Standard 4 - Create and maintain supportive and safe learning environments
Evidence as to how I meet this Standard:
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4.1.2 Support student participation
Celebrating student work In both my blocks at Georgiana Molloy I have ensured that all the students work is displayed around the classroom so that they can see that they are proud of the work that they have produced and can be proud of themselves. Unfortunately due to my computer crashing I am unable to display the pictures that were taken. In the year 6 block work on display included:
In the year 3 classroom I displayed a lot of their work including:
In my Kindergarten class I loved displaying all their work and feel it is very important for them to walk in and show their parents the amazing work they did the day before. As my main areas in kindergarten were health, ICT and history I got to make great displays in a section the classroom. Attached is a couple of pictures. 
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Classroom Setup
Anytime I have had my own classroom or a teaching block I always change seating plans each week on a Monday. Students are very excited to come in each week and see where they will be sitting for the rest of the week. I like to arrange tables into small groups and seat children according to who would work well together. I have found the group work seating is a more fun and successful way for students to learn.
Classroom Rules
I like to create classroom rules together with the class when I start a block. Depending on the age of the class will determine how many rules and what sort of rules there should be. In a year 6 class rules have included:
- Treat others as you would like to be treated.
- Respect other people and their property (e.g., no hitting, no stealing).
- Laugh with anyone, but laugh at no one.
- Be responsible for your own learning.
- Come to class and hand in assignments on time.
- Do not disturb people who are working.
In the Year 3 classroom
- Listen And Follow Directions
- Raise Your Hand Before Speaking
- Respect Your Classmates And Your Teacher
- Keep Hands, Feet, And Objects To Yourself
- Make good choices
In the Kindergarten classroom the rules are more visual and simple:
- Use kind works
- show respect for your teacher and friends
- share with each other
- keep your hands and feel to yourself
I have also used the give me five in the kindergarten class when we are still on the mat or needing to transition to another area.
- legs are crossed
- hands are still
- ears are listening
- eyes are watching
- lips are zipped
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4.2.2 Manage Classroom Activities
I have always used a job chart in the classroom and have always seen them in every classroom that I have been in. A job chart is a great way of giving students responsibility for a certain job that week. In the year 3 and the year 6 class at GMAS I had them both displayed next to the white board so that we could see it every Monday Morning when we changed the jobs. In my classroom their is lots of jobs available including:
I have used a visual noise poster in my classroom to monitor noise. I am a teacher who is quite relaxed about having noise and chatter in the classroom as long as I believe that all the students are on task. However sometimes a classroom needs to be silent so a visual noise poster allows students to see what is expected during that particular lesson. Red: outside voice Orange: class voice Yellow: whisper voice Green: No voice I really enjoy activities that encourages group work. I have found that giving student roles also helps them keep on task. Roles could include; Speaker: Presents for the group and is the only one who can ask the teacher a question Leader: Makes sure everyone is on task and encourages all to do their best Recorder: Does all the writing for the group and helps clean up supplies Material Manager: In charge of getting and returning all supplies the group needs Helper: Helps clean up and fills in an job that is vacant due to absence Time Keeper: Encourage the group to stay on task and keeps track of how much time the group has left to work. Visual schedules are a great way for students to know what is happening throughout the day. In the early childhood area I use pictures to help the students see what the day entails. We usually do this together so that they all understand what each picture means. In the older grades I write it on the board before they walk in so that they can see what is needed and can be organised for the day. I use seating plans in the classroom when I have my own class. However the seating plans change every week. I use it more as a encouragement to work well rather than a behavioural plan. If you work well for the week then you are sat with friends or other students you work well with. If you haven't worked well than you are more likely to be up the front and in a small group where I can keep that student or students on task. |
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4.3 Managing Challenging Behaviour
During my time as a teacher across all year levels I have created and used many different behaviour management strategies. As a Kindergarten teacher I used the peg system where the children all started on the sunshine face and went up or down according to behaviour. I found It the easiest way to control behaviour management in the classroom while children were still learning to read and write. As the year progressed I introduced sticker charts. They each had 16 boxes to fill and when that was done they could go to the prize box and get a prize. In the Year 6 class at Georgiana Molloy Anglican School I again used a visual behavioural system in the form of a stamp chart. Again once they filled 20 boxes they could get a prize out of the prize box. I thought by this age they would lose interest but it was very successful. Class Dojo was another form that was used in the class and students and parents alike enjoy this form of behaviour management. A students goal is to always win the week with the prize usually being to sit at the teachers desk or chose the person they would like to sit next too for the week. Lastly I sometimes liked to use a race the teacher chart where students are in competition with the teacher to win the day. The prize is usually a game outside or free time. This was also very successful and most students love going out for sport. Another strategy that was used by me and one that I have adopted from GMAS is the use of the term waterfall. Just saying that word helps the class to quieten down and turn to the front and listen. It seems to have an instant calming effect on the classroom. In the year 3 classroom I again used the stamp chart but also integrated this with a group work chart that encouraged teams to work together to get points. It was very effective in having the groups pack up quickly and be ready when transitioning to the next activity. I also used the race the teacher on a Friday where they were keen to beat me so they could go out for sport. The year 3 class were a very active class and enjoyed fitness immensely. I always prefer to give positive incentives in the classroom and would prefer not to have to use any negative repercussions but on occasion when it is really necessary a red note can be put into the diary for parents to read and have to sign off on the following day. When using class DOJO a teacher can also give negative points which are then reported back to parents at the end of the week. It is something I prefer not to do but it is an effective way to improve behaviour that is starting to get a little out of hand. As a relief teacher I have had the privilege to see many different behaviour systems and how they work within different schools. I also make sure I am aware of the behaviour management policy that is in place so that the day goes as smoothly as possible. Through the use of these behaviour management strategies, the classroom environment is inclusive, fair and equitable for all students, and students feel safe and respected within the classroom. The class and school rules and expectations are referred to frequently and students understand that the rules are in place to keep them safe and demonstrate this by telling me what the consequences could be if they break the rules. |
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4.4 Maintain Student Safety
Every teacher at every school has yard duty so that students are safe and monitored when playing outside. As a teacher whether it be full time, part time or relief I make sure I am aware of where I am on yard duty as soon as I walk into the classroom and make sure that I am there on time so that students can be kept safe. A yellow vest is worn for every duty so that students can quickly locate a teacher if there is a problem. Every day in every school that I have worked the roll is taken and should be given to the office by 9.30 in the morning so that the school can follow up on students that are away. At Georgiana Molloy I use SEQTA on a regular basis and find it easy and effective to use. Rolls are marked online and automatically go to student services for them to see who is here and away. If SEQTA is down then a paper roll is marked and taken to student services before 9.30am. I have had the opportunity to take many of the students to the pool for swimming lessons over the last year. In that time teachers have provided a checklist so that I can check each child off as they get on and off the bus so that I am aware of where every child is when we are departing and arriving. Reading through school policies At schools that I relief teach at I sometimes had to complete an induction so that I am aware of school policies. This gives a teacher who does not work on a daily basis a much better understanding of school rules etc. While relief teaching at Vasse Primary School I was required to do an induction before commencing work so that they and I can feel more comfortable about the rules of the school. At GMAS before I started my 8 week term contract in the year 6 classroom I spent an 2 hrs with the deputy principal going over all of the school policies that I had a better understanding of how everything was run. Attached is the Gmas anti-bullying policy. gmas_anti_bullying_policy.pdf |
4.5 Use ICT safely, responsibly and ethically
While working as a relief teacher at North Tom Price Primary School I was able to teach a week as a health teacher. In this time we looked at Cyber bullying in the upper grades. Students were asked to go into the Cybersmart program and complete activities online and complete a questionnaire to determine whether they were already cyber safe. The link to this program is attached below.
esafety.gov.au
Cybersmart is a government iniiative that supports schools in teaching students how to be cybersmart and use the internet safely. The program addresses four capabilities:
As a year 6 teacher at Gmas I taught the protective behaviours program over 8 weeks. While we looked at many different aspects of protective behaviour we spent some time on cyber bullying as I felt this was very important for this age group, particularly going into high school. The aim of the unit was to:
As a class we role played situations where we had the bully, the victim and the bystander. After each group role played a different scenario we discussed how each one made us feel and what we could have done to change the situation. We then created a poster on being an up-stander rather than a bystander and make a difference.
While working as a relief teacher at North Tom Price Primary School I was able to teach a week as a health teacher. In this time we looked at Cyber bullying in the upper grades. Students were asked to go into the Cybersmart program and complete activities online and complete a questionnaire to determine whether they were already cyber safe. The link to this program is attached below.
esafety.gov.au
Cybersmart is a government iniiative that supports schools in teaching students how to be cybersmart and use the internet safely. The program addresses four capabilities:
- Digital media literacy
- Positive online communication
- Peer and personal safety and
- e-Security
As a year 6 teacher at Gmas I taught the protective behaviours program over 8 weeks. While we looked at many different aspects of protective behaviour we spent some time on cyber bullying as I felt this was very important for this age group, particularly going into high school. The aim of the unit was to:
- develop an understanding of bullying and cyberbullying
- recognise the roles of people involved in bullying situations especially bystanders
- acknowledge the effects of cyberbullying on the people involved.
As a class we role played situations where we had the bully, the victim and the bystander. After each group role played a different scenario we discussed how each one made us feel and what we could have done to change the situation. We then created a poster on being an up-stander rather than a bystander and make a difference.