Standard 4: Create and maintain supportive and safe learning environments

4.1-Support student participation

Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.

Each morning, I discuss the day's timetable with the class and write each 'lesson' as a list on the board (4.2). This shows students what we will be doing throughout the day and prepares them for what 'happens next'. I've found from doing this that students move between activities more easily and ask a lot less questions about 'What are we doing next?' 'What's happening now?'. We have begun working on creating 'lesson labels' to use rather than writing on the board. I have printed a label for each subject/activity/event and students will draw a picture to match and decorate the label. I chose to do this rather than just create or buy my own as I wanted students to have more ownership over the things we use in the classroom and so that the labels would have visuals that have meaning to the students (3.3).

I also aim to include a range of hands-on activities in my planning so that students stay engaged and motivated. Each morning students have time to practice their weekly spelling words. While some practice is written work done in their books, they also have the opportunity to be more hands-on and creative. The class has discussed why we practice our spelling words (to get better/learn to spell/etc) and decided that there are lots of ways to practice the spelling. Below are some photos of students completing their spelling activities.

In these pictures, students are using play dough, blue tack and matchsticks to create and spell their words. Students are always highly engaged during these spelling activities and stay motivated to finish the task.

4.2-Manage classroom activities

Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.

Managing classroom activities firstly comes down to planning. At the start of each term I check my weekly timetable to make sure that I have allocated time to each learning area as required. By laying out my planning in a visual way I can also find time to rearrange a day for any extra activities/special events/etc without causing to much disruption. I refer to the timetable for my weekly and daily planning to make sure I cover the required areas and making appropriate use of time to spend on learning tasks.

Each morning, the class discusses what we will be doing during the day and write the subjects and break times on the whiteboard. This means that students can keep track of what they are doing and what happens next. I feel that this helps to create an environment where students are comfortable and know what they will be doing.

4.3-Manage challenging behaviour

Manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully.

At the beginning of the year, my class discussed and decided on a set of class rules to make a 'class agreement'. I involved students in this process so that they not only had ownership over the rules but had a chance to discuss why we needed a rule. Students created posters for each rule and these are displayed in the classroom as a reminder to students. If a students breaks one of these rules, I first give them a warning and refer to the rule so they know why they are getting a warning and know what they need to do to change their behaviour. If a problem persists and a warning has not worked, I will remove the student from the group but keep them in the classroom so they can still listen or participate. If the problem behaviour still continues I will send the student to a buddy class or, if serious, to leadership in the front office. I have found that on most occasions, students have only need a warning or a reminder to get their behaviour back to how it needs to be.

One of the students in my class, despite having he ability to, often gets very little work done. Even if the student is given extra time, less to do, etc. the work still does not get done. To combat this challenge, I have begun using a sand timer placed in front of the student as a visual reminder of how much time they have to get a piece of work done. I set small goals, 'You need to get ..... done before the 5 minute timer runs out'. Having the visual was helping to keep this student on track but they began to get distracted again and get less and less done. I have now begun using another strategy alongside the timer where is the student gets their work done in the allotted time, they get to colour in a dot on a 'goal sheet' (see below). When all the dots are coloured in, the child is able to pick a prize from the lucky dip chest. These prizes are just small erasers and clips but have been able to get this student motivated to finish her work.

4.4-Maintain student safety

Ensure students’ wellbeing and safety within school by implementing school and/ or system, curriculum and legislative requirements.

At my current site we are very luck that students have a large natural play area that backs onto a recreation park. Being surrounded by such natural areas is fantastic and can provide many learning opportunities but there are also some dangers. These dangers can include things like snakes, spiders and trips and falls in rocky areas. At the start of each term, I like to talk with my students about playing safely in this area. This includes how to move around safely and what to do if they see (or even are bitten) by a snake.

As well as making sure that the things that I do and organize are safe for children, I also feel that it is important to teach students the skills they need to know what to do if they are in danger or an unfamiliar situation. I have talked with my students about 'stranger danger' and making sure that they know what to do or who to talk to if they need help. With the growing popularity of various technologies and online games and apps, I also feel it is very important to begin teaching the younger years about being safe in the virtual world. Having begun using the digital technologies curriculum that has recently been released as part of the Australian Curriculum I know that it is also a requirement that I begin to teach these skills to my students. Below are two content descriptors from the Digital Technologies learning area that emphasizes that students need to learn how to be safe when using technologies.

With this in mind, I have begun looking at the resources provided by the Australian Communications and Media Authority (ACMA) to introduce these issues to students in my class. http://www.cybersmart.gov.au/young%20kids.aspx

4.5-Use ICT safely, responsibly and ethically

Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.

In my classroom, I like to give students the opportunity to use a camera to record their work and learn how to use a popular piece of technology (see 2.6). Before I begin to show students how to use the camera, we talk as a class about how to be safe and responsible when using the camera. One of the things we discuss is the need permission to take someone's photo. As the class teacher, it is my responsibility to gain parental permission for photos at the beginning of the year and know who can and can't be in photos. Students are learning to ask someone before taking a photo of them and know that if someone doesn't want to be in a photo, they aren't allowed to take one. This learning has extended and students are now asking permission before taking photos of work and belongings.

At this stage, as my students have been in Foundation and Year One, most of their learning surrounding ICT has been about how to use something. Learning to take and upload a photo or learning to log-on and log-off a computer. It is important that students are able to learn how to do these things as they are the basic stepping stones to further ICT use.

When students are given computer time, they are given a certain task to do. For example, they may be given time to go on Reading Eggs. This is a phonics based learning site designed for young children and has been created as a safe environment. Students have learnt that they need to keep their passwords to this site private so that no one else can log on to their account.