Standard 4 - Create and maintain supportive and safe learning environments
4.1 Support student participation & 4.2 Manage classroom activities
During my post graduate studies, I have investigated a number methods for supporting student participation, during my PST placement I was able trial these theories. Much of the literature on the topic of student participation outlines the effect of self-perceived competence as a pre-requisite to participation. One such article, co-authored by Mr. Tony Watt (2015)highlights a number of studies such as Gao et al., (2009) and Yli-Piipari, (2011). which found links between expectancy-related beliefs and levels of participation in Physical Education programs and it is this finding that has influenced how I support participation in my classes. I support student participation by creating opportunities for every student to display his/her individual strengths and to feel safe and welcome in my class. I strengthen my student-teacher relationships by using constructive feedback and positive reinforcement techniques and by listening to my students. The Principles of Learning & Teaching also influences the choices I make around participation and management and include
artifact 1. P.E class with year 9 students artifact 2. Letter from Dalia (year 9) highlighting her increased participation during Health & P.E classes 4.3 Manage challenging behaviour During my PST placement I was introduced to the restorative practices model. Restorative practice is a strategy that seeks to repair relationships that have been damaged, including those damaged through bullying. It does this by bringing about a sense of remorse and restorative action on the part of the offender and forgiveness by the victim. This model is underpinned by the research of Morrison (2007), Rigby (2010), My knowledge of Don Hellison's TPSR model has also influenced the way in which I manage challenging behaviour The Teaching Personal & Social Responsibility model resonates with me as I also believe that the core function of a school is to prepare students to become:
Artifact 3. Examples of restorative questions and sequencing used in restorative practice sessions at Glenroy College artifact 4. Outline of Don Hellison's TPSR levels given to my students at the beginning of my second teaching block. This was used to facilitate discussion and self-reflection. 4.4 Maintain student safety & 4.5 Use ICT safely, responsibly and ethically During my placement at Glenroy College, I was quick to establish my expectation in class. I collaborated with my students in developing a set of rules and behavioural expectations for our class, we condensed our set of rules to four words which encompassed everything we thought was most important, they were: · Safety – To be, and feel safe in class, ALWAYS · Respect – For each other, ourselves and our right to learn · Inclusion – For EVERYONE to be involved, regardless of skill or experience · Effort – For EVERYONE to give their best, teacher and student alike The Victorian School Policy and Advisory Guide (2015) outline the safety in P.E & Sport policy and state that: Principals and teachers must ensure that the Department’s specific requirements and guidelines are met and that:
In addition to meeting the safety in P.E & sport policy, I have undertaken professional development training in social media safety and bullying and cyber-bullying. Artifact 5 & 6. Certificates from DEECD training |