Standard 4 - Create and maintain a supportive and safe learning environment
Final Practical Experience 2
2018 Term 3
4.1 – Support Students Participation
Situation: Throughout my final practical experience there were many hands-on and interactive tasks for the students to engage with. However, some of these tasks contained components that were not suitable to all students and required adaptation to support some student’s participation; two of these will be explained in more detail.
The first of these opportunities to support all students’ participation came about when we were reading the book Mrs. Wishy Washy by Joy Cowley. During this lesson students were required to use their comprehension and sequencing skills to order the events of the story. While students were completing their work, small groups of students were called over and given the opportunity to play with the animals in a muddy sensory tray.
The second of these opportunities to promote all students participation came about during a mathematics lesson focused addition. For this task students were given a small packet of Smarties, which they needed to sort, graph the colours, then add the quantities of the different colours together. At the end of the lesson the students were then able to eat their Smarties. This presented an issue, as I knew that there were two children in the class that could not eat the chocolate contained inside the Smarties.
Action: As I had spent a lot of time getting to know my students, I was aware that there were a few children who would not like to touch the mud and possibly get dirty. However, I felt that it was important to promote participation and ensure that there was still an interactive task for these students to take part in. As well as the muddy sensory table I also had puppets of the animals in the story and some costumes laid out across the mat and encouraged these students to reenact the story.
To ensure that the two students who could not eat the Smarties were able to participate I adapted their activity sheets to work with Skittles instead.
Outcome: The students who chose not to play with the muddy sensory table, were able to instead play with the puppets and costumes while reenacting the story. The students thoroughly enjoyed both of these interactive experiences, continuing to use the puppets during free play times and the muddy sensory table while outside at recess and lunch.
By adapting the addition task to suit the students who could not eat the Smarties I was able to support these students participation. They were able to fully engage with the task and not feel left out at the end of the lesson when all other students were eating their treats.
Future Action Plan: I feel that it is extremely important to be able to differentiate and adapt tasks so that all students can fully participate. I intend to continue learning about and practicing methods of supporting and promoting full participation throughout the lessons.
Evidence:
The first of these opportunities to support all students’ participation came about when we were reading the book Mrs. Wishy Washy by Joy Cowley. During this lesson students were required to use their comprehension and sequencing skills to order the events of the story. While students were completing their work, small groups of students were called over and given the opportunity to play with the animals in a muddy sensory tray.
The second of these opportunities to promote all students participation came about during a mathematics lesson focused addition. For this task students were given a small packet of Smarties, which they needed to sort, graph the colours, then add the quantities of the different colours together. At the end of the lesson the students were then able to eat their Smarties. This presented an issue, as I knew that there were two children in the class that could not eat the chocolate contained inside the Smarties.
Action: As I had spent a lot of time getting to know my students, I was aware that there were a few children who would not like to touch the mud and possibly get dirty. However, I felt that it was important to promote participation and ensure that there was still an interactive task for these students to take part in. As well as the muddy sensory table I also had puppets of the animals in the story and some costumes laid out across the mat and encouraged these students to reenact the story.
To ensure that the two students who could not eat the Smarties were able to participate I adapted their activity sheets to work with Skittles instead.
Outcome: The students who chose not to play with the muddy sensory table, were able to instead play with the puppets and costumes while reenacting the story. The students thoroughly enjoyed both of these interactive experiences, continuing to use the puppets during free play times and the muddy sensory table while outside at recess and lunch.
By adapting the addition task to suit the students who could not eat the Smarties I was able to support these students participation. They were able to fully engage with the task and not feel left out at the end of the lesson when all other students were eating their treats.
Future Action Plan: I feel that it is extremely important to be able to differentiate and adapt tasks so that all students can fully participate. I intend to continue learning about and practicing methods of supporting and promoting full participation throughout the lessons.
Evidence:
Mrs. Wishy Washy Muddy Sensory Experience
Smarties and Skittles Addition Investigation Task
4.3 – Manage Challenging Behaviour
Situation: When I visited my placement classroom towards the end of Term 2, my mentor had said that I could change the current behaviour management chart and try whichever behaviour management system I would like. The previous behaviour management system consisted of a beehive chart, and the student’s names were each on a bee that could be moved up or down the chart depending on the student’s behaviour. The levels were labeled 1-5 and students would start on level 3. If students demonstrated positive behaviours throughout the day then their bee could gradually move up the chart and they would receive a sticker or a prize at the end of the day. If the students demonstrated negative behaviours their bee would move down the chart, which could result in a warning, a time out or being moved to complete work in another class.
In the class there was one student in particular who would repeatedly demonstrate negative behaviours throughout the day. Using a behaviour chart did not work for him and I took it upon myself to come up with a different system for him.
Action: I decided to change the behaviour management chart while keeping the concept and rules accompanying it the same. I was able to search online and find a pirate themed chart that also fit in with the whole school theme of ‘stepping out of the boat’. The idea behind the chart was the same as the previous, to ensure that the actual behaviour management system remained the same. I also bought a treasure chest to put the prizes in for students who got to the very top of the chart by the end of the day.
For the one student who did not respond to this chart I created a simple sticker chart instead. If he completed all of his work and showed positive behaviors throughout each 1 hour session then he would receive a sticker which he could put on the chart himself. If he received all of the stickers on his chart then he would receive a reward such as Ipad time, the ball or bike at lunch, or a prize at the end of the day.
Outcome: The children loved their new chart and all responded very well to a fresh change in the behaviour management system. As the chart was very similar to the one that they had previously all students knew what was expected of them and what the positive and negative consequences of their behaviour in the classroom were.
The behaviour sticker chart seemed to work well with the particular child who responded positively to the clear and individualised expectations.
Future Action Plan: In the future I plan to keep learning and practicing using a range of different behaviour management systems in my classroom. I also plan on doing some relief work, which will give me exposure to a range of different plans and systems in action.
Evidence:
In the class there was one student in particular who would repeatedly demonstrate negative behaviours throughout the day. Using a behaviour chart did not work for him and I took it upon myself to come up with a different system for him.
Action: I decided to change the behaviour management chart while keeping the concept and rules accompanying it the same. I was able to search online and find a pirate themed chart that also fit in with the whole school theme of ‘stepping out of the boat’. The idea behind the chart was the same as the previous, to ensure that the actual behaviour management system remained the same. I also bought a treasure chest to put the prizes in for students who got to the very top of the chart by the end of the day.
For the one student who did not respond to this chart I created a simple sticker chart instead. If he completed all of his work and showed positive behaviors throughout each 1 hour session then he would receive a sticker which he could put on the chart himself. If he received all of the stickers on his chart then he would receive a reward such as Ipad time, the ball or bike at lunch, or a prize at the end of the day.
Outcome: The children loved their new chart and all responded very well to a fresh change in the behaviour management system. As the chart was very similar to the one that they had previously all students knew what was expected of them and what the positive and negative consequences of their behaviour in the classroom were.
The behaviour sticker chart seemed to work well with the particular child who responded positively to the clear and individualised expectations.
Future Action Plan: In the future I plan to keep learning and practicing using a range of different behaviour management systems in my classroom. I also plan on doing some relief work, which will give me exposure to a range of different plans and systems in action.
Evidence:
Behaviour Management Charts for Terms 1 and 2
Behaviour Management Chart for Term 3
Final Practical Experience 1
2018 Term 1, Week 1
In order to allow both the students and their parents to feel more safe and comfortable with my presence in the classroom, I created a flyer to introduce myself. This flyer was displayed in the front window of the classroom, as well as sent home within an introduction package that my mentor had created for each student.
I was also introduced to the parents on the communication app Class Dojo, and took every opportunity within the classroom to engage with the parents and caregivers of all students.
I was also introduced to the parents on the communication app Class Dojo, and took every opportunity within the classroom to engage with the parents and caregivers of all students.
Introductory Flyer | |
File Size: | 2066 kb |
File Type: |
Substandards:
4.1 - Support students participation
Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 - Manage classroom activities
Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3 - Manage challenging behaviour
Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4 - Maintain student safety
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5 - Use ICT safely, responsibly and ethically
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 - Manage classroom activities
Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3 - Manage challenging behaviour
Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4 - Maintain student safety
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5 - Use ICT safely, responsibly and ethically
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.