Standard 4: Create and maintain supportive and safe learning environments
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
Critical Reflection
According to Foreman (2011), communication and language is an important part of development of new skills, to express needs, knowledge, and emotions. As evident in artefact 1, teachers can create an inclusive learning environment by integrating various forms of communication, such as verbal, non-verbal, modeling, and visual, so that both students and teachers can demonstrate learning and teaching. In regards to classroom management, it is the educator’s role to provide challenging lessons and to establish high yet achievable expectations, despite disability, to enhance the inclusive learning environment (Allison and Rehm, 2011). This is also evident in artefact 1, which aims to challenge students in their learning.
In today’s classroom, it is increasingly demanding for educators to meet the needs of students with disabilities or challenging behaviours, so it is essential to employ effective behaviour management strategies to support learners in the classroom (Baker, 2005). As evident in artefact 2, it is suggested to utilise Independent Learning Planners, to address behavioral issues and support learning (Baker, 2005). Ashburner, Ziviani, and Rodger (2010), supports that an integral part of teaching is the use of clear, explicit instructions and expectations, to regulate student behaviour and so that students know and understand what is expected of them. This is evident in artefacts 1, 3 and 4, which demonstrates explicit rules and expectations to promote an inclusive classroom setting.
For effective integration of technology in the classroom environment, teachers need to acknowledge the development of technology and how to implement it safely and responsibly (Lawless and Pellegrino, 2007). As evident in artefact 5, strategies are needed to guide the impact of learning technology.
Word count: 269
Evidence
Artefact 1
Unit Title: EDPH306: Personal Development Health and Physical Education 1
This assignment provides two consecutive lessons that aims to support inclusive student participation and engagement through classroom activities. This is evident through using appropriate level of language, and utilising a range of teaching and learning strategies to cater for the different learning styles and needs of the individual student. Management of classroom activities is demonstrated by establishing clear outcomes for the students. To support student learning, activities are structured and are modelled using verbal and non-verbal communication.
Unit Title: EDPH306: Personal Development Health and Physical Education 1
This assignment provides two consecutive lessons that aims to support inclusive student participation and engagement through classroom activities. This is evident through using appropriate level of language, and utilising a range of teaching and learning strategies to cater for the different learning styles and needs of the individual student. Management of classroom activities is demonstrated by establishing clear outcomes for the students. To support student learning, activities are structured and are modelled using verbal and non-verbal communication.
- Descriptor: 4.1 and 4.2
edph306- assignment 1.pdf | |
File Size: | 835 kb |
File Type: |
Artefact 2
Unit Title: EDFD221: Creating Inclusive, Safe, and Supportive Schools
This assignment demonstrates a range of practical approaches to manage challenging behaviours, in this case, a student who has Oppositional Defiant Disorder (ODD). An Independent Learning Planner was developed, which provided short and long term goals and strategies, in order to support the learning of the student. The Independent Learning Planner identified the student's attention, memory and academic skills, and the goals established aimed to improve the social, academic, and behavioural aspects of the student.
Descriptor: 4.3
Unit Title: EDFD221: Creating Inclusive, Safe, and Supportive Schools
This assignment demonstrates a range of practical approaches to manage challenging behaviours, in this case, a student who has Oppositional Defiant Disorder (ODD). An Independent Learning Planner was developed, which provided short and long term goals and strategies, in order to support the learning of the student. The Independent Learning Planner identified the student's attention, memory and academic skills, and the goals established aimed to improve the social, academic, and behavioural aspects of the student.
Descriptor: 4.3
edfd221- assignment 3.pdf | |
File Size: | 598 kb |
File Type: |
Artefact 3
Unit Title: EDFX110: Professional Experience Primary 1
During my first year placement, I made an effort to understand the school's behaviour management policy. Through this I was able to provide a safe learning environment by establishing explicit and consistent rules and consequences that were in line with the school's policy. This promoted student wellbeing, through developing confident and resilient students who understood classroom expectations.
Descriptor: 4.3 and 4.4
Unit Title: EDFX110: Professional Experience Primary 1
During my first year placement, I made an effort to understand the school's behaviour management policy. Through this I was able to provide a safe learning environment by establishing explicit and consistent rules and consequences that were in line with the school's policy. This promoted student wellbeing, through developing confident and resilient students who understood classroom expectations.
Descriptor: 4.3 and 4.4
edfx110: behaviour management policy.pdf | |
File Size: | 451 kb |
File Type: |
Artefact 4
Unit Title: EDFX213: Professional Experience Primary 2B
During the final second year placement, one of my goals was to establish explicit and consistent classroom rules, in order to maintain student expectations and safety. I ensured to provide a safe and caring environment through implementation of the school's rules, which was reinforced consistently and positively. I believe this demonstrates equity in engagement with the individual students.
Descriptor: 4.3 and 4.4
Unit Title: EDFX213: Professional Experience Primary 2B
During the final second year placement, one of my goals was to establish explicit and consistent classroom rules, in order to maintain student expectations and safety. I ensured to provide a safe and caring environment through implementation of the school's rules, which was reinforced consistently and positively. I believe this demonstrates equity in engagement with the individual students.
Descriptor: 4.3 and 4.4
edfx213- school rules.jpg | |
File Size: | 109 kb |
File Type: | jpg |
Artefact 5
Unit Title: EDFX110: Professional Experience Primary 1
During my placement in first year, I explored the school's policies, particularly regarding ICT. This developed my understanding of acceptable practices established in ICT policies within the school and school system. The following ICT policy, outlines the appropriate use of technology in order to enhance student learning opportunities and to ensure students are confident and competent in the use of technology in today's society.
Descriptor: 4.5
Unit Title: EDFX110: Professional Experience Primary 1
During my placement in first year, I explored the school's policies, particularly regarding ICT. This developed my understanding of acceptable practices established in ICT policies within the school and school system. The following ICT policy, outlines the appropriate use of technology in order to enhance student learning opportunities and to ensure students are confident and competent in the use of technology in today's society.
Descriptor: 4.5
edfx110- ICT policy.pdf | |
File Size: | 349 kb |
File Type: |