Element 5

Element 5

Teachers create and maintain safe and challenging learning environments through the use of classroom management skills.

5.1.1 Demonstrate a variety of strategies to develop a rapport with all students.
5.1.2 Establish supportive learning environments where students feel safe to risk full participation.
5.1.3 Demonstrate strategies to create a positive supporting student effort and learning
5.1.4 Provide clear directions for classroom activities and engage students in purposeful learning activities.
5.1.5 Demonstrate knowledge of practical approaches to managing student behaviour and their applications in the classroom.
5.1.6 Demonstrate knowledge of principles and practices for managing classroom discipline.
5.1.7 Understand specific requirements for ensuring students safety in schools.

I have demonstrated clear directions for classroom activities and engagement of students in purposeful learning activities. (Aspect 5.1.4) In every lesson plan written, these things are considered, with an aim for teaching that specific lesson, the indicators for how it will be achieved and the learning activities with will provided meaningful understanding for students.

I believe that knowing your students, their interests, their learning styles and their individual needs is one of the most important elements for classroom management. Knowing how to keep students interested in a lesson, who they work with best and the types of activities that are most likely to see them experience success. This is achieved by getting to know students, talking to them and observing. These all contribute to the development of building up a mutual respect and rapport with students, (Aspect 5.1.1) and the development of an inclusive classroom, where the teacher facilitates a culture of respect and value for all members of the classroom (Keefe & Corrington, 2007, p. 113).  I also believe that all students must feel supported and part of their classroom environment, (Aspect 5.1.2) where they can be confident enough to take risks; ask a question to clarify meaning, tell a story to their peers without out the fear of ridicule. Strategies such as the implementation of an honesty box, or an anonymous questions box, means that such ideals can be achieved in the classroom setting. Students also need to feel supported, and that there classroom is a happy, positive learning environment. (Aspect 5.1.3) Such an environment encourages students to make an effort with their learning, and be proud of their work. Each student must be able to experience success, in order to keep motivated and positive.  

I need to demonstrate a broad range of practical approaches to managing student behaviour in the classroom. (Aspect 5.1.5) Whilst engagement and adequate planning for lessons is an essential element in this area, as Kohn supports in stating that many discipline problems are not a function of children who are insufficiently controlled, but of a curriculum that is insufficiently engaging (1996, p. 2), it is also important to have a variety of strategies at one's disposal to help assist in classroom management. Such things may include, clapping rhythms, raising a hand or playing a musical instrument. These a just a few simple techniques, but more need to be added to the collection. I need to demonstrate my understanding of specific requirements for ensuring student safety in schools. (Aspect 4.1.7) Through the consultation of different school policy, and the requirements of tertiary study, such can be achieved. General safety and well being is a critical aspect of student welfare.

I will demonstrate knowledge of principles and practices for managing classroom discipline. (Aspect 5.1.6) Whilst it is hoped that in the planning stage most problems can be alleviated, having the ability to implement discipline is crucial. Whilst on practicum placement it is easiest to follow the school's designated discipline policy, it is also necessary to experiment with some other strategies.