Standard 4 - Create and maintain supportive and safe learning environments.
Lesson Evaluation
4.1.1 - Support student participation
The following lesson evaluations I have developed for Mathematics and Numeracy 1 unit, demonstrates my understanding of evaluating my lesson plan and identifying how well the students understood and engaged in the lesson. Lesson evaluations ask questions that require reflecting on the delivery and engagement of the learning activities presented to the students and whether all students were included. Additionally, these evaluations allow for remodelling lesson plans to make them more student learning appropriate and cater for all students.
4.1.1 - Support student participation
The following lesson evaluations I have developed for Mathematics and Numeracy 1 unit, demonstrates my understanding of evaluating my lesson plan and identifying how well the students understood and engaged in the lesson. Lesson evaluations ask questions that require reflecting on the delivery and engagement of the learning activities presented to the students and whether all students were included. Additionally, these evaluations allow for remodelling lesson plans to make them more student learning appropriate and cater for all students.
Lesson evaluations from mathematic lesson plans. These questions allow for reflection and alteration of content delivery, learning activities and teaching strategies/assessment.
Classroom Behaviour Management Strategies
4.3.1 - Managing challenging behaviour
The following CBM strategies I have spoke about in Teaching and Learning in Classrooms unit, demonstrate my understanding of identify challenging behaviours and developing an appropriate strategy to decrease the behaviours. CBM strategies need to be practical and appropriate for the students. By implementing CBM in the classroom allows for a controlled, positive learning environment for all students, where they can reach their potential in their learning.
4.3.1 - Managing challenging behaviour
The following CBM strategies I have spoke about in Teaching and Learning in Classrooms unit, demonstrate my understanding of identify challenging behaviours and developing an appropriate strategy to decrease the behaviours. CBM strategies need to be practical and appropriate for the students. By implementing CBM in the classroom allows for a controlled, positive learning environment for all students, where they can reach their potential in their learning.
These CBM strategies are for a hypothetical classroom where students were easily distracted in class and walking to and from the library and school assemblies. The students were unsettled, especially coming back from their breaks, leaving students to not achieving their full potential in their learning. Through introducing a reward system and organisational routines, assist in managing these challenging behaviours and providing students with a positive learning environment to reach their potential.
Reflection
Effective teachers reflect on their teaching practices and improve and/or change the way they teach continuously (NSW Department of Education, n.d.). I believe that reflecting on your teaching practices and the engagement of the students is important to ensure each student has a meaningful educational experience and equal opportunities.
In my mathematics lesson plan assignment, we were required to do lesson evaluations where we came up with a series of questions, we would ask ourselves after the lesson was conducted. These questions such as, “did my teaching strategies engage the students?” allow for reflection of the lesson and making changes were possible to suit the learning needs of the students. I have learnt, through my lecturers and tutors, that not everything goes to plan when delivering a lesson and these lesson evaluation plans, allow the teacher to draw out what went well/wrong and improve for the next lesson. This ties in with standard 4.1.1 where student participation and engagement are met, while providing a safe and supportive learning environment (AITSL, 2011). I believe I have achieved this understanding through the lesson evaluations and asking the right questions to deeply reflect on the lesson plans and delivery.
Classroom behaviour management is important to maintain and safe and supportive environment for all students and improve student academic achievements within the classroom. I was given a list of hypothetical classes that presented behaviour issues. The CBM’s presented, I believe would work well in the classroom, but I need to conduct more research on another CBM’s as not all methods will work for all students. Through these CBM’s, I believe I have understood standard 4.3.1 and will be able to manage challenging behaviour is my future classroom (AITSL, 2011).
Overall, I gave gained a wider knowledge on the different way's reflection take place as a teacher and how reflection improve future teaching practices.
References
Australian Institute for Teaching and School Leadership. (2011). Australian
Professional Standards for Teachers (Publication No. P1-28). Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards- for-teachers.pdf?sfvrsn=5800f33c_64
NSW Department of Education. (n.d.). Reflective Practice. Retrieved May 24,
2020, from https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and- accreditation/strong-start-great-teachers/developing-focus/reflective-practice
Effective teachers reflect on their teaching practices and improve and/or change the way they teach continuously (NSW Department of Education, n.d.). I believe that reflecting on your teaching practices and the engagement of the students is important to ensure each student has a meaningful educational experience and equal opportunities.
In my mathematics lesson plan assignment, we were required to do lesson evaluations where we came up with a series of questions, we would ask ourselves after the lesson was conducted. These questions such as, “did my teaching strategies engage the students?” allow for reflection of the lesson and making changes were possible to suit the learning needs of the students. I have learnt, through my lecturers and tutors, that not everything goes to plan when delivering a lesson and these lesson evaluation plans, allow the teacher to draw out what went well/wrong and improve for the next lesson. This ties in with standard 4.1.1 where student participation and engagement are met, while providing a safe and supportive learning environment (AITSL, 2011). I believe I have achieved this understanding through the lesson evaluations and asking the right questions to deeply reflect on the lesson plans and delivery.
Classroom behaviour management is important to maintain and safe and supportive environment for all students and improve student academic achievements within the classroom. I was given a list of hypothetical classes that presented behaviour issues. The CBM’s presented, I believe would work well in the classroom, but I need to conduct more research on another CBM’s as not all methods will work for all students. Through these CBM’s, I believe I have understood standard 4.3.1 and will be able to manage challenging behaviour is my future classroom (AITSL, 2011).
Overall, I gave gained a wider knowledge on the different way's reflection take place as a teacher and how reflection improve future teaching practices.
References
Australian Institute for Teaching and School Leadership. (2011). Australian
Professional Standards for Teachers (Publication No. P1-28). Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards- for-teachers.pdf?sfvrsn=5800f33c_64
NSW Department of Education. (n.d.). Reflective Practice. Retrieved May 24,
2020, from https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and- accreditation/strong-start-great-teachers/developing-focus/reflective-practice