Professional Practice
4. Create and maintain supportive and safe learning environments
Reflective Commentary
In order to develop an effective Classroom Management Plan it is essential to deliver purposeful, meaningful and engaging curriculum, assessment and pedagogy. Lyons states that students who are motived to learn and able to achieve success in tasks will be less likely to cause disruptions in the classroom. “The school curriculum takes a central role in developing citizens who are motivated to learn, who have skills to actively solve problems and who are capable of making decisions individually and cooperatively at all stages of life” (Lyons, Ford & Slee, 2014, pp 66). As a result of catering for individual differences, needs and abilities students will be more engaged in the curriculum. Using ICT to ‘hook’ students during lessons will encourage students to remain focused and on task in the classroom. Student engagement is a crucial factor in an effective classroom. “Some teachers are more effective than others. This is not because successful teachers emphasise order and control, but because they engage students more and expect they will succeed” (Porter, 2014, pp 29).
While on my practical placement I used ICT to engage students in their learning. The use of ICT motivated students to pay attention, remain focussed and stay engaged in the lesson. In a ‘digital age’ it is important that ICT is incorporated in a manner that students will respond positively to. After reading the school’s ICT policy I ensured that the students knew that if they saw anything inappropriate on their iPad that they were to place the iPad face down and immediately raise their hand. I checked all websites, looked at games and viewed photographs prior to asking the students to do so, as I wanted to prevent issues from arising beforehand.
Prevention of behaviour problems can be achieved through having a prepared classroom environment with smooth transitions and routines. Students benefit as a result of a prepared and organised environment as they are able to move around the classroom more easily and locate resources. “Teachers work hard at planning their room arrangement. Even then, they are constantly monitoring how well it works and making adjustments as indicated” (Fields, Boesser, 2002, pp 91). As a teacher it is important to be aware of areas of congestion and to minimise potential problems. Routines are an essential classroom management tool. Routines should be purposeful, repetitive and predictable. Routines allow students to know what happens next and to be prepared. “Routines also provide emotional security through predictability which is especially important for children who are “at risk” because they come from homes where chaos is the norm (Fields, Boesser, 2002, pp 110). Routines create structure in the classroom and support the students in the learning environment.
In my classroom I will use a visual timetable to help prepare students for the day and transitions between activities. I will also set up set routines that students will identify easily, such as a particular pack away signal or move to the next station bell.
While on my practical placement I used ICT to engage students in their learning. The use of ICT motivated students to pay attention, remain focussed and stay engaged in the lesson. In a ‘digital age’ it is important that ICT is incorporated in a manner that students will respond positively to. After reading the school’s ICT policy I ensured that the students knew that if they saw anything inappropriate on their iPad that they were to place the iPad face down and immediately raise their hand. I checked all websites, looked at games and viewed photographs prior to asking the students to do so, as I wanted to prevent issues from arising beforehand.
Prevention of behaviour problems can be achieved through having a prepared classroom environment with smooth transitions and routines. Students benefit as a result of a prepared and organised environment as they are able to move around the classroom more easily and locate resources. “Teachers work hard at planning their room arrangement. Even then, they are constantly monitoring how well it works and making adjustments as indicated” (Fields, Boesser, 2002, pp 91). As a teacher it is important to be aware of areas of congestion and to minimise potential problems. Routines are an essential classroom management tool. Routines should be purposeful, repetitive and predictable. Routines allow students to know what happens next and to be prepared. “Routines also provide emotional security through predictability which is especially important for children who are “at risk” because they come from homes where chaos is the norm (Fields, Boesser, 2002, pp 110). Routines create structure in the classroom and support the students in the learning environment.
In my classroom I will use a visual timetable to help prepare students for the day and transitions between activities. I will also set up set routines that students will identify easily, such as a particular pack away signal or move to the next station bell.
Documentation of Evidence
Bump Strategy for Classroom Management
4.4 Maintain student safety
Situation
At the beginning of the term my students were quite unsettled as they had NAPLAN and then swimming lessons. My Mentor Teacher had also noticed that the disruptions to their regular program had affected their behaviour. My Mentor Teacher is a teacher trainer in Bump Strategy for Classroom Management and had implemented the program at the school at the beginning of the year. Action To ensure I incorporated the Bump Strategy correctly and followed the whole school policy I met with my teacher twice a week to review the classroom management plan and how to implement it in the classroom. Outcome I started using the Bump Strategy in the classroom and the students responded well as the expectations were already established and they were aware of the steps involved. I believe the Bump Strategy works best as a whole school initiative and would recommend it being used in schools. |
Individual Behaviour Plan (IBP)
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Situation
A student in the class was on an Individual Behaviour Plan (IBP), however the current strategy focussed on negative punishments rather than positive rewards. I wanted to develop a simple, visual and effective tool to provide positive feedback about the student’s behaviour. Action In Week 7 I implemented a new reward chart in conjunction with the student’s pre-existing IBP. I knew that the student was a keen Port Adelaide supporter and used this information to help create a motivating and engaging chart. The chart required the student to receive 5 smiley faces during the day in order to receive a Wow Award. Outcome The award system worked well and he was genuinely impressed that I had remembered his football team. The reward card was able to be removed from the desk and taken to specialist classes, providing consistency between staff and for the student. In the future I would also use a recording sheet to help identify possible trigger days or times of the day. With this information I may be able to prevent the misbehaviour or investigate the reasoning behind the findings. |
Classroom Management
4.2 Manage classroom activities
4.3 Manage challenging behaviour
Setting up desks to minimise disruptions, maximising flow around the desks and proving sufficient space on the mat.
4.2 Manage classroom activities
4.3 Manage challenging behaviour
Setting up desks to minimise disruptions, maximising flow around the desks and proving sufficient space on the mat.
Action Plan
As a Graduate Teacher in my own classroom I would like to involve the students in devising rules and a classroom management plan. I would ask students for their input when establishing rules for the use of ICT. I would like to spend more time researching websites specific to cyber safety and cyber bullying and incorporate these into my lessons also. I will explain that each one of us has a ‘digital footprint’ or ‘digital reputation’. This “is defined by your behaviours in the online environment and by the content you post about yourself and others. Tagged photos, blog posts and social networking interactions will all shape how you are perceived by others online and offline, both now and in the future.” I hope that as a teacher I can prepare my students for real life experiences and help them to understand the ramification of their actions and inactions.
References
Australian Government. (year unknown). Digital Reputation. retrieved from https://www.esafety.gov.au/esafety-information/esafety-issues/digital-reputation
Fields, M. V; Boesser, C. (2002). Constructive Guidance and Discipline. Merrill Prentice Hall: New Jersey, USA
Lyons, G., Ford, M., Slee, J. (2014). Classroom Management. Creating Positive Learning Environments. Cengage Learning. Victoria, Australia
Porter, L. (2014) Comprehensive Guide to Classroom Management: Facilitating engagement and learning in schools. Allen and Unwin: NSW Australia.
Australian Government. (year unknown). Digital Reputation. retrieved from https://www.esafety.gov.au/esafety-information/esafety-issues/digital-reputation
Fields, M. V; Boesser, C. (2002). Constructive Guidance and Discipline. Merrill Prentice Hall: New Jersey, USA
Lyons, G., Ford, M., Slee, J. (2014). Classroom Management. Creating Positive Learning Environments. Cengage Learning. Victoria, Australia
Porter, L. (2014) Comprehensive Guide to Classroom Management: Facilitating engagement and learning in schools. Allen and Unwin: NSW Australia.