Element 5
Teachers create and maintain safe and challenging learning environments through the use of classroom management skills
I believe the classroom should be an environment where students feel safe – in the physical and emotional sense, as well as safe to learn. ‘When students have a sense of safety and security in the classroom, they are more ready for learning (Edwards & Watts, 2004, p.136). The students should feel safe to explore their potential, raise ideas and questions, and be challenged to deepen learning. I believe that if the students feel safe, a mutual respect can be seen between teacher and students, and among students themselves, resulting in a positive learning environment for all. I believe developing relationships with students is important, by spending time with them and taking an interest in their lives (Edwards & Watts, 2004, p.246).
I have made opportunities each practicum to get to know students in order to develop a rapport with them, through learning names and engaging students in conversation at the beginning of and during the school day. As a result, I have been able to manage the classroom more effectively by addressing students by name and had positive feedback from students. This was acknowledged in my final practicum report for 2007 (Evidence A).
Evidence A - 2007 Final Report Comment
I have used positive encouragement and motivation as a tool for creating a supportive learning environment. For example, I have used appraisal to identify students who are acting responsibly, rather than identifying the misbehaving students. In this way, the other students join in doing the right thing too. My co-operating teacher acknowledged my use of positive reinforcement in my final practicum report for 2008 (Evidence B). For example, a boy I have taught would call out. I took to using Skinner’s Rules-Ignore-Praise model (Edwards & Watts, 2004, p.61), where I would ignore his calling out behaviour, then acknowledge him when he put his hand up and waited.
Evidence B - 2008 Final Report Comment
I have used practical approaches to managing the classroom during lessons through promoting responsibility among the students and providing clear directions for activities. A lesson I taught in a COGS unit on British Colonisation was an example of this, where the class discussed the bilby, its relevance to British Colonisation and produced a well-written description of it. Students were engaged and focused on the lesson as I used the digital projector to display information, as well as a proforma for their writing up on the whiteboard (Evidence C). Students were responsible for remembering certain facts, and could contribute their own experiences to the lesson. This maintained interest and focus. The lesson feedback from the co-operating teacher supported this (Evidence D).
Evidence C - Bilbies Lesson Slides
Evidence D - Teacher Feedback
I will manage the transitions from outside to inside the classroom and within the classroom more effectively on my next practicum. Especially with younger students, I need to ensure students know how to move from one area to another, to be safe and efficient. For example, I need to give students time to finish what they are doing before expecting them to pack up and move to the floor efficiently.
|
Element 5 Evidence.doc Size : 3.366 Kb Type : doc |
