Standard 4

APST 4: Create and maintain supportive and safe learning environments

Focus area 4.1 : Support student participation

Identify strategies to support inclusive student participation and engagement in classroom activities.

My interpretation: Establish a positive learning environment through the use of various teaching strategies to encourage student participation and increase engagement in the classroom.

How I Integrated the Standard: Throughout my placement a Blackfriars, I strived to create an engaging classroom by integrating different types of classroom activities such as Kahoots, online voting forums, and motion cards as shown below. I also encouraged group discussions and small-group work when working on assignments or activities. These strategies were put in to ultimately create a positive classroom where students feel comfortable to voice their opinions and engage in activities.

Standard 4.1.pdf

Science Kahoots

In my classes, such as my Year 10 classes, student participation in discussions were not effective as some of them were not confident to answer questions. Hence, I introduced Kahoots to help support student engagement. Kahoots gave me the opportunity to assess student understanding but also involved students in friendly competition. utilizing Kahoot was a positive experience that imbued my classes with activity and focus and provided a way for all students, not just the extroverted students, to participate and contribute to the learning environment.

Standard 4.1.2.pdf

Menti on Infectious Diseases

Similar to Kahoots, Menti's were a way to support student participation and engagement in classroom activities. Some of my Year 11 SACE Stage 1 Biology students struggled to participate in class discussions from fear of judgement. Hence, I adapted my teaching to incorporate online teaching and gamification.

Lesson plan with motions card 4.1.pdf

Motion Cards Activity

Another activity I introduced to the students were Motion Cards. These cards were designed to test their knowledge of the three Newton's Laws of Motion. They were given various scenarios in which they had to decide which Law best described the situation. Each student was given a card and needed to categorize it according to the laws written on the whiteboard. This allowed students to consolidate knowledge on Newton's Laws by applying them in different daily scenarios.

Vineetha worked well to establish good relationships with all students in her classes and used this along with her various teaching methodologies to provide a safe and supportive learning environment.

Vineetha created a learning environment where students felt comfortable to respond to her questions and she encouraged the interaction of less confident students. She was always willing to help students with their understanding of the topic on an individual and class basis by inviting questions from them at the appropriate times.

- Kristie Abbott and Nam Tran, Blackfriars Priory School, Final Placement Report

Focus area 4.2: Manage classroom activities

Demonstrate the capacity to organise classroom activities and provide clear directions.

My interpretation: Ability to establish routines, set expectations and provide clear directions to support classroom activities.

How I Integrated the Standard: I strived to establish a good relationship with my students from the start. I ensured to learn their names quickly as to foster teacher-student relationships and as a tool to redirect disruptive students. I tried to develop different methodologies to guarantee classroom activities run successfully. I established routines at the start of each class such as being silent during role-call and what to bring to each class.

Safety Measures for Heart Dissection Practical on the Whiteboard

For each practical, I would write safety measures on the whiteboard or give a demonstration on how to safely use equipment. I ensured to outline any risks that accompanied each practical. Attached above are the safety measures I wrote for a heart dissection practical with my Year 8 class. For this practical, only students were working in pairs and only the person dissecting the heart could handle the sharp objects (forceps, scissors and scalpel). Students who were not dissecting the heart had to keep their hand away from the dissecting mat which was monitored closely. Students who were dissecting the heart were instructed to have two objects in their hands at all times to avoid injuring themselves.

Clear Lesson Instructions on the Whiteboard

At the start of each class, I would communicate the lesson instructions to my students either verbally or written on the whiteboard as shown in the picture above. I tired to arrive at my classes ahead of time to set up and write the instructions if I did not have any classes beforehand. I ensured to make my instructions clear and concise as to not confuse students and provide a clear direction of how a successful class should run. Students knew what was expected of them during my classes in terms of behaviour and house-keeping. A routine I had established with them was to always bring their booklet to class. Specifically, for my Year 10's, they were expected to bring their booklets and calculators for each Science lesson. Setting these routines and expectations, allowed lessons to run smoothly and on time as students were not going in and out of class to retrieve books/calculators they had forgotten.

Vineetha was very competent at managing several aspects of the learning environment. She was quick to learn students’ names and used this as a tool to re-focus students that were off task. She maintained a friendly and helpful approach to the students. From the start she specified clear expectations of the students with respect to their learning and conduct in the classroom.

- Kristie Abbott and Nam Tran, Blackfriars Priory School, Final Placement Report

Focus area 4.3 : Manage challenging behaviour

Demonstrate knowledge of practical approaches to manage challenging behaviour.

My interpretation: Capacity to develop different behaviour management strategies to tackle challenging behaviour and establish a safe working environment within classrooms.

How I Integrated the Standard: In my classes I set out clear, simple rules and expectations which are consistently and fairly applied to all students. I ensure that students understood the consequences of their actions both positive and negative. I frequently used praise, both verbal and non-verbal to motivate my students when they were showing good behaviour in class. I also designed seating arrangements for my Year 8 and 10 class to reduce disruption. I utilised the 3-warining system and 5 minutes of silence to manage challenging behaviour from students. My activities and content was sequenced so that easy and brief tasks are interspersed with longer and more demanding ones which enhanced engagement and learning as well as reduced disruption.

Disagreement between Year 8 Students

Attached above is a summary of a disagreement that occurred between two students in my Year 8 class. They were team mates for a design practical the students were working on where they had to design a method to measure the effect of exercise on hear rate. It started when they disagreed on the deign of the method as they each wanted to to look at different exercises. Both were not compromising with each other and started arguing in class. Here, I stepped in and brought them out of class as to not disrupt the other students. I advised them to pick a realistic type of exercise as they only had 90 minutes and to approach each other calmly. They stopped arguing momentarily but then as we reached the oval, they started arguing again to which I intervened again. On of the students stormed off, and I went to talk to him. He was distressed and wanted to go home. I tried to help the students reconcile but one of the students were to distressed. I brought said student to the Heads of House to discuss strategies to help him.

Minutes of Silence

A strategy I used to manage challenging behaviour and tackle disruptive classrooms. When classes were being disruptive and I had given them 3 opportunities (3-warning system) to amend their behaviour. If behaviour did not improve, the class would enter 5 minutes of silence. If they continued to be disruptive, the time would increase. They were also given opportunities to make up this time with good behaviour (i.e taking out booklet when told, listening to instructions). I also set behavioural expectation for my students, such has putting their hand up when they have a question and not calling out, being respectful of other when they are talking and no name-calling. I used positive reinforcement reward students who were doing the right things in class through praise so other students could model them.

Year 8 and 10 Seating Plans.pdf

Year 8 and Year 10 Seating Plans

Throughout my practicum, I found that seating plans served as as a effective behaviour management strategy. I implemented these seating plans in my Year 8 and Year 10 classes when they became increasingly disruptive. When creating the seating plans, I considered the most disruptive students and positioned them next to students who had good behaviour. Disruptive students were also placed at the front of the class so I could keep track of them.

When I implemented the seating plan, I displayed it on the whiteboard as they came into class as to not waste time at the beginning of the lesson. I let the students be responsible of their own behaviour. Those students who showed good behaviour were rewarded by being able to sit next to their friends provided they too showed good behaviour.

From the start she specified clear expectations of the students with respect to their learning and conduct in the classroom. She made students aware of the consequences of their behaviour, both positive and negative. Throughout the practicum she developed the confidence and ability to enforce any punishment necessary. She had good behaviour management strategies that were in accordance the school’s set behaviour management policy. She was able to adjust her teaching to deal with challenging classes, with respect to behaviour management. Throughout the practicum she tried a number of different approaches in order to effectively manage this environment which she will certainly apply in her future teaching.

- Kristie Abbott and Nam Tran, Blackfriars Priory School, Final Placement Report

Focus area 4.4 : Maintain student safety

Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements .

My Interpretation: Implement rules and strategies that will ensure the safety and wellbeing of students according to the legislative requirements of the school.

How I Integrated the Standard: During practicals and activities, I always set clear instructions and expectations for the students. For each practical, I write risk assessments per the school policy on RiskAssess to be fully informed of the all the risks when undertaking practicals. I ensure that students are given proper notice of PPE requirements before the practical. I was involved in Pastoral Care with my homegroup where we talked about student wellbeing issues such as abuse in relationships and trust networks. I ensure I familiarised myself with Blackfriar's Occupational Health and Safety Policies to properly support student safety in class and the laboratory.

Standard 4.4.pdf

RiskAssess

Attached above is an example of a risk assessment written and generated from RiskAssess. As per Blackfriar's OHS policy, it is a requirement that all teachers conduct a risk assessment before attempting a practical. Hence, I ensure that before my practical, a risk assessment would be generated. I was aware of the risks associated with each practical support student safety within a laboratory.

Blackfriars OHS Policy.pdf

OHS Policy

Attached above is Blackfriars OHS policy. I recognise the importance of maintaining a safe work environment for myself, my students and staff. I was made aware of First Aid procedures and the designated First Aid personnel. I have also undergone a 'lock-in simulation' emergency procedure during class.

Standard 4.4.1.pdf

Pastoral Care

Attached above is the content covered during a pastoral care lesson lead by a home group teacher and myself to promote student wellbeing. The lesson covered control and abuse in relationship. Students were tasked with identifying unhealthy behaviours exhibited in relationships that leads to abuse. There was a group discussion of the different scenarios of abuse shown in the video.

She found the management of the class changed with different teaching methodologies and was able to implement the behaviour management policy of the school when required to establish a safe working environment in the class.

- Kristie Abbott and Nam Tran, Blackfriars Priory School, Final Placement Report

Focus area 4.5: Use ICT safety, 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.

My interpretation: Use a variety of methodologies to safely and ethically incorporate ICT use in learning and teaching.

How I Integrated the Standard: The integration if ICT into classrooms support the interactive process of teaching, learning and assessment in schools. It also allows students to develop the knowledge, skills, understanding, attitudes and behaviours to assist students to live and work successfully in the future. However, it is vital that students and teachers understand that with the integration of ICT into classrooms, there are certain responsibilities they will need practice to ensure it is used safely and ethically. To foster ICT safety, I ensured that I was aware of Blackfriar's ICT policy before commencing my placement. Secondly, when students were attempting online quizes on platforms such as Kahoots, they needed to enter appropriate names (full name/first name/last name). I made clear to them that entering any derogatory or vulgar words would result in their name being deleted from the player board and they will not be allowed to play.

Appropriate Kahoot Names

When students were attempting Kahoot quizzes, they were only allowed to join if they used appropriate Kahoot names (Full name/first name/last name). Any inappropriate names will be deleted and the students will not be allowed to partake in the quiz. This is in accordance with Blackfriar's ICT policy and to ensure students were using ICT safely and ethically within classrooms.

Digital-Technologies-Policy-2020.pdf

Blackfriars ICT Policy

Before commencing my practicum at Blackfriars, I familiarised myself with their ICT policy. Hence, throughout my placement I was able to follow through on the school's ICT policy within my classes especially in regards to mobile phones. Students must switch off and keep their phones their locker before school starts. If a student brings a phone to class they will need to bring it to the front office which will be logged onto SEQTA. The second time this occurs it is the same as the first breach with a community service. The third breach involves the mobile phone only being collected by the parents/caregivers, a talk with heads of house and Long Community Service. I am also aware of the school's policy on using phones to cheat during exams and the consequences of it.

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