Damien Walker
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Promoting Safety and Wellbeing

26/4/2017

 
Non-physical intervention in managing behaviour
Non-physical intervention is the recognised means of managing the behaviour of children and young people within a school as a profession teacher. Where a problem with a child or young person’s behaviour becomes apparent, non-physical interventions are used.
 
They  include:
  • directing other children and young people to move away from the situation
  • talking with the individual child or young person (asking
  • Them to stop the behaviour, and tell them what will happen if he/she does not stop)
  • directing them to a safe place
  • directing other children and young people to a safe place
  • sending for assistance from other staff, or in extreme cases, the police.
 
Use of verbal directions is always preferred to physical intervention. Physical contact with a child or young person (e.g. pushing, grabbing, poking, pulling, blocking) in order to ensure they comply with Directions is not appropriate ever. Under no circumstances should staff engage in any form of conduct which might cause physical or emotional harm to children and young people.
 
Staff may make legitimate use of physical restraint if all non-physical interventions have been exhausted or are impossible in the circumstances and a child or young
person is:
  •  attacking another child or young person or adult
  •  posing an immediate danger to him/herself or others.
 
Staff are to use physical restraint only as a last resort and not as a response to property destructions or leaving the classroom or the school (just to name a few)
 
What I feel comfortable using?
I would choose to direct the other children and young people to move away
from the situation, this would draw the attention away from the student  and hopefully have them stop the behaviour that has coursed the other children to move away.
 
I would also choose to talk with the individual child or young person (asking
the child or young person to stop the behaviour, and telling the child or young person what will happen if he/she does not stop), this would allow the child to be aware of the situation and what they are coursing to again cease the behaviour. Maybe even why they are doing the behaviour in the first instance.
 
 
***This has been completed prior to starting the course in 2014. Certificate of Attainment is below.
​

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Behaviours of a teachers

26/4/2017

 
Positive Relationship Builder
  • Has positive relationship with students in the class and outside the classroom (at lunch and recess etc.)
    • Assumes a social responsibility for their students.
  • Works well in group situations and contributes positively to others.
  • Speak to others like they are of worth and build a relationship that is equal.
  • Inclusive of everyone.
  • Always willing to help.
  • There general attitude.
  • Genuine interest and care for their surrounding (people and the relationships).
  • Upholds their moral and ethical values throughout all their relationships.

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BUILDING POSITIVE RELATIONSHIPS

26/4/2017

 
I have come to a frightening conclusion. 
I am the decisive element in the classroom.
 It is my personal approach that creates the climate.
It is my daily mood that makes the weather. As a teacher,
I possess tremendous power to make a child's life miserable or joyous
- Hiam Ginott

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Roles, Relationships & Responsibilities

26/4/2017

 
Roles
Teacher
Colleague
Friend
Family member
  • Son, daughter, mother, father, sister, brother etc.

Responsibilities
People (use of interpersonal skills)
  • The children, your colleagues, the children's parents/caregivers and the members of the community.*your colleagues include...teaching staff, school and organisation leaders, other professional staff ( your peers).
  • Your family and friends (at the end of the day) 

Relationships
  • The relationships teachers have with their student in the early career is the one they have with their students.
  • Be vigilant about your relationships with children and young people.
  • You need to be alert to your interactions with the adults in this setting.
 ​

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The Introverts & The Extroverts

26/4/2017

 
Choose one justice alert. How you would respond to it in terms of your own experiences of schooling? 

The justice alert I have chosen is 'who is heard and who finds it difficult to be heard?'
 
This means is everyone being heard and voiced in discussion and being active in classroom life. This does not just involve the student but the teachers as well. It involve the classroom being structured in a way that allow the entire class to be heard and no one to fall into the background and be unnoticed.
 
In terms of my schooling I found that It was very easy to fall in the the background and not be heard or notice. This is why I always tried to be what is classed as an active student. I would be involved in classroom life and make I self notice in the appropriate manner. I found myself as a result being able to talk problems out with my teacher and fellow student and also being able to balance my work whilst still being able to help other and make use of my interpersonal skills. This was all as a result of gaining feedback from my teachers and fellow students and adjusting my behaviourism if I felt it was required.
 
As a teacher I would need to make sure that I am paying attention to the introverts and the extroverts. 

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The Influence of Previous Teachers

26/4/2017

 
Think back to previous teachers who inspired and /or supported you. List some of their characteristics and behaviours. Do the same for teachers who you perceived negatively. 
Positive
  • Meets all learning styles
  • Approachable
  • Friendly
  • Care factor-Has a social responsibility for students
  • Engaging
  • Relatable
  • Active
  • Understandable
  • The want to teach you/passion as well-it is not just a job
  • Serious and strict when necessary - someone you can relate to and be friendly with but then also respect their authority.
  • Know the line between friend and teacher
  • Inclusive
  • Respectful
Negative
  • Lack of care factor -no social responsibility for students
  • Unrelatable
  • Detached
  • Treats it as just a job-no passion
  • Unable to communicate knowledge effectively with students
  • Unfair
  • Unable control students
  • Absent from class
  • Just wants to be your friend

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Why I Want to be a Teacher?

26/4/2017

 
I want to be a teacher, so that I can influence and make a difference in student life. I want to see that smile on their face when they learn something new or achieve something they did not believe they could.
 
I see myself teaching them not only fact about topics but engaging them and enabling them to relate to each topic. I will show them valuable skills, teach moral and correct behaviour that will enable them success in the world, that they live and breathe.
 
As a teacher I need to be constantly learning and improving upon myself both as a person and as a teacher of young impressionable students. I need to be someone that students can relate to and that they feel comfortable around but at the same time have them respect mu authority as their teacher. I need to form social and professionally acceptable relationships to do this. I need to be consistent with my judgement and my marking and assessment to in-turn be fair to all students' need to be understandable. I will need to notice when something is wrong with the child, it may be out of the ordinary and have the ability to help them through it if necessary. I will need to do administration work and comply with the rules of teaching and a professional among with everyone.
 
I look forward to working on my skills and become a great teacher, the one my previous teachers were for me and the one I want to me. Professional Experience will help me.

TRAITS OF MY TEACHING

26/4/2017

 
​Review the National Standard for Graduate Teachers to identify goals for Professional Experience 1

Professional Practice
  • Challenge my students and myself through the setting of goals.
  • Be able to evaluate my teaching and the program I am teaching.
  • Be able to provide student with constructive feedback in relation to their submitted work.
  • Be able run an  organise class room.
  • Support students in their learning and  aid their understanding.
 
Professional Knowledge
  • I want to understand how my student work best and suit their need in my teaching practice.
  • Use a variety of sources, media and strategies to teach and how to use them.
  • Know how a child develops and how to recognise who is failing behind.
  • understand the needs and different cultural background of my students.
  • Keep learning during my professional career to improve my knowledge.

Professional Engagement
  • Would like to teach in a way that keeps students interested.
  • Would like to teach in a way that allows engagement through relating to the topics and finding personal significance.
  • Establish a relationship with my students.
  • Engage families of my students, mainly parents. (keep communication open).
  • Engage with my fellow colleague to improve my teaching practice.


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Schools Kill Creativity?

26/4/2017

 
Ken Robinson TED Talk
https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html
 
Take notes on his presentation style, his story telling and his passionate commitment.
  • Interacts with his audience.
  • Relates to them and draws from his personal experience, makes jokes.
  • Formal at the same as being informal-relax
  • He speak clearly and fluently. Most importantly his speak slowly.
    • Not too technical, anyone could understand him
  • No notes.
  • Take you to the place during the story.
  • Looks at his audience not just at one spot, moves around.
  • Gestures, speaking with his hands.
  • His humour sometimes detract from his content.
  • He seems to I be passionate about allowing children to express them self (creativity).
    •  I would call him an education expert. - his passion comes across in his speech, he seems excited and genuinely interested in the topic at hand.

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Transitions and Tensions

26/4/2017

 
What transitions are part of your current experience as a first year teacher education student?
  •  From student to pre-service teacher.
 
What personal and professional tensions do you anticipate will be part of your career as an educator?
  • Balancing work and social life.
  • How will I communicate effectively with my students, especially the younger ones?
  • How will I be relatable.
  • Fear of not being liked by the students and also of not being a good teacher.
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    Damien Walker is currently studying a Bachelor of Education, Food and Textiles Technologies at University of South Australia. This is him engaging with readings and questions throughout his teaching journey to gain professional insight and knowledge.

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