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  • Standard 1: Know students and how they learn
  • 1.1 Physical, Social and Intellectual Development and Characteristics of Students
  • 1.2 Understand How Students Learn
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  • 2.1 Content and Teaching Strategies of the Teaching area
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  • 2.5 Literacy and Numeracy Strategies
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  • Standard 3: Plan for and implement effective teaching and learning
  • 3.1 Establish Challenging Learning Goals
  • 3.2 Plan, Structure and Sequence Learning Programs
  • 3.3 Use Teaching Strategies
  • 3.4 Select and Use Resources
  • 3.5 Use Effective Classroom Communication
  • 3.6 Evaluate and Improve Teaching Programs
  • 3.7 Engage Parents / Carers in the Educative Process
  • Standard 4: Create and maintain supportive and safe learning environments
  • 4.1 Support Student Participation
  • 4.2 Manage Classroom Activities
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  • Standard 5: Assess, provide feedback and report on student learning
  • 5.1 Assess Student Learning
  • 5.2 Provide Feedback to Students on Their Learning
  • 5.3 Make Consistent and Comparable Judgements
  • 5.4 Interpret Student Data
  • 5.5 Report on Student Achievement
  • Standard 6: Engage in professional learning
  • 6.1 Identify and Plan Professional Learning Needs
  • 6.2 Engage in Professional Learning and Improve Practice
  • 6.3 Engage With Colleagues and Improve Practice
  • 6.4 Apply Professional Learning and Improve Student Learning
  • Standard 7: Engage professionally with colleagues, parents/carers and the community
  • 7.1 Meet professional Ethics and Responsibilities
  • 7.2 Comply with Legislative, Administrative and Organisational Requirements
  • 7.3 Engage with the Parents/Carers
  • 7.4 Engage with Professional Teaching Networks and Broader Communities

3.5 Use Effective Classroom Communication This page is part of the collection 'Teaching Profile'.

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Nyree Mackenzie's profile picture

Nyree Mackenzie
5 October 2020 at 18:52

WHAT:

The artefact provided here is a video presentation of me reading a text called ‘Extra Yarn’ by author Mac Barnett and illustrator Jon Klassen to a group of students. This demonstrates my ability to plan for and implement effective teaching and learning (AITSL Standard 3) and use effective classroom communication (substandard 3.5). (AITSL, 2017, p. 17).

SO WHAT:

When I read the text to students, I actively engage them by using a range of interpersonal communication skills (both verbal and non-verbal) (McDonald, 2013, p. 146). To share the story, I use strategies such as; word choice, tone, inflection, eye contact, gestures, volume and cues. I give the students opportunities to decode and interpret meaning from the story. I use questioning and pauses to encourage feedback and allow students opportunities to relate the story to their own life experiences. Students will draw meaning from the text, dependent upon their prior knowledge and cultural background (Lyons et al., 2013, p. 48). The appropriate selection of text is critical to ensure students are engaged. Students who are engrossed in an activity will pay more attention than those who find the work easy because they have opportunities to use their skills (McDonald, 2013, p. 109).

NOW WHAT:

To be an effective teacher I must ensure that I establish a quality, positive learning environment and communicate constructively. In order to do this I must assess the effectiveness of my lesson implementation and reflect and review strategies used (Lyons et al., 2013, p. 108). Students can play an essential role in exploring and debating the themes and content of the text, so they can make new connections and discoveries about the text (Howell, 2014, p. 348). Therefore, it will be important for students to activity participate in the discussion about the text, which could be done as a whole classroom discussion.

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  • Extra Yarn.movDownload Extra Yarn.mov [467MB]

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Updated on August 19, 2025; 291 page visits from 24 August 2020 at 14:10 to 13 October 2025 at 23:51

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