Standard 4: Create and maintain supportive and safe learning environments
AITSL Standard 4.1 Support student participation
Identify strategies to support inclusive student participation and engagement in classroom activities.
AITSL Standard 4.2 Manage classroom activities
Demonstrate the capacity to organise classroom activities and provide clear directions
AITSL Standard 4.3 Manage challenging behaviour
Demonstrate knowledge of practical approaches to manage challenging behaviour
AITSL Standard 4.4 Maintain student safety
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements
AITSL 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.
Please find below: artefacts and evidence that show my understanding and ability to fulfill sub-standards displayed above
Artefact One: "Mentor Observation"
Reflection
What?
This artefact is the mentor feedback form from my first professional experience practicum in May 2019. This two week placement was completed as part of a Bachelor of Education (Primary) in a Grade 4 classroom and is a digital form completed by my mentor, submitted via Sonia Online. This artefact provides evidence for the sub-standards 4.1, 4.2, 4.3 and 4.4.
So What?
As noted by my mentor, I was able to build positive and effective relationships with students during my short practicum, which is, according to McDonald (2013), a vital condition to provide a successful learning environment. It allowed me to adjust and manage lessons' content and learning activities towards students’ context and made learning more relatable for the children. This and the professionalism and effective preparation of lessons during my placement, as mentioned by my mentor, shows my ability to organise classroom activities effectively, which ensured high participation and engagement.
Even though I did not encounter any challenging behaviour, having established a positive relationship with the students is a preventive measure (McDonald, 2013) for challenging behaviour management. This demonstrates my knowledge of managing potential misbehaviour relevant to each student’s individual needs.
Such relationship building gave me a valuable glimpse into the students’ wellbeing and safety within and out of school. The trust that is established between a student and a teacher from a positive relationship can act as indicators for the child social and mental wellbeing (McDonald, 2013).
Now What?
To achieve this standard to the full, I need to extend my care and focus on student safety towards their online and ICT behaviour. This could be achieved by participating in a technology awareness professional development session in the future. I am also aspiring to explore mandatory reporting procedures and policies during the completion of my studies.
References:
McDonald, T. (2013). Classroom Management. Sydney: Oxford University Press.