Create and maintain
supportive and safe learning environments
- “Identify strategies
to support inclusive student participation and engagement in activities”
- “Demonstrate the capacity to organise classroom activities and provide clear directions."
- “Demonstrate
knowledge of practical approaches to manage challenging behaviour.”
Reflective commentary
It is important for teachers to facilitate social learning in students to create and maintain a supportive and safe learning environment. I am convinced that cooperative and collaborative learning is a very good strategy in enhancing student learning, however I believe there are a number of techniques which I need to practice in order to make TPS more successful. For example, framing questions clearly, chunking instructions, using a greater variety of strategies to seek student contributions ('writing answers down, discussion'), or assigning roles for students. Most of my students were very unfamiliar with collaborative and cooperative learning, and I had a limited amount of time on my practicum to develop in students all the skills necessary to successfully undertake these sorts of activities. Instead I focused upon pair work, and group activities in playing games. I also found that cooperative learning strategies, such as Think, Pair, Share, particularly rewarding in students who were often disengaged, because of weaker ability or lack of motivation.
One of my observations in undertaking one of my pair activities, there were two students who I paired, but was unsure of how they would interact. Before they began the task, I asked these two students to shake hands (Indonesian style) and introduce themselves in target language (despite the fact the students already knew each other). I was intrigued by the impact this small action had upon the dynamics of their relationship during that lesson. I perceived a shift in behaviour, and the two were able to speak respectfully to one another, and actually engaged in the activity as a team. This also demonstrated to me the need to include activities (however small) which help bond students.
As a humanist, one of my key strategies to support inclusive student participation was to get to know my students as individuals. It was particularly challenging to remember all my students' names, however my students were quite forgiving, and I managed to gain insight into my students' lives through informal chats. Particularly when students were off-task during an activity, I would point at whatever was distracting the student, and ask friendly questions. After chatting with the student a little, I would prompt; "And what are we meant to be doing?" I found using this strategy was effective most of the time, because students appeared more motivated to 'do the right thing' as I had built rapport with the student. If it was necessary for me to reprimand them sternly, they were less likely to take my tone of voice personally and take responsibility for their misbehaviour. It also gave me an opportunity to get to know their interests, and develop activities based on what they knew. For significantly challenging student behaviour, I have found that 'winning students over' and understanding students' socio-cultural background plays a significant role in understanding my students, and finding classroom management strategies which will specifically suit them (see Evidence).
I am sure most beginning teachers are usually very concerned with classroom management and difficult student behaviour. I can safely say that in the past year, the learning curve for me in dealing with difficult student behaviour has been significant. At the beginning of this course, I felt it very difficult to manage the fact that I am a very young person who has more in common with students due to our closeness in age. I needed to assert boundaries as a professional adult, rather than be ‘their mate who let them get away with everything’. I learned that for myself using a sense of humour was far more powerful in impacting the students, than raising my voice or using 'I-messages' unless the behaviour was extremely inappropriate. I believe that throughout this year, I have managed to develop better strategies for setting boundaries for students, and have learned how to build rapport to gain respect from the students without effectively losing control of the class.
No doubt, it is still a work in progress, however I am feeling far more empowered to be able to affect student behaviour with a number of different preventative and pro-active strategies, such as low-level non-verbal techniques (eye contact, names, proximity), positive reinforcement through explicit feedback ('Thank you M for standing so quietly and showing me you're ready to leave'), waiting for 100% silence. However, I still need to persist with gaining 100% silence and following through with consequences. It can be difficult at times, because of the pressure to teach content, however I need to be firm and again reassert the boundaries.
One of my observations in undertaking one of my pair activities, there were two students who I paired, but was unsure of how they would interact. Before they began the task, I asked these two students to shake hands (Indonesian style) and introduce themselves in target language (despite the fact the students already knew each other). I was intrigued by the impact this small action had upon the dynamics of their relationship during that lesson. I perceived a shift in behaviour, and the two were able to speak respectfully to one another, and actually engaged in the activity as a team. This also demonstrated to me the need to include activities (however small) which help bond students.
As a humanist, one of my key strategies to support inclusive student participation was to get to know my students as individuals. It was particularly challenging to remember all my students' names, however my students were quite forgiving, and I managed to gain insight into my students' lives through informal chats. Particularly when students were off-task during an activity, I would point at whatever was distracting the student, and ask friendly questions. After chatting with the student a little, I would prompt; "And what are we meant to be doing?" I found using this strategy was effective most of the time, because students appeared more motivated to 'do the right thing' as I had built rapport with the student. If it was necessary for me to reprimand them sternly, they were less likely to take my tone of voice personally and take responsibility for their misbehaviour. It also gave me an opportunity to get to know their interests, and develop activities based on what they knew. For significantly challenging student behaviour, I have found that 'winning students over' and understanding students' socio-cultural background plays a significant role in understanding my students, and finding classroom management strategies which will specifically suit them (see Evidence).
I am sure most beginning teachers are usually very concerned with classroom management and difficult student behaviour. I can safely say that in the past year, the learning curve for me in dealing with difficult student behaviour has been significant. At the beginning of this course, I felt it very difficult to manage the fact that I am a very young person who has more in common with students due to our closeness in age. I needed to assert boundaries as a professional adult, rather than be ‘their mate who let them get away with everything’. I learned that for myself using a sense of humour was far more powerful in impacting the students, than raising my voice or using 'I-messages' unless the behaviour was extremely inappropriate. I believe that throughout this year, I have managed to develop better strategies for setting boundaries for students, and have learned how to build rapport to gain respect from the students without effectively losing control of the class.
No doubt, it is still a work in progress, however I am feeling far more empowered to be able to affect student behaviour with a number of different preventative and pro-active strategies, such as low-level non-verbal techniques (eye contact, names, proximity), positive reinforcement through explicit feedback ('Thank you M for standing so quietly and showing me you're ready to leave'), waiting for 100% silence. However, I still need to persist with gaining 100% silence and following through with consequences. It can be difficult at times, because of the pressure to teach content, however I need to be firm and again reassert the boundaries.
Documentation of Evidence
1. Identifying student behaviour & Connecting with colleagues
One student (X.) in particular had particularly disruptive behaviour, distracting other students, and was beginning to demonstrate aggressive anti-social behaviours. I started with low key non-verbal techniques. The following lesson I strategically moved him to the front of the classroom. I also tried using proximity by standing or sitting next to him. I also attempted to point out quietly one-on-one what specific behaviours were being disruptive. However, each lesson he grew steadily defiant, and I identified that he was “demonstrating power” (Balson, 1988). My mentor said that it was quite out of character for him. I spoke with this student’s form teacher and English teacher, finding out that they had a meeting with his parents recently. His parents fully supported the school in a firm hand with this student, and there was no known reason behind his recent behaviour. I was informed that if this student displayed any sort of negative behaviour, it was necessary for me to report it through SEQTA, and this would instantly be relayed to his father.
However, as I was not one of X.’s specialist teachers and he was undertaking a compulsory course which he was not interested in, my professional judgement was to deal with his misbehaviours in class. I spoke with my mentor, and turned back to my readings about classroom management. One particular quote about power students is that: “If teachers are to assist students, they need to stop fighting them” (Balson, 1988). As I could feel my frustrations were beginning to build up, I knew that I needed to take a step back and reassess the situation.
However, as I was not one of X.’s specialist teachers and he was undertaking a compulsory course which he was not interested in, my professional judgement was to deal with his misbehaviours in class. I spoke with my mentor, and turned back to my readings about classroom management. One particular quote about power students is that: “If teachers are to assist students, they need to stop fighting them” (Balson, 1988). As I could feel my frustrations were beginning to build up, I knew that I needed to take a step back and reassess the situation.
2. "Winning Over" & understanding my student as an individual
I could foresee this student impacting the dynamics of the classroom, so it was very important to get this student on side. I decided to make an informal class so that I can build better relationships with all the students. I asked the students to write a short profile about themselves, what activities helped them learn best and what they wanted to see more in the classroom. For this lesson, I chose to move the other students away from this particular student, and left him at the back. As I circulated the room, I wandered over to him, and quietly asked him what he wanted to see in the classroom. I stated that clearly, in the past few weeks that it was clear he was not enjoying it, and I wanted to know more about exactly what he wanted to see, because I wanted to see him enjoying class more. He was still reluctant to open up to me, but he wrote this following profile:
- “i dont like school teacher always on my case etc. I like to socalize with friends and i like to have fun without people ruining it. I like playing indonesian games on my computer instead of boring games (not saying there been boring games) i hate being in-front of the class.”
Action Plan
I would like to further develop my cooperative learning techniques. I have already actively made contact with the Middle School Co-ordinator, who has linked me up with a teacher at the school who effectively uses co-operative learning in her class. I have managed to observe one of her classes last term, and she has invited me back to observe at any time. I will be organising a date to come into the school, and observe her again in another class before the end of the year. I will specifically focusing on how the teacher will convey explicit instructions and what strategies she uses to heighten accountability in students.
In addition that, I would like to increase my 'with-it-ness' by focusing on certain aspects of my teaching. For example, I would like to internalise the ability to identify which students are playing computer games instead of being on-task. I can do this by learning to scan the room on a regular basis, and actively noting (in my reflective journal) my own behaviour during class in regards to this.
In addition that, I would like to increase my 'with-it-ness' by focusing on certain aspects of my teaching. For example, I would like to internalise the ability to identify which students are playing computer games instead of being on-task. I can do this by learning to scan the room on a regular basis, and actively noting (in my reflective journal) my own behaviour during class in regards to this.
References
Balson, M. 1988. Understanding classroom behaviour. Hawthorn, Victoria:ACER. pp.44-73.