Standard 4
This page is structured with an explanation of each of domain under standard 4. This will serve as an explanation to why each set of evidence has been selected.
Each piece of evidence with an explanation of what it is, then clearly states which domain is being illustrated.
This page is structured with an explanation of each of domain under standard 4. This will serve as an explanation to why each set of evidence has been selected.
Each piece of evidence with an explanation of what it is, then clearly states which domain is being illustrated.
4.1
Support student participation |
4.2
Manage classroom activities |
Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
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Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.
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4.3
Manage challenging behaviour |
4.4
Maintain student safety |
Manage challenging behaviour by establishing and negotiating clear expectations with students and addressing discipline issues promptly, fairly and respectfully.
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Ensure students’ well-being and safety within school by implementing school and/or system, curriculum and legislative requirements.
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4.5
Use ICT safely, responsibly and ethically
Use ICT safely, responsibly and ethically
Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
Evidence
Identifying strategies to support inclusive student participation and engagement in classroom activities ensures all students are able to participate meaningfully and continue their development in an inclusive environment for all.
I believe forming strong student-teacher relationships is the foundation for promoting participation and engagement for all. Positive student-teacher interactions are critical for establishing a sound relationship foundation (Billingsley, Brownell & Israel, 2013). According to the TfEL standards (2014), for a teacher to unleash learner potential and create learning opportunities with students, they must create safe conditions for rigorous learning, develop expert learners and personalise and connect learning.
My illustrations of creating and and maintaining supportive and safe learning environments include mentor observations, creating classroom expectations, the use of pop sticks to promote participation in group discussions, tiered lessons, the SEPEP Model and ICT blog.
I believe forming strong student-teacher relationships is the foundation for promoting participation and engagement for all. Positive student-teacher interactions are critical for establishing a sound relationship foundation (Billingsley, Brownell & Israel, 2013). According to the TfEL standards (2014), for a teacher to unleash learner potential and create learning opportunities with students, they must create safe conditions for rigorous learning, develop expert learners and personalise and connect learning.
My illustrations of creating and and maintaining supportive and safe learning environments include mentor observations, creating classroom expectations, the use of pop sticks to promote participation in group discussions, tiered lessons, the SEPEP Model and ICT blog.
Mentor Observations
At Port Lincoln High School I have been lucky enough to be part of an Early Career Teacher Mentor Program. This has involved having a mentor to watch my lesson and give feedback, as well as support me in my first few years of teaching. I have enjoyed the process and have used the feedback of lessons to plan and implement strategies in my classroom.
The lesson observations also includes notes and interactions with students, the classroom/learning environment, lesson content and structure, communication strategies and the effectiveness of classroom discussion and group work, celebration of student work, including publicly acknowledging or praising student effort, offering constructive feedback, encouraging individual talents and gifts and offering students extra help, time or explanation if required, my own modelling of respect, rapport, work ethic, politeness and positive language and tone when dealing with students and established explicit routines which are implemented and enforced consistently.
These pieces of evidence meets the standards listed above 4.1, 4.2, 4.3, 4.4
The mentor teacher has also have listed numerous other standards in other domains that I am illustrating in the lesson.
At Port Lincoln High School I have been lucky enough to be part of an Early Career Teacher Mentor Program. This has involved having a mentor to watch my lesson and give feedback, as well as support me in my first few years of teaching. I have enjoyed the process and have used the feedback of lessons to plan and implement strategies in my classroom.
The lesson observations also includes notes and interactions with students, the classroom/learning environment, lesson content and structure, communication strategies and the effectiveness of classroom discussion and group work, celebration of student work, including publicly acknowledging or praising student effort, offering constructive feedback, encouraging individual talents and gifts and offering students extra help, time or explanation if required, my own modelling of respect, rapport, work ethic, politeness and positive language and tone when dealing with students and established explicit routines which are implemented and enforced consistently.
These pieces of evidence meets the standards listed above 4.1, 4.2, 4.3, 4.4
The mentor teacher has also have listed numerous other standards in other domains that I am illustrating in the lesson.
Creating Classroom Expectations
At the beginning of the year I spend awhile establishing and creating some classroom expectations with my classes. This usually involves a class discussion about what some class norms should be. Below is an example of my year's 8 class expectations for 2020. We often revisit these throughout the year as they are something that they as a class decided on. This piece of evidence meets the standards listed above 4.1, 4.2, 4.3, 4.4 |
Pop Sticks
Pop sticks was a strategy that I implemented with my middle school students in Maths. The strategy involved every student writing their name written on a pop stick. When I asked a question, instead of the same students raising their hand, I selected a pop stick and that student was invited to respond to the question. The goal of the pop sticks was to enable every students to have a say whilst ensuring that they were all engaging in the lesson. This piece of evidence meets the standards listed above 4.1 |
Tiered Lessons
By understanding my student’s readiness levels I am able to apply tiering to my lessons. This has been done by creating 3 readiness groups. Separating students into groups based on their readiness to learn allows them to be placed closer to their zone of proximal development (Vygotsky, 1987). Tomlinson (2014) explains that tiering is useful as it ensures that students with different degree of learning proficiency work with the same essential ideas and same key knowledge and skills. Therefore, it is not only catering for students who struggle, but students who need extension and supporting all student participation.
Below is an example of a lesson plan in which I incorporated tiering to ensure all my year 9 students gained an understanding of finding the area of composite shapes.
This piece of evidence meets the standards listed above 4.1, 4.2
By understanding my student’s readiness levels I am able to apply tiering to my lessons. This has been done by creating 3 readiness groups. Separating students into groups based on their readiness to learn allows them to be placed closer to their zone of proximal development (Vygotsky, 1987). Tomlinson (2014) explains that tiering is useful as it ensures that students with different degree of learning proficiency work with the same essential ideas and same key knowledge and skills. Therefore, it is not only catering for students who struggle, but students who need extension and supporting all student participation.
Below is an example of a lesson plan in which I incorporated tiering to ensure all my year 9 students gained an understanding of finding the area of composite shapes.
This piece of evidence meets the standards listed above 4.1, 4.2
The SEPEP Model
The SEPEP model, as discussed above, is an inclusive model that allows all the opportunity to participate in a meaningful way.
Below is an example of a the workbook that each student had to complete after each lesson. Within this workbook they had to discuss what they did within their role which participated to the lesson and the team.
This piece of evidence meets the standards listed above 4.1, 4.2
The SEPEP model, as discussed above, is an inclusive model that allows all the opportunity to participate in a meaningful way.
Below is an example of a the workbook that each student had to complete after each lesson. Within this workbook they had to discuss what they did within their role which participated to the lesson and the team.
This piece of evidence meets the standards listed above 4.1, 4.2
ICT Blog
As part of the topic EDUC3628 - Numeracy and ICT Across the Middle and Secondary Curriculum, I was required to make a blog that informed parents about supporting their child to be a safe, ethical and responsible user of ICT which is aligned with the ICT General Capability of the Australian Curriculum. Below is the blog that I constructed aimed at the year 8 home class I had for my final year placement.
This piece of evidence meets the standards listed above 4.4, 4.5
As part of the topic EDUC3628 - Numeracy and ICT Across the Middle and Secondary Curriculum, I was required to make a blog that informed parents about supporting their child to be a safe, ethical and responsible user of ICT which is aligned with the ICT General Capability of the Australian Curriculum. Below is the blog that I constructed aimed at the year 8 home class I had for my final year placement.
This piece of evidence meets the standards listed above 4.4, 4.5