Standard 4: Create and maintain supportive and safe learning environments
Focus Area: Standard 4.3 Manage challenging behaviours
Reflection:
During my practicum I was in a class that had students with certain behavioural problems, this required me to adapt and implement different behavioural management strategies that would be suited to each individual student as not all students respond to the same approach. Over my weeks at Mawarra Public School I focused on using more positive reinforcement within the classroom, I noticed a difference when I would point out the good behaviours a student was displaying as opposed to focusing on what a student was not meant to be doing. I learnt the importance of being patient, empathetic and understanding, which are all qualities I believe are important for being a teacher. I personally feel that these qualities are significant for building a good rapport/relationship with the all children.
Moreover, in addition to using positive comments and praise, I also implemented a rewards chart system to help reinforce good behaviour. Student would receive a prize/reward once they received a certain amount of stamps (image below) once they had completed their whole chart, they would receive a mini merit. I personally found this a good tool for encouraging safe respectful learning as students would try hard to earn these rewards. Throughout my practicum I also used a wide range of attention grabbers to ensure students were focused and understood their expectations. One of the main attention grabbers I used was the call back "Hocus Pocus" once I had said this, that meant all the other students had to respond "Everybody Focus" students would need to put their hands over their eyes and focus completely on me, I would wait until I had all eyes on me before I explained my next instructions or reminded them of noise level expectations.
During my practicum I was in a class that had students with certain behavioural problems, this required me to adapt and implement different behavioural management strategies that would be suited to each individual student as not all students respond to the same approach. Over my weeks at Mawarra Public School I focused on using more positive reinforcement within the classroom, I noticed a difference when I would point out the good behaviours a student was displaying as opposed to focusing on what a student was not meant to be doing. I learnt the importance of being patient, empathetic and understanding, which are all qualities I believe are important for being a teacher. I personally feel that these qualities are significant for building a good rapport/relationship with the all children.
Moreover, in addition to using positive comments and praise, I also implemented a rewards chart system to help reinforce good behaviour. Student would receive a prize/reward once they received a certain amount of stamps (image below) once they had completed their whole chart, they would receive a mini merit. I personally found this a good tool for encouraging safe respectful learning as students would try hard to earn these rewards. Throughout my practicum I also used a wide range of attention grabbers to ensure students were focused and understood their expectations. One of the main attention grabbers I used was the call back "Hocus Pocus" once I had said this, that meant all the other students had to respond "Everybody Focus" students would need to put their hands over their eyes and focus completely on me, I would wait until I had all eyes on me before I explained my next instructions or reminded them of noise level expectations.
Above documents are from my final report and lesson feedback sheet, they demonstrate how I met standard 4.3 manage classroom behaviour.
Standard 7: Engage with the parent/carers
Focus Area: Standard 7.3 Understand strategies for working effectively, sensitively and confidentially with parent/carers
Above is a comment from my final report that supports how I met standard 7.3 understanding strategies for working effectively, sensitively and confidentially with parent/carers
Reflection:
While engaging with parents/carers it is important to show a high level of professionalism, this is why I was always conscious and mindful of how I conducted myself. While communicating with teachers, students, parents and carers, I always tried to be friendly, respectful and responsive at all times. During my practicum I was able to develop good rapports with various parents and students. I had parents speak with me in the afternoons to ask about their child's day, I even had parents come into the classroom and joke with me about "how game I was to let the students do some of the messier science experiments". Through these experiences, I learnt the importance of building and maintaining positive professional relationships not only with the students but with the parents/carers as it helps give their child the best quality education.
Furthermore, through my professional placement I was given the opportunity to sit in on a couple short teacher/supervisor parent meetings which were conducted due to behavioural incidents within the classroom and playground. This was a great learning experience for me as I was able to understand the need for confidentially, it also helped me realise that not everything is black and white, and that sometimes there may be external reasons as to why a child may be acting out. This parent allowed me to sit in on her meeting with my mentor teacher as she felt comfortable enough to have me present in the room, she would even often check in with me most morning to give me an indication of her child's mood to help prepare me for the day. My mentor teacher, the parent and I would effectively work together and discuss different strategies we thought may work for this individual child. This was a huge learning experience for me as I was able to understand and develop my skills of working effectively, sensitively and confidentially with parents/carers.
While engaging with parents/carers it is important to show a high level of professionalism, this is why I was always conscious and mindful of how I conducted myself. While communicating with teachers, students, parents and carers, I always tried to be friendly, respectful and responsive at all times. During my practicum I was able to develop good rapports with various parents and students. I had parents speak with me in the afternoons to ask about their child's day, I even had parents come into the classroom and joke with me about "how game I was to let the students do some of the messier science experiments". Through these experiences, I learnt the importance of building and maintaining positive professional relationships not only with the students but with the parents/carers as it helps give their child the best quality education.
Furthermore, through my professional placement I was given the opportunity to sit in on a couple short teacher/supervisor parent meetings which were conducted due to behavioural incidents within the classroom and playground. This was a great learning experience for me as I was able to understand the need for confidentially, it also helped me realise that not everything is black and white, and that sometimes there may be external reasons as to why a child may be acting out. This parent allowed me to sit in on her meeting with my mentor teacher as she felt comfortable enough to have me present in the room, she would even often check in with me most morning to give me an indication of her child's mood to help prepare me for the day. My mentor teacher, the parent and I would effectively work together and discuss different strategies we thought may work for this individual child. This was a huge learning experience for me as I was able to understand and develop my skills of working effectively, sensitively and confidentially with parents/carers.