Professional Practice Create and Maintain Supportive and Safe Learning Environments
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Blog Part B MacDonald’s Teaching Strategies
Prac Observations, Strategies on how to Establish the Class at the Beginning of the School Year (Year 5/6)
Welcome to Students and Parents
All students were welcomed into the classroom with their parents with a greeting note to find a desk and unload their materials requirements that were brought in
Establishing the Students Writing Books Trays and Tasks Board Teaching Strategy 1
This was the first task where students were given their writing books, colour coded for each learning area etc. The purple exercise book for daily writing, pink book for health etc. Students also measured and made up their own labels for their trays in their own writing and decorations. I laminated the labels and cut them to size so they could adhere them to their own trays.
There was a class job board card made up. The students themselves made up the list of jobs with the teacher and myself. The jobs ranged from the switching off the lights, turning on the computers in the lab, giving out the maths journals etc. The mentor teacher wanted the students to take ownership of the job board themselves so they then own it.
Behaviour Management System
There was a reward system that was put in place on the first day of school year. A student would receive a glass jewel if they showed:
Prior to rattling the jar with the jewels which brought all the students to attention very well, I would give out jewels to students who were already waiting with arms folded waiting to begin the period and for everyone else to get themselves ready. Students were always praised and recognised for showing appropriate behaviour and doing the right thing.
I would also use the word ‘FREEZE’ and students would stop what they were doing and listen to instruction.
There was also the “Faction Point Positive Slips. This was reiterated from the previous year. These slips are for in and outside the classroom where teaching staff issue then to students for doing the right thing and being a good citizen within the school community abiding by the rules and values.
Community Space (mat time)
There was an area called the community space which was a special matted area (large high pile rug) of the class in the middle facing the IWB where students sat in a cohesive group when explicit learning was occurring. It was called the community space and not the mat areas, as in other lower classes, as these students are year 5/6. This is a brilliant idea even for a year 5/6 class as it gives the teacher a one sweep view of all students at explicit teaching time for attentiveness and behaviour issues in a neat cohesive group instead of having to scan the whole room with students sitting at their desks.
The community space was also use as a place for the teacher to step into (the matted area) when it was vacant to get everyone attention. Students had 10 seconds to make themselves attentive.
Making Contact with Parents Strategy 4
I introduced myself and welcomed the parents to the classroom. I made contact with quite a few parents which was one of my strategies for the commencement of the year. This is one thing I really wanted to experience as it is important to make a good impression with presents at the commencement of the school year. I had an interesting conversation with the parent of a student with a Philippine origin. This informed me of the family background and values.
I have planned to attend, with permission, the school picnic on the 28 February 2018 to meet parents that were not present on the school commencement day. This is to be held in the school grounds at 17:30hrs
Teaching Strategy 3
I used this strategy as I outlined in blog A
I spend part of my explicit teaching time asking students questions for understanding of the lesson. (MacDonald 2013. Ch5) ‘80 % of question is only answered by 20% of the class.’ ‘Questioning as a skill can assist students into learning’.
“Framing questions to use with a class requires the teacher to consider how to:
To promote the learning of all students I encouraged students to have a go at answering questions. I talked about that it is ok to be incorrect and that is how you and I learn. I stated that if you all didn’t have a hand up to answer, then you’re not sure of the teaching and learning, therefore, there would be the need for me as a teacher to go over the content. I would select students that didn’t have a hand up to answer at random. I also got the students to talk with a partner to work out the answers. I wanted all students to feel comfortable when answering questions in the classroom.
Lesson Design
I developed some Intrinsic motivators for students to learn in various lessons:
Spelling short activities where students had 15 minutes to complete the activity. The activity was shared in pairs in a group where they could assist each other. A student was the time keeper and each group tallied their score to see which group was the winner.
I inspired students in Art by bringing in sketches of myself and daughter drawn in Vietnam. I also sketched another sample of my daughter the day prior The Art activity encouraged students and they made an effort with their sketch.
I designed a comprehension lesson that incorporated the art of origami making where students had to make up a 6-piece wreath. This was the highlight of the day and all students contributed and participated. I even had students take home extra paper and come back with more the next day.
In mathematics I draw up a place value chart for students to refer to when teaching and learning. Students used this chart to help themselves with answering their math problems.
In daily writing I took pictures of a homeless person and a beggar on the streets of Sydney on my time away which would encourage students to write about why these people were there and why. This is a real-life experience from which students can learn.
Diagnostic Testing (Sound Waves)
I performed one of the diagnostic spelling tests (Sound-waves). This diagnostic test is to test the spelling age which determines the spelling age of the students which sets the baseline at beginning of the year. It gives the teacher the information on how to plan and assess within the class.
There are also other diagnostic tests performed in reading where the school uses programs like PROBE or PM readers to determine the reading age of students.
Concluding Analysis
I will be adopting all of the classroom management strategies seen on prac as they are really effective and produce positive results in all learning areas. They not only benefit the teacher but also student learning outcomes.
Prac Observations, Strategies on how to Establish the Class at the Beginning of the School Year (Year 5/6)
Welcome to Students and Parents
All students were welcomed into the classroom with their parents with a greeting note to find a desk and unload their materials requirements that were brought in
Establishing the Students Writing Books Trays and Tasks Board Teaching Strategy 1
This was the first task where students were given their writing books, colour coded for each learning area etc. The purple exercise book for daily writing, pink book for health etc. Students also measured and made up their own labels for their trays in their own writing and decorations. I laminated the labels and cut them to size so they could adhere them to their own trays.
There was a class job board card made up. The students themselves made up the list of jobs with the teacher and myself. The jobs ranged from the switching off the lights, turning on the computers in the lab, giving out the maths journals etc. The mentor teacher wanted the students to take ownership of the job board themselves so they then own it.
Behaviour Management System
There was a reward system that was put in place on the first day of school year. A student would receive a glass jewel if they showed:
- Organisation
- learning readiness
- work ethic
- listening skills
- respect for the school values
- following instruction
- and transition from one learning period to the next
Prior to rattling the jar with the jewels which brought all the students to attention very well, I would give out jewels to students who were already waiting with arms folded waiting to begin the period and for everyone else to get themselves ready. Students were always praised and recognised for showing appropriate behaviour and doing the right thing.
I would also use the word ‘FREEZE’ and students would stop what they were doing and listen to instruction.
There was also the “Faction Point Positive Slips. This was reiterated from the previous year. These slips are for in and outside the classroom where teaching staff issue then to students for doing the right thing and being a good citizen within the school community abiding by the rules and values.
Community Space (mat time)
There was an area called the community space which was a special matted area (large high pile rug) of the class in the middle facing the IWB where students sat in a cohesive group when explicit learning was occurring. It was called the community space and not the mat areas, as in other lower classes, as these students are year 5/6. This is a brilliant idea even for a year 5/6 class as it gives the teacher a one sweep view of all students at explicit teaching time for attentiveness and behaviour issues in a neat cohesive group instead of having to scan the whole room with students sitting at their desks.
The community space was also use as a place for the teacher to step into (the matted area) when it was vacant to get everyone attention. Students had 10 seconds to make themselves attentive.
Making Contact with Parents Strategy 4
I introduced myself and welcomed the parents to the classroom. I made contact with quite a few parents which was one of my strategies for the commencement of the year. This is one thing I really wanted to experience as it is important to make a good impression with presents at the commencement of the school year. I had an interesting conversation with the parent of a student with a Philippine origin. This informed me of the family background and values.
I have planned to attend, with permission, the school picnic on the 28 February 2018 to meet parents that were not present on the school commencement day. This is to be held in the school grounds at 17:30hrs
Teaching Strategy 3
I used this strategy as I outlined in blog A
I spend part of my explicit teaching time asking students questions for understanding of the lesson. (MacDonald 2013. Ch5) ‘80 % of question is only answered by 20% of the class.’ ‘Questioning as a skill can assist students into learning’.
“Framing questions to use with a class requires the teacher to consider how to:
- Increase higher level thinking
- Promote active learning for all students
- Encourage students to use think time
- Responds to students’ answers”
- ensure equitable distribution
To promote the learning of all students I encouraged students to have a go at answering questions. I talked about that it is ok to be incorrect and that is how you and I learn. I stated that if you all didn’t have a hand up to answer, then you’re not sure of the teaching and learning, therefore, there would be the need for me as a teacher to go over the content. I would select students that didn’t have a hand up to answer at random. I also got the students to talk with a partner to work out the answers. I wanted all students to feel comfortable when answering questions in the classroom.
Lesson Design
I developed some Intrinsic motivators for students to learn in various lessons:
Spelling short activities where students had 15 minutes to complete the activity. The activity was shared in pairs in a group where they could assist each other. A student was the time keeper and each group tallied their score to see which group was the winner.
- Finding the consonants and vowels of the words in their spelling word list
- Changing the word by dropping or adding letters of their list words.
- Finding other words that had the same meaning as their list words.
I inspired students in Art by bringing in sketches of myself and daughter drawn in Vietnam. I also sketched another sample of my daughter the day prior The Art activity encouraged students and they made an effort with their sketch.
I designed a comprehension lesson that incorporated the art of origami making where students had to make up a 6-piece wreath. This was the highlight of the day and all students contributed and participated. I even had students take home extra paper and come back with more the next day.
In mathematics I draw up a place value chart for students to refer to when teaching and learning. Students used this chart to help themselves with answering their math problems.
In daily writing I took pictures of a homeless person and a beggar on the streets of Sydney on my time away which would encourage students to write about why these people were there and why. This is a real-life experience from which students can learn.
Diagnostic Testing (Sound Waves)
I performed one of the diagnostic spelling tests (Sound-waves). This diagnostic test is to test the spelling age which determines the spelling age of the students which sets the baseline at beginning of the year. It gives the teacher the information on how to plan and assess within the class.
There are also other diagnostic tests performed in reading where the school uses programs like PROBE or PM readers to determine the reading age of students.
Concluding Analysis
I will be adopting all of the classroom management strategies seen on prac as they are really effective and produce positive results in all learning areas. They not only benefit the teacher but also student learning outcomes.