Professional PRACTICE
4.1 Support student participation
Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 Manage classroom activities
Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3 Manage challenging behavior
Demonstrate knowledge of practical approaches to manage challenging behaviour.
The youth in my classrooms have needs related to identity, relationships, purpose, empowerment, achievement, rigour/routine, and security. My classroom encourages students to use personal responsibility positively and builds in these basic needs. As a humanist, I understand that for students to be successful and fulfil themselves, their basic needs must be met - by doing this, they become the best version of themselves to learn to the best of their abilities. My classroom is values-based, and I ensure that I spend the first lessons of a subject by setting transparent and fair expectations that enable students to understand and operate within the set boundaries.
I explain the purpose of each of my class values and rules and then why each is important. Also, explicitly discussing what an effective student and teacher look like. This facilitates students' participation in classroom management and develops positive classroom culture.
In my class, individuals are responsible for their behaviour, learning and success. This statement of purpose is supported in my Comprehensive Behaviour Management Plan, where I consider managing different types of behaviour, particularly disruptive behaviours. I have clear guidelines to follow, and students are made aware of them.
Plans are set and followed where possible, where the plan/set program does not fit the class or a particular student; I work with that class/student to discuss how they would like the class to run and what needs improving – exit card and class meetings support this. Although this takes away from learning and teaching time, I believe class cohesion and safety are imperative to address in the equation for academic success. At this point, I will also try using a seating plan to create more directed lessons that focus and control how/when students respond—flipping my content teaching strategies to make them more engaging (if not already) is also applied. Finally, generally using firm but fair consequences for actions that might hurt or hinder an individual or the class learning or right to a safe, supportive environment.
Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 Manage classroom activities
Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3 Manage challenging behavior
Demonstrate knowledge of practical approaches to manage challenging behaviour.
The youth in my classrooms have needs related to identity, relationships, purpose, empowerment, achievement, rigour/routine, and security. My classroom encourages students to use personal responsibility positively and builds in these basic needs. As a humanist, I understand that for students to be successful and fulfil themselves, their basic needs must be met - by doing this, they become the best version of themselves to learn to the best of their abilities. My classroom is values-based, and I ensure that I spend the first lessons of a subject by setting transparent and fair expectations that enable students to understand and operate within the set boundaries.
I explain the purpose of each of my class values and rules and then why each is important. Also, explicitly discussing what an effective student and teacher look like. This facilitates students' participation in classroom management and develops positive classroom culture.
In my class, individuals are responsible for their behaviour, learning and success. This statement of purpose is supported in my Comprehensive Behaviour Management Plan, where I consider managing different types of behaviour, particularly disruptive behaviours. I have clear guidelines to follow, and students are made aware of them.
Plans are set and followed where possible, where the plan/set program does not fit the class or a particular student; I work with that class/student to discuss how they would like the class to run and what needs improving – exit card and class meetings support this. Although this takes away from learning and teaching time, I believe class cohesion and safety are imperative to address in the equation for academic success. At this point, I will also try using a seating plan to create more directed lessons that focus and control how/when students respond—flipping my content teaching strategies to make them more engaging (if not already) is also applied. Finally, generally using firm but fair consequences for actions that might hurt or hinder an individual or the class learning or right to a safe, supportive environment.
Evidence:
- Lesson Structure – theory, practical, classroom strategies
- Comprehensive Classroom Management
4.4. Maintain Student Safety
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
As a teacher of a special area of study like Food, Textiles & Hospitality, the student's safety is at the centre of my practice. A safe working environment allows positive learning engagement from students. This means setting clear boundaries for work and ensuring a thorough induction to the workspace and new equipment being used. I understand the need to minimise risk and how to use risk management plans to do so. Students are always inducted thoroughly into the practical space (Kitchen or Textiles Lab) and understand the personal responsibility. This can be seen through my use of an induction lesson in my Year 10 Food & Hospitality Class and the development of a risk management plan for a Year 12 excursion.
Following up on any reported bullying/harassment or student wellbeing incidents with students and appropriate leadership members. Inputting information on SEQTA ensures records of occurrences and that teachers and school leadership are aware of what is going on is completed frequently.
It maintains clear communication with Heads of Year and other teachers about any situations via SEQTA. This means reporting behavioural issues, disengagement or signs of distress.
Furthermore, I utilise the training and understanding of first aid and responding to abuse and neglect that I have, when necessary, to exercise the duty of care I have for students.
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
As a teacher of a special area of study like Food, Textiles & Hospitality, the student's safety is at the centre of my practice. A safe working environment allows positive learning engagement from students. This means setting clear boundaries for work and ensuring a thorough induction to the workspace and new equipment being used. I understand the need to minimise risk and how to use risk management plans to do so. Students are always inducted thoroughly into the practical space (Kitchen or Textiles Lab) and understand the personal responsibility. This can be seen through my use of an induction lesson in my Year 10 Food & Hospitality Class and the development of a risk management plan for a Year 12 excursion.
Following up on any reported bullying/harassment or student wellbeing incidents with students and appropriate leadership members. Inputting information on SEQTA ensures records of occurrences and that teachers and school leadership are aware of what is going on is completed frequently.
It maintains clear communication with Heads of Year and other teachers about any situations via SEQTA. This means reporting behavioural issues, disengagement or signs of distress.
Furthermore, I utilise the training and understanding of first aid and responding to abuse and neglect that I have, when necessary, to exercise the duty of care I have for students.
Evidence:
- Year 10 Induction to the Kitchen Sheet
- Risk Management – Central Market Excursion
- Child Safe Environment & First Aid Certificate
4.5 Use ICT safely, responsibly, and ethically
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.
Teachers, students and parents are increasingly using digital technologies to teach, learn and communicate, challenging the traditional concept of a school. While advances in technology have created opportunities to engage students in the classroom in new and exciting ways, they also present an opportunity to be intentionally and unintentionally misused. As a teacher, I am to support my students to use ICTs in a safe, ethical and responsible way. The local school administration is responsible for implementing cybersafety programs into the curriculum, blocking inappropriate websites, issuing passwords and ensuring that students, parents and staff sign acceptable use agreements.
As a teacher, I am responsible for the day-to-day supervision of the students in my classes using the internet. I must monitor the sites that students are viewing to ensure they are good sources for research and not sites that will distract students from playing games or messaging their friends. I also need to teach students the ethics of copying and pasting information and referencing their information sources.
In my classroom, I do this:
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.
Teachers, students and parents are increasingly using digital technologies to teach, learn and communicate, challenging the traditional concept of a school. While advances in technology have created opportunities to engage students in the classroom in new and exciting ways, they also present an opportunity to be intentionally and unintentionally misused. As a teacher, I am to support my students to use ICTs in a safe, ethical and responsible way. The local school administration is responsible for implementing cybersafety programs into the curriculum, blocking inappropriate websites, issuing passwords and ensuring that students, parents and staff sign acceptable use agreements.
As a teacher, I am responsible for the day-to-day supervision of the students in my classes using the internet. I must monitor the sites that students are viewing to ensure they are good sources for research and not sites that will distract students from playing games or messaging their friends. I also need to teach students the ethics of copying and pasting information and referencing their information sources.
In my classroom, I do this:
- The use of note-taking sheets allows students to partake in the use of ICT responsibly and ethic. They are engaged in the research process and then are to first research and note-take in their own words, cite intext reference and then use a reference list.
- We used the Microsoft Teams Platform to provide a safe place for students to communicate with teachers and their peers when using online learning. This required me to be explicit to students about how they were to communicate with each other and communicate expectations for behaviour during said learning activities.
- Communicate expectations for work when using the computer.
- Vigilance when students are working to ensure they are safe, responsible, and ethical.
Evidence:
- Referencing PPT… Year 10
- Online Learning Expectation, Team Introduction