategies. I developed a lesson which utilized interactive ICT resources, in order to engage students in their learning. I also provided instruction for students of differing ability levels. As this was a review lesson, I included both guided and independent questions for students, to support those who were struggling. I also circulated the room during independent questions to provide additional support to students. The virtual circuit building activity within the presentation provided extension level students an opportunity to focus on more complex circuits by choosing the higher circuit building levels. Students were also paired for the independent questions, with students of different ability levels in order to give an opportunity to collaboratively learn from one another. This idea is supported in Weatherby-fell (2015), who states “students are purposefully grouped in different ways over time, depending on the objectives of the lesson or task, to facilitate opportunities” (p.164). I believed that purposefully grouping students of differing levels would assist with their learning of the scientific concepts of this lesson.
Critical Reflection of lesson, and School Placement Policies:
Within my chosen lesson plan (above) I utilized a number of inclusion strategies in order to include and engage all students. The activity utilized interactive ICT resources, as well as the opportunity to work with peers to attempt to engage students. I utilized guided questions to support lower ability students, collaborative learning to allow students to learn from one another, and interactive activities which increased in difficultly, providing potential challenges for extension level students. This plan, and its implementation in the classroom demonstrates my capacity to achieve standards 4.1 “Support student participation” (AITSL, 2014), 4.2 “Manage classroom activites” (AITSL, 2014), 4.3 “Manage challenging behaviour” (AITSL, 2014) and 4.5 “Use ICT safely, responsibly and ethically” (AITSL, 2014). Standard 4.3 is demonstrated through the engagement of students to the lesson, as challenging student behaviour can be an indication of a lack of student understanding, or boredom at the activity (McDonald, 2013). However, I feel there is a gap with this evidence regarding standard 4.4 “Maintain student safety” (AITSL, 2014). I have developed a learning goal around this standard, involving the successful management of student behaviour while entering the classroom. Student behaviour at this time is important, as mishandling this can have severe consequences (Weatherby-fell, 2015). If I successfully manage this behaviour, student safety is supported. Students are more likely to be engaged at the commencement of the lesson.
Policy annotations: there was a focus on student safety and well-being in the policies at my placement school. Students were to be in a supported environment at all times, with staff (including placement students) required to support workplace safety, and a number of responsibilities. The school had a PBL focus, with ‘prize keys’ awarded to students displaying positive behaviours. These were then used in a prize raffle for students.
Reflection:
Within my placement school, I was required to support student well-being. I was required to complete playground duties with my supervising teacher, be punctual at all times, and be sure to abide by school safety regulations, in order to keep myself and the students safe. Student wellbeing requires a supportive environment, where they can go to a trusted teacher. Trusting student-teacher relationship as such, must be developed (McDonald, 2013). My responsibilities were observing my supervising teacher in her various roles within the school, and assisting where necessary. I worked to promote student well-being through attempting to develop a rapport with my class of students, and consistently supporting the schools PBL policy, using positive reinforcement ‘prize keys’ to reward students for safe behaviour in the playground. This promoted student safety, while also making students feel proud of their behaviour.
Within my chosen lesson plan (above) I utilized a number of inclusion strategies in order to include and engage all students. The activity utilized interactive ICT resources, as well as the opportunity to work with peers to attempt to engage students. I utilized guided questions to support lower ability students, collaborative learning to allow students to learn from one another, and interactive activities which increased in difficultly, providing potential challenges for extension level students. This plan, and its implementation in the classroom demonstrates my capacity to achieve standards 4.1 “Support student participation” (AITSL, 2014), 4.2 “Manage classroom activites” (AITSL, 2014), 4.3 “Manage challenging behaviour” (AITSL, 2014) and 4.5 “Use ICT safely, responsibly and ethically” (AITSL, 2014). Standard 4.3 is demonstrated through the engagement of students to the lesson, as challenging student behaviour can be an indication of a lack of student understanding, or boredom at the activity (McDonald, 2013). However, I feel there is a gap with this evidence regarding standard 4.4 “Maintain student safety” (AITSL, 2014). I have developed a learning goal around this standard, involving the successful management of student behaviour while entering the classroom. Student behaviour at this time is important, as mishandling this can have severe consequences (Weatherby-fell, 2015). If I successfully manage this behaviour, student safety is supported. Students are more likely to be engaged at the commencement of the lesson.
Policy annotations: there was a focus on student safety and well-being in the policies at my placement school. Students were to be in a supported environment at all times, with staff (including placement students) required to support workplace safety, and a number of responsibilities. The school had a PBL focus, with ‘prize keys’ awarded to students displaying positive behaviours. These were then used in a prize raffle for students.
Reflection:
Within my placement school, I was required to support student well-being. I was required to complete playground duties with my supervising teacher, be punctual at all times, and be sure to abide by school safety regulations, in order to keep myself and the students safe. Student wellbeing requires a supportive environment, where they can go to a trusted teacher. Trusting student-teacher relationship as such, must be developed (McDonald, 2013). My responsibilities were observing my supervising teacher in her various roles within the school, and assisting where necessary. I worked to promote student well-being through attempting to develop a rapport with my class of students, and consistently supporting the schools PBL policy, using positive reinforcement ‘prize keys’ to reward students for safe behaviour in the playground. This promoted student safety, while also making students feel proud of their behaviour.