Standard 4: Create and Maintain Supportive and Safe Learning Environments
One of the many major roles of the
classroom teacher is to maintain and improve current educational practices as
outlined by the United Nations, who state that all children are entitled to
equal opportunities (Erten & Savage, 2012).
This framework set out by the United Nations, includes the concept of inclusive
education being instrumental in creating the vision of all students learning
and belonging together in their regular classroom settings no matter what the
social demographic of the residents within the neighbourhood (Erten & Savage, 2012). Erten and Savage
(2012) argue that we should not only be building inclusive classrooms, but also
establish entire schools that embrace inclusivity from the management of
activities within the classroom to the overall school policy. In the teacher
working collaboratively with students to establish a set of protocols which
will be utilised within the classroom and school environment as a whole, they
are ensuring that every student within the classroom and outside the classroom
feel safe and happy which encourages them to actively participate in classroom
activities, in turn lowering the risk of students being excluded which can
unfortunately result in low self esteem and a negative attitude towards school (Berry, 2006). Teachers are expected to manage
behaviours within the classroom environment which at times can prove
challenging (Stronge, Ward, & Grant, 2011).
It is important however, that in enacting specialised approaches to behaviour
management, teachers initiate a clear set of expectations at the beginning of
the year and maintain these for the duration of the year (Stronge, Ward, & Grant, 2011).
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Artefact 1: Reflection written during placement
Annotation: In a journal reflection written during a
Professional Experience Placement in 2011, I demonstrated my ability to
identify strategies to support inclusive student participation and engagement
in classroom activities, which in turn satisfies key focus area 4.1 from the
Australian Professional Standards for Graduate Teachers. The journal reflection
demonstrates my identification of a student who often seemed withdrawn and
disinterested, through my implementation a strategy involving moving this
student from where he sits on the floor, the student became more engaged in the
class discussions and tasks at hand.
Artefact 2: Excerpt from Research Proposal
Annotation: Artefact 2 which is an excerpt from a research
proposal on behaviour management within the primary classroom was composed
during my studies at Australian Catholic University, it demonstrates my
knowledge of practical approaches to managing challenging behaviour within my
classroom, directly demonstrating my practice of focus area 4.3 from the
Australian Professional Standards for Graduate Teachers. The Document also
exhibits my ability to differentiate between positive and negative approaches
to behaviour management, naturally in my professional career I will adopt the
strategies discussed in the highlighted section. My practice of this method is
also demonstrated within the third artefact for this standard.
Artefact 3: Class Protocols
Annotation: At the beginning of a professional experience round
during my course, due to the fact that I was new to the school, I felt that it
was necessary to establish a set of class protocols in relation to my
expectations which was created in collaboration with the students in the class.
This addresses key focus area 4.4 from the Australian Professional standards
for Graduate teachers in that the poster itself is a strategy which supports
student's wellbeing and safety within the school.