Bradley
Disley
Standard 4 - Create and maintain supportive and safe learning environments.
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Focus Area: 4.1 Support student participation.
Graduate Descriptor: Identify strategies to support inclusive student participation and engagement in classroom activities.
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Elaboration: Teachers need to use a variety of strategies to support their students in accessing content that is relevant and interesting. Schools may use software programs like DayMap and Moodle to perform administrative tasks, and provide content multi modally. Other strategies for inclusive student participation and engagement include differentiation of tasks, extension work, and individual support.
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Evidence Description: The evidence I have supplied to display this standard is my mentor teachers comments, which outline the strategies I used for improved classroom management and engagement. Presenting projects in class, discussing expectations, whilst also providing uploaded lessons and resources to Moodle for students to access anytime is inclusive practice.
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Evidence Supplied: Professional Experience and Reflection 1 and 2 combined final report. pg 2 Mentor teacher comments. (click to expand)
Focus Area: 4.2 Manage classroom activities.
Graduate Descriptor: Demonstrate the capacity to organise classroom activities and provide clear directions.
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Elaboration: Essential to students achieving learning goals is a safe and supportive classroom environment. Teachers who manage classroom activities effectively and provide clear direction have evidence of student learning in the work their students produce. A selection of learning material allows for different learning styles, paces of work and inclusive differentiation. The outcome of students work is evidence of learning outcomes, and also evidence of the teachers capacity to organise classroom activities effectively with clear direction.
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Evidence Description: The evidence that I have used to display Focus Area 4.2 is student work produced through Year 9 Materials in Woodwork. All students in the class produced chopping boards designed by themselves of a high standard. A design folio with an evaluation, and a tool resource folio, were also created in this unit to accompany the chopping boards, and display student understanding. Students producing high quality work and an understanding of the processes involved in the production, displays evidence of effective classroom organisation and clear teacher directions and expectations.
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Evidence Supplied: Finished examples of students work during Year 9 Materials, making wooden chopping boards. (click to expand)
Focus Area: 4.3 Manage challenging behaviour.
Graduate Descriptor: Demonstrate knowledge of practical approaches to manage challenging behaviour.
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Elaboration: Teachers should be aware of strategies that support students' wellbeing and safety, and legislative requirement that guide teachers in managing challenging behaviour. Protective practices for staff in their interactions with children and young people is prepared by the Department of Education and Children's Services (DECS 2017) to guide teachers in managing professional boundaries and responsibilities in responding to behaviour.
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Evidence Description: The link I have used as evidence of this standard is protective practices for staff in their interactions with children and young people. Knowledge understanding of this document assist me in knowing how to deal with suspected abuse, non-physical interventions for managing behaviour, and appropriate restraint occasions.
Evidence Supplied: Knowledge and understanding of the most recent legislation of 'protective practices for staff in their interactions with children and young people', and how to manage challenging behaviour p.19.
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Focus Area: 4.4 Maintain student safety.
Graduate Descriptor: Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
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Elaboration: Teachers should be aware of strategies that support students' wellbeing and safety. Many students experience peer pressure, cyber bullying or isolation. Being aware of children and young peoples mental health is a responsibility for teachers and the school community. Mind Matters component 4 and modules show how schools help students, when to be concerned, and the mental health difficulties faced.
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Evidence Description: Although I have undertaken these components yet I am aware of them and look forward to an opportunity to learn them. Learning when to be concerned, and about which health difficulties, is extremely valuable to helping individual students who may be struggling.
Evidence Supplied: Knowledge and understanding of the most recent modules of Mind Matters component 4 - support for students experiencing mental health difficulties. (click to expand)
Focus Area: 4.5 Use ICT safely, responsibly and ethically.
Graduate Descriptor: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
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Elaboration: Teachers need to be aware of the susceptibility of young people using adult social networking sites, and digital forums. These sites can be host to predators and bullies, placing young people at risk. Protective practices for staff in their interactions with children and young people (2017 p.11) outlines professional boundaries and appropriate use for teachers who wish you be involved in social networking sites/digital forums.
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Evidence Description: Knowledge of the professional boundaries and appropriate conduct online is a way of demonstrating and supporting, safe and supportive ICT use in learning and teaching.
Evidence Supplied: Knowledge and understanding of the most recent legislation of 'protective practices for staff in their interactions with children and young people', and guidance for teachers professional boundaries using digital forums/social networking sites p.11. (click to expand)
