1.The learning environment is safe and supportive

 

I believe in every classroom the learning environment should feel both safe and supportive for every student. If this is not achieved at the beginning there is no room for students to grow academically, socially and emotionally.

 

In order to achieve a safe and supportive environment a quality relationship needs to be built with each individual student. Taking the time to get to know and understand them by finding out about their interests and backgrounds can do this. By showing inquisitiveness and actively (but not intrusively) seeking out more information students will feel valued and a positive relationship will begin to be built. (Barr, et al., 2008).

 

In order for students to feel safe and supported a positive rapport needs to be built with the class, this can be achieved not only through humor, anecdotes and positive body language but also through the use of inclusiveness. Inclusiveness can be attained through establishing and communicating clearly your own expectations of the students but by also discussing with them the expectations they have on themselves. These expectations should be easily displayed acting as a subtle yet constant reminder (Department of Education and Training, 2008).

 

It is important to then democratically develop a hierarchy of consequences that will take place if these expectations are not met. Through the establishment of a democracy students should be encouraged to respect their classmates and teacher, responding positively and non-judgmentally to all genuine contributions (Department of Education and Training, 2008).

 

By having realistic but challenging goals and by acknowledging effort as well as ability through public and personal feedback students begin to feel valued. As a teacher it is also important to apply behavior management strategies in a fair, sensitive and consistent manner, manage teaching time, resources and physical space to create and maintain a challenging, engaging, safe and supportive environment for learning. All of these factors will contribute into making sure the students feel non-threatened and are supportive of both each other and the teacher and feel safe (Department of Education and Training, 2008).

 

2. The learning environment encourages self-motivation through independent group activity and assessment.

 

In order for students to be fully engaged in learning and the classroom environment the student and teacher must create a partnership in accomplishing learning goals. By teaching students how to value intrinsic motivation students begin to take control over their own academic well being, knowing that their participation will be beneficial on both an academic and social level. Self-motivation can be encouraged in many different ways these can be by (Department of Education and Training, 2008).

 

Provide opportunities for independent thinking. Through problem solving, and the encouragement of exploration students begin to take control of their own learning. By valuing thinking time and giving students time to formulate their ideas, writing down their opinions and knowing they may be called upon rather then relying on the same child to answer all the questions (Department of Education and Training, 2008).

 

By introducing thinking routines such as individual dot points they need to follow for certain questions e.g. who, what, why. These routines provide scaffolding and structure for thinking and also give students who may be struggling a starting point and direction (Barr, et al., 2008).

 

It is also important to encourage goal setting and reflection time. By helping students define their goals and provide them with the resources and environment to reach them students begin to see the focus on learning rather then the work and begin to see progress and a purpose in their learning. Student blogs are a great tool for responding to their learning and self-reflection and also encourages interdependences through peer feedback and comments (Department of Education and Training, 2008).

 

 

Through the use of assessment teachers can enhance students achievements and self-motivation by providing proof of the students success. “what begins to grow in them is a sense of hopefulness and an expectation of more success in the future. This in turn fuels enthusiasm and the motivation to try hard, which fuels even more success” (Woytek). Assessment strategies to motivate students include.

 

Providing rubrics and marking criteria.

By showing students what is expected of them they are aware of what needs to be taking note of in the lessons encouraging self-regulated learning (Brooke).

 

Pre test and post test.

By allowing students to see the assessment that you will provide at the end of the unit and letting them have a go at the assessment students will have direction as to what they will need to know. They should also get a sense of satisfaction by comparing the final assessment with their first attempt (Brooke).

 

Half way check point.

By providing students with the opportunity to hand in their assessments half completed  teachers are able to provide feedback on how it can be improved and  what needs to be added (Brooke).

 

Provide quality feedback.

Feedback is extremely important in encouraging self-motivation.  A strong emphasis on the progression the student has made rather then the grade they got should be paramount. Through feedback students are encouraged to further their development and challenge themselves to gain further understanding. Feedback for assessments should also be timely and should  (Hattie & Timperley, 2011). 

 

3. Lessons are prepared not only to meet the syllabus but also the students needs, backgrounds and interests.

 

It is important to incorporate a range of strategies to monitor and respond to students different learning needs, social needs and personal interests. A variety of routines and rituals are used to encourage students abilities and interests these are:

 

Varying the structure and delivery of the lessons content. By understanding students have a range of different learning needs and vary in how they learn the lesson should be catered for all students through the use of visual, written and oral activities (Department of Education and Training, 2008).

 

Ensuring the work is differentiated allowing students to work at their own learning ability whilst still challenging and supporting them.

 

By having a range of tasks students can pick from that incorporate the same learning outcome but through different mediums students will be able to utilize their particular strengths (Woytek).

 

Student’s culture and beliefs are supported and openly discussed. The teacher finds ways to recognise the students backgrounds through learning and practical activities and by providing students with the opportunities to teach their peers about their backgrounds and interests (Department of Education and Training, 2008).

 

4. Each student’s behavioral and academic development is encouraged to evolve through a challenging yet supportive environment.

 

It is important to challenge your students so they are able to grow and develop a higher order of social and intellectual thinking. Students can be challenged to evolve using a number of teaching techniques and routines.

 

Through the use of discussion the teacher encourages students to discuss, argue their point and express their opinions in a meaningful way. By doing this students are able to develop or reassess their views allowing for further development (Department of Education and Training, 2008).

 

Students can be further challenged through stimulating materials and open ended problems that encourage students to speculate and explore, raising questions and making informed suggestions (Department of Education and Training, 2008).

 

By readjusting your questioning technique so open-ended questions are used student are encouraged to interpret their own responses rather then be “spoon fed”.

 

Having students evaluate, assess or synthesize information or content will not only challenge the students thinking but it will also promote self-development and encourage unique responses (Hattie & Timperley, 2011).

 

By encouraging students to explore, question and discover in a variety of ways such as setting work with multiple right answers or varied results and setting assessments witch require a unusual or inventive approach students are challenged to think outside the box and challenge themselves (Hattie & Timperley, 2011).

 

5. The learning environment is not confined to the walls of the classroom. Students understand how their learning connects to the communities in which they belong.

 

By connecting the curriculum to the students current and future lives and by incorporating the broader community students will begin to see the value in what they are learning. A variety of links can be made from the classroom content to the wider community creating a sense of connectedness through a variety of ways these being.

 

Teachers can find a way to link the curriculum to a topic that is applicable to a local or global topic relevant to the students past, present or future lives (Department of Education and Training, 2008).

 

By arranging excursions to a variety of relevant venues and having local citizens with special relevant expertise to come into the classroom and discuss or teach a certain issue or skill (Department of Education and Training, 2008).

 

Teaching students the importance and safe use of technology with strong emphasis on the Internets ability to retrieve information as well as providing connections with the broader world. This would also be a good time to discuss the responsible use of social media and the consequences it can have on your life if it is used incorrectly (Department of Education and Training, 2008).