Effective learning environments....
5.1.1 Demonstrate a variety of strategies to develop rapport with all students
5.1.2 Establish a supportive learning evnrionments where students feel safe to risk full participation
5.1.3 Demonstrate strategies to create a positive environment supporting student effort and learning
5.1.4 Provide clear directions for classroom activities and engage students in purposeful learning activities
5.1.5 Demonstrate knowledge of practical approaches to managing student behaviour and their applications in the classroom
Is it hard to remember back to your school days? What was your experience? Was it an enjoyable time or one fraught with anxieties?
Imagine a small child from another country, or even another state starting in your class....what would it be like for them? What life, friends and home did they leave behind? How is it to change or start schools at a tender age.
Yes, children are resilient....but....lets think of all the animal species on earth. They do not send their young ones off at a tender young age to a place where there are many others like them to conform to societal norms. We as humans, force our young into a situation that is not duplicated in any other kingdom on earth. So.....lets make this environment as easy as we can, filled with love, respect and what I see a wonderment of these little humans that bring so much into the classroom.
Here I demonstrate my strategies to ensure an effective learning environment for all my students.
5.1.2 Establish a supportive learning evnrionments where students feel safe to risk full participation
5.1.3 Demonstrate strategies to create a positive environment supporting student effort and learning
5.1.4 Provide clear directions for classroom activities and engage students in purposeful learning activities
5.1.5 Demonstrate knowledge of practical approaches to managing student behaviour and their applications in the classroom
Is it hard to remember back to your school days? What was your experience? Was it an enjoyable time or one fraught with anxieties?
Imagine a small child from another country, or even another state starting in your class....what would it be like for them? What life, friends and home did they leave behind? How is it to change or start schools at a tender age.
Yes, children are resilient....but....lets think of all the animal species on earth. They do not send their young ones off at a tender young age to a place where there are many others like them to conform to societal norms. We as humans, force our young into a situation that is not duplicated in any other kingdom on earth. So.....lets make this environment as easy as we can, filled with love, respect and what I see a wonderment of these little humans that bring so much into the classroom.
Here I demonstrate my strategies to ensure an effective learning environment for all my students.
Developing rapport 5.1.1
- Stories of my girls are always listened to with awe...in my first practicum my class came to know my daughters and would often ask after them. Some students living locally met with and spoke comfortably with them as if they were old friends. Featured in science lessons photos of my girls were always welcomed and engaged the students.
- An introductory presentation about myself was included in my first practicum. Here it is!
- Star of the week - in my first practicum the teacher would have a student each week become the focal point of the class. The class would think of words to describe the star and these were printed out and put up next to a photo on a special board. This was great and I certainly would implement it.
- Joke of the week - set aside 2 minutes per week to share a joke.
- Reading stories - my method of reading stories involves character voices, actions, sound affects - much to the delight of the students, no matter what age!
- Allow students special news time (one student went to "The Voice" and I encouraged her to give special news about this the very next day. )
- Circle time - time after break times to address any issues that occured in the playground
- SNAP - a shoebox that has been decorated to look like a crocodile. Contains small gifts that students earn 'tickets' for personal best (idea from my mentor teacher). At end of each week, 5 tickets are drawn from a hat and students earn their gift from SNAP.
- Participating in a lunchtime gardening club with students
Evidence:
Introductory Presentation
Photos of my daughter in science lessons.
Supportive environments.... 5.1.2, 5.1.3
Mistakes were never ridiculed, instead, it was encouraged! This showed we were all 'having a go'.
Strategies included:
Evidence:
Lesson plan - HSIE - student reflection on lesson delivery.
Lesson plan - Maths - student reflection on lesson delivery.
Notebook lesson - Literacy - encouraging by inspiring - "You are an author!"
Photo of SNAP
SNAP's contents
ICT - research - new skill encouragement.
Strategies included:
- Awarding students dojo points for pointing out my mistakes in a nice manner.
- Playing out on the oval with students - soccer
- Having fun in class ie "when I say 'Willy Wonka...we will all move to our desks"
- Model editing my work - reading out aloud what I have written on the IWB and correcting mistakes.
- Let the students know about my studies, role modelling learning is a life long pursuit
- Ask for feedback on my work from students in the form of reflection at end of lesson (see below Lesson Plans - student reflection on lesson delivery).
- Inspiring students by exciting lessons - role playing (see below - Notebook lesson - Literacy - encouraging by inspiring - "You are an author!")
- Talk about things that happen in the playground, asking the class to solve any issues together (circle time)
- SNAP - a shoebox that has been decorated to look like a crocodile. Contains small gifts that students earn 'tickets' for personal best (idea from my mentor teacher). At end of each week, 5 tickets are drawn from a hat and students earn their gift from SNAP (see SNAP photo below)
- Encouraging efforts in new skills - researching topics was perceived as difficult for some, but, when encouraged students excelled and were pleased with their efforts (see below ICT - research - new skill encouragement).
Evidence:
Lesson plan - HSIE - student reflection on lesson delivery.
Lesson plan - Maths - student reflection on lesson delivery.
Notebook lesson - Literacy - encouraging by inspiring - "You are an author!"
Photo of SNAP
SNAP's contents
ICT - research - new skill encouragement.
Directions... 5.1.4My final mentor teacher was 'superb' as a role model. Implementing her strategy is my goal.
I give directions for tasks only when everyone has their eyes on me, with no distractions (pencils down). Directions are repeated, and students asked to clarify instructions. Class is asked is there any questions? Introducing some fun elements such as a bike horn for attention, "when I say 'Willy Wonka' go to your desks" Evidence: Journal entry - Focus area of giving explicit instructions 1 Journal entry - Focus area of giving explicit instructions 2 |
Student safety 5.1.7As a Registered Nurse, I am only too aware of the potential dangers around the school.
As part of the lunchtime gardening club, safety in the garden was a topic I would start each session with. Tool safety - hold points downwards, spread out - not too close to others, hand tools like cutlery (handle first). Pathogens - safety with soil - wear gloves if touching soil, compost or mulch. Always wash hands after session. Do not breath in dust from mulch (watering this down prior use was done). Wash all produce before eating. Hats on at all times. Playground duty was also a learning curve - no hat no play, no running on concrete, sitting whilst eating (avoids choking), no running on verandahs (school bags are tripping hazards). PDHPE lessons provided experience in having to cater to students needs. One boy was a severe asthmatic, therefore the relay distance needed to be shorter for him to manage. Evidence: Journal entry PDHPE lesson with severe asthmatic student. Attendance at the Asthma prevention workshop. |
Classroom management and safety.... 5.1.5, 5.1.6I have definitely improved with help from my final mentor.
These strategies were used during my prac:
Evidence: Photo of SNAP - Personal best prize box Mentor feedback on literacy - recount lesson. |