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STANDARD 4.1
STANDARD 4.1
Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities.
Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities.
Kindness Bag Activity and Mentor Comment
Kindness Bag Activity and Mentor Comment
"One strategy of resounding success was the kindness bags that she created with the year 7 students while analyzing the themes of the novel" Wonder" .Each student was asked to write 3 compliments for members of the class each day for 2 weeks ,and to place these into a bag with the student's name on it at the start of each lesson.
"One strategy of resounding success was the kindness bags that she created with the year 7 students while analyzing the themes of the novel" Wonder" .Each student was asked to write 3 compliments for members of the class each day for 2 weeks ,and to place these into a bag with the student's name on it at the start of each lesson.
At the end of the two week period, and on her last day ,the bags were taken down and given to their "owners". Each student received a bag of "kindness"- genuinely good compliments from the other students in the room . This not only made the novel theme much more apparent ,but created great well-being within the class.
At the end of the two week period, and on her last day ,the bags were taken down and given to their "owners". Each student received a bag of "kindness"- genuinely good compliments from the other students in the room . This not only made the novel theme much more apparent ,but created great well-being within the class.
Sasha was very aware of the need for a combination of hands on activities and teacher directed learning ,and kept the students' interest at a high level through most of her lessons." - Elizabeth Peterson Mentor at TCC.
Sasha was very aware of the need for a combination of hands on activities and teacher directed learning ,and kept the students' interest at a high level through most of her lessons." - Elizabeth Peterson Mentor at TCC.
Stage 1 Planet Talks.docxPlanet Talk Activity
Planet Talk Activity
Students developing their own Planet Talk following daily segments throughout the term.
Students developing their own Planet Talk following daily segments throughout the term.
STANDARD 4.2
STANDARD 4.2
Manage classroom activities. Demonstrate the capacity to organise classroom activities and provide clear directions.
Manage classroom activities. Demonstrate the capacity to organise classroom activities and provide clear directions.
Handbook_SashaKostovic.pdfHandbook for Positive Learning Environments
Handbook for Positive Learning Environments
Handbook to promote a positive learning environment.
Handbook to promote a positive learning environment.
The Handbook features a number of useful strategies to effectively manage the classroom.
The Handbook features a number of useful strategies to effectively manage the classroom.
CLASS NORMS.docxEstablishing Class Norms
Establishing Class Norms
The answers on this document were constructed in collaboration between me and the entire class.
The answers on this document were constructed in collaboration between me and the entire class.
It allowed for us to establish a common ground for what is acceptable and not acceptable behaviour. Once complete, the document was created into a poster for ongoing reference.
It allowed for us to establish a common ground for what is acceptable and not acceptable behaviour. Once complete, the document was created into a poster for ongoing reference.
Miss K Expectations v Student.docxStudent and Teacher Expectations
Student and Teacher Expectations
Each student was a sent a copy of my classroom expectations to inform of the behavioural, learning and personal behaviour I believed fostered a positive classroom environment.
Each student was a sent a copy of my classroom expectations to inform of the behavioural, learning and personal behaviour I believed fostered a positive classroom environment.
Students were then asked to similarly complete their own expectations table and forward their answers to my email for review.
Students were then asked to similarly complete their own expectations table and forward their answers to my email for review.
STANDARD 4.3
STANDARD 4.3
Manage challenging behaviour. Demonstrate knowledge of practical approaches to manage challenging behaviour.
Manage challenging behaviour. Demonstrate knowledge of practical approaches to manage challenging behaviour.
Sasha’s capacity to manage the class behaviour and noise, like all new teachers, was a challenge to begin with, but by the completion of the prac., her confidence had grown in leaps and bounds, and she was quite clearly in charge of the students and not the other way around. Her growth in this area was commendable.
Sasha’s capacity to manage the class behaviour and noise, like all new teachers, was a challenge to begin with, but by the completion of the prac., her confidence had grown in leaps and bounds, and she was quite clearly in charge of the students and not the other way around. Her growth in this area was commendable.
She was always mindful of making the classroom a stimulating and safe area and created lessons that encouraged the students to participate in discussion and offer their opinions safely. On the odd occasion when a student became difficult and refused to follow instructions, as occurs in every class of adolescents, she handled the situation calmly and firmly, reminding the student of the expectations while giving he or she a chance to explain themselves. She was always positive and attentive, and able to reflect on the interaction later and talk through her handling of it.
She was always mindful of making the classroom a stimulating and safe area and created lessons that encouraged the students to participate in discussion and offer their opinions safely. On the odd occasion when a student became difficult and refused to follow instructions, as occurs in every class of adolescents, she handled the situation calmly and firmly, reminding the student of the expectations while giving he or she a chance to explain themselves. She was always positive and attentive, and able to reflect on the interaction later and talk through her handling of it.
- Elizabeth Peterson Mentor at TCC.
- Elizabeth Peterson Mentor at TCC.
Henley High Behavioural Management Guide
Henley High Behavioural Management Guide
Liasion Feedback (2).pdfManaging behaviour during lesson observation.
Managing behaviour during lesson observation.
Uni Liaison Feedback Document.
STANDARD 4.4
STANDARD 4.4
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
RAN.pdfRespond to Abuse and Neglect
Respond to Abuse and Neglect
Certificate of participation
Certificate of participation
Wellbeing Hub Certificate.pdfAustralian Student Wellbeing Framework
Australian Student Wellbeing Framework
Modules 1
Modules 1
ADELAIDECBDFIELDTRIP.docxRisk Assessment
Risk Assessment
Year 11 Field Trip to Rundle Mall and Rundle Street
Year 11 Field Trip to Rundle Mall and Rundle Street
STANDARD 4.5
STANDARD 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.
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.
ICT .pdfICT Agreement Henley High School
ICT Agreement Henley High School
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