Domain of teaching: Professional Practice
Standard 4 - Create and maintain supportive and safe learning environments
In order to create a positive and productive learning environment, teachers must have a knowledge of practical strategies to create rapport with students, organise activities to maintain engagement and lesson flow, and manage student behaviour through solution-based approaches. Responding to students appropriate to their developmental stage is fundamental to a safe and inclusive classroom.
4.2 Manage classroom activities
Demonstrate the capacity to organise classroom activities and provide clear directions.
For Early Stage 1 students, consistent expectations, clear communication, and concise instructions are required to ensure students feel safe in the classroom and within the school grounds, engage in the learning process, have confidence, and feel a sense of achievement. During my professional placement I employed classroom routines consistently to maximise student learning time through efficiency. This included morning unpack, reading book changeover, transitions to and from eating breaks, and afternoon pack up procedures. Well prepared lessons were delivered that articulated clear directions, and were timed and sequenced to meet the needs of the students. Additional exposure to organisational requirements throughout the day, and whole school activities including assemblies, added to my professional development. The PDHPE sports programs I delivered required the organisation of content and equipment to keep inactive time to a minimum. Consistent lining up against a wall was utilised when transitioning between activities, to ensure safety, provide feedback, and instruction/modelling of the upcoming skill.
4.2 Manage classroom activities
Demonstrate the capacity to organise classroom activities and provide clear directions.
For Early Stage 1 students, consistent expectations, clear communication, and concise instructions are required to ensure students feel safe in the classroom and within the school grounds, engage in the learning process, have confidence, and feel a sense of achievement. During my professional placement I employed classroom routines consistently to maximise student learning time through efficiency. This included morning unpack, reading book changeover, transitions to and from eating breaks, and afternoon pack up procedures. Well prepared lessons were delivered that articulated clear directions, and were timed and sequenced to meet the needs of the students. Additional exposure to organisational requirements throughout the day, and whole school activities including assemblies, added to my professional development. The PDHPE sports programs I delivered required the organisation of content and equipment to keep inactive time to a minimum. Consistent lining up against a wall was utilised when transitioning between activities, to ensure safety, provide feedback, and instruction/modelling of the upcoming skill.
Illustration of practice: Positive Classroom Management Strategies Document - detailing classroom context and strategies to manage classroom activities, use effective verbal and non-verbal communication strategies, support student participation, and maintain a safe and inclusive learning environment.
Link to 3.5 Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
I incorporated an array of positive non-verbal communication strategies such as teacher presence and proximity, circulating, pausing, eye contact, smiling, nodding, various gestures including the use of 'thumbs up' to engage, encourage and reassure students throughout learning experiences and general classroom activities. I used my voice effectively with respect to tone, pitch, strength, speed and confidence, appropriate for the Early Stage 1 classroom.
4.4 Maintain student safety
Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.
In the Early Stage 1 classroom safety issues within the classroom must be considered throughout the day. These include sitting on chairs correctly, legs crossed when on the mat, spacing of students to allow for safe raising of hands, not sitting near/under desks, rulers and scissors away when not in use, calm transitions between activities and when entering and leaving the room, and responsible use of ICTs. I adhered to the school toileting procedures and had knowledge of the emergency evacuation plans in place.
During my placement I was exposed to the school Mindfulness program, with students actively engaging in calming exercises designed to reduce stress and tension, and promote self-esteem, on a weekly basis. Strategies to support well-being include the listening to and respectful consideration for other students’ comments and beliefs, no put downs, and maintaining positive classroom behaviour.
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
I incorporated an array of positive non-verbal communication strategies such as teacher presence and proximity, circulating, pausing, eye contact, smiling, nodding, various gestures including the use of 'thumbs up' to engage, encourage and reassure students throughout learning experiences and general classroom activities. I used my voice effectively with respect to tone, pitch, strength, speed and confidence, appropriate for the Early Stage 1 classroom.
4.4 Maintain student safety
Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.
In the Early Stage 1 classroom safety issues within the classroom must be considered throughout the day. These include sitting on chairs correctly, legs crossed when on the mat, spacing of students to allow for safe raising of hands, not sitting near/under desks, rulers and scissors away when not in use, calm transitions between activities and when entering and leaving the room, and responsible use of ICTs. I adhered to the school toileting procedures and had knowledge of the emergency evacuation plans in place.
During my placement I was exposed to the school Mindfulness program, with students actively engaging in calming exercises designed to reduce stress and tension, and promote self-esteem, on a weekly basis. Strategies to support well-being include the listening to and respectful consideration for other students’ comments and beliefs, no put downs, and maintaining positive classroom behaviour.