Standard 4: Create and maintain supportive and safe learning environments
Focus Area 4.1, Support student participation
Other Descriptors: Standard 1
Know students and how they learn.
Focus Area 1.1 Physical, social and intellectual development and characteristics of students
Know students and how they learn.
Focus Area 1.1 Physical, social and intellectual development and characteristics of students
School Context
School Austin Cove Baptist College
Year Level Year 6
Focus Support Student Participation
Stage of Schooling Primary School
Type Private School
Location South Yunderup
Year Level Year 6
Focus Support Student Participation
Stage of Schooling Primary School
Type Private School
Location South Yunderup
Illustration of Practice: Support Student Participation
Situation
During my PIP n PI, I have adopted an approach to classroom management that is within the context of a whole school approach to the teaching of 'Values', which the school has adopted since its beginning four years ago. The College aims to prepare each student to be a well balanced citizen with an inquiring mind, healthy body and spiritual awareness. The College recognises that not every student will move towards this goal at the same pace and they will have individual needs along the way. The College aims to be supportive for all students regardless of their race, gender, age, academic or social ability. These include trust, mutual respect and acceptance of responsibility, values that are reinforced through subjects such as English language lessons that engage students and allow effective questions and discussions in a safe and caring environment'.
During my PIP placement, I have discussed creating a learning environment that is not teacher centred, and have discussed strategies with my mentor to make the teaching and learning more inclusive. It is important that students feel connected, develop their social skills and build their self esteem in their learning environment
During my PIP n PI, I have adopted an approach to classroom management that is within the context of a whole school approach to the teaching of 'Values', which the school has adopted since its beginning four years ago. The College aims to prepare each student to be a well balanced citizen with an inquiring mind, healthy body and spiritual awareness. The College recognises that not every student will move towards this goal at the same pace and they will have individual needs along the way. The College aims to be supportive for all students regardless of their race, gender, age, academic or social ability. These include trust, mutual respect and acceptance of responsibility, values that are reinforced through subjects such as English language lessons that engage students and allow effective questions and discussions in a safe and caring environment'.
During my PIP placement, I have discussed creating a learning environment that is not teacher centred, and have discussed strategies with my mentor to make the teaching and learning more inclusive. It is important that students feel connected, develop their social skills and build their self esteem in their learning environment
Action
In consultation with my mentor teacher, I reorganized the seating plan for students in room 6V. This involved setting up five cooperative learning groups of six students per learning station. Students were placed in high order and low order thinking groups to develop peer mentoring.
In the year 6 classroom, there is a variety of learning abilities and a student who is hearing impaired. Before commencing with my lesson presentation, I ensure that the student who is hearing impaired is located at the front of the classroom, and that his hearing aid device is charged and ready to be used. I also need to be prepared to differentiate my lessons, consider cooperative group learning strategies and prepare extension activities for the high order thinking students. This will ensure I have students engaged and participating.
Participation in the classroom is a fundamental platform for me to consider building any learning activity. Dewey (1963) emphasised participation as the key element at which democracy and learning meet in the classroom. He suggests further that to be a thinking citizen in a democracy, a person had to have some act in that meaning, to have some investment in the completion of those goals. The participatory classroom is 'a free speech classroom in the best sense, because it invites all expressions from all students' (Shor 1992). People begin life as motivated learners, not as passive beings, that is, they learn by interacting, by experimenting and by using play to internalise the meaning of words and experience (Shor, p. 17).
In consultation with my mentor teacher, I reorganized the seating plan for students in room 6V. This involved setting up five cooperative learning groups of six students per learning station. Students were placed in high order and low order thinking groups to develop peer mentoring.
In the year 6 classroom, there is a variety of learning abilities and a student who is hearing impaired. Before commencing with my lesson presentation, I ensure that the student who is hearing impaired is located at the front of the classroom, and that his hearing aid device is charged and ready to be used. I also need to be prepared to differentiate my lessons, consider cooperative group learning strategies and prepare extension activities for the high order thinking students. This will ensure I have students engaged and participating.
Participation in the classroom is a fundamental platform for me to consider building any learning activity. Dewey (1963) emphasised participation as the key element at which democracy and learning meet in the classroom. He suggests further that to be a thinking citizen in a democracy, a person had to have some act in that meaning, to have some investment in the completion of those goals. The participatory classroom is 'a free speech classroom in the best sense, because it invites all expressions from all students' (Shor 1992). People begin life as motivated learners, not as passive beings, that is, they learn by interacting, by experimenting and by using play to internalise the meaning of words and experience (Shor, p. 17).
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I have continued to use the classroom routines which students know and feel comfortable with. These include collecting electronics such as phones, ipads, the presentation of news, homework presentations and reciting the school affirmation each morning. The 'affirmation' is a key focus for the students here at Austin Cove Baptist College, because it supports their understanding that they are accepted and acceptable just as they are, they feel safe physically, emotionally and intellectually, people here care about them and people here listen to them.
According to Maslow, and his Hierarchy of Needs, humans need to feel a sense of belonging and acceptance among their social groups, regardless if these groups are large or small. I have considered and documented in my lesson plan to consider students welfare, and to be aware of students self esteem (is low or high). Students with low self-esteem often need respect from others, and need to feel accepted and feel safe in their learning environment. Physiological needs are the physical requirements for human survival. If these requirements are not met, the human body cannot function properly and will ultimately fail. |
Maslow's Hierarchy of Needs 
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To support students taking greater self-responsibility so I can focus on teaching and learning, I implemented group monitors when engaging in cooperative group learning. These students are responsible, high order thinking students who monitor and report back to me students who are off task, not participating, not connected or being disruptive.
Outcome
The cooperative learning groups certainly helped some students to increase in feelings social and academic esteem. These increases in self-esteem were realistic as the students in fact did better academically and were accepted more by their peers. Students showed development in group social skills, including listening, taking turns, conflict resolution skills, leadership skills, and teamwork skills. At times the classroom was 'noisy', but the positive collaboration between students and the improved relationships became the prime motivation to continue with this process.
Being aware of the College Values has allowed me to be consistent with my approach to creating and maintaining supportive safe learning environments at Austin Cove Baptist College. Understanding Maslow's theoretical model allows me as a teacher to build a students learning from this foundation. The use of student monitors and peer mentoring has improved student behaviour and has also helped develop the 'social structure' of the classroom in a positive manner.
Being aware of the College Values has allowed me to be consistent with my approach to creating and maintaining supportive safe learning environments at Austin Cove Baptist College. Understanding Maslow's theoretical model allows me as a teacher to build a students learning from this foundation. The use of student monitors and peer mentoring has improved student behaviour and has also helped develop the 'social structure' of the classroom in a positive manner.
Action Plan
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To ensure I am meeting the College Philosophy and engaging students and parents from the local community in a responsible and ethical way, I have taken the time to the read, understand and document Austin Cove Baptist Colleges 'College Philosophy'. I have sought to engage in Austin Cove Baptist Colleges statements of declaration, and values statements to ensure I am teaching students in a manner that is supported by the College leadership.
I have received a copy of Dr Spencer Kagans Cooperative Learning Journal from a teaching colleague which has helped my teaching approach and to utilise cooperative learning strategies more frequently. I have requested the opportunity to attend a PD on Cooperative learning strategies and have suggested that other teaching staff may benefit from this teaching / learning approach |
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