Standard 4 - Create and maintain supportive and safe learning environments
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
Evidence as to how I meet this Standard:
4.2
I have established many routines in the classroom whether they be daily or weekly, and include those where the students can be independent in their learning and organisation. There are many visual reminders of our routines that students can refer to when needed.
I have established many routines in the classroom whether they be daily or weekly, and include those where the students can be independent in their learning and organisation. There are many visual reminders of our routines that students can refer to when needed.
Daily routines include the day's timetabled lessons and activities visually displayed on the board, and on entry into the classroom a 'Good Morning' message on the Smartboard with the expectations for that morning organisation period. Each student knows to check these boards when they arrive each morning to ensure that they have the books and anything else needed for that day. |
At the beginning of the year the students decided that we needed students to complete certain jobs each day/week and needed a way of displaying who was responsible for each job. Below is a visual representation of these responsibilities. The students manage the change in job roles on a weekly basis. |
Other routines that have been established include a '3 before me' 'policy' in that students must try to help themselves in 3 ways before they come and ask me or a supporting adult in the classroom. This encourages students to be more responsible for their own learning and to be critical thinkers in solving problems. |
Following attendance at a workshop run by Dylan William regarding Formative Assessment, I introduced a 'no hands up, except for when asking a question' policy. It has had an instant impact on the level of engagement of the students as they all know that they will be expected to answer a question or provide a comment at any time. I choose students randomly using the named pop sticks. |
4.1
Martin Westwall talks about 'low floor, high ceiling' in which all students should be given an entry point to a task. At the end of each term, we reflect on all that term's events in different ways. One term (2015) I asked each student to think about their term and write what they could remember and then walk around and add their reflections to those of their peers. This meant that if some students could only remember one or two things they could repeat these thoughts on each piece of paper. Those that had a lot to say could add different reflections to each one or add to the comments left by their peers. By the end of the session each student had a full piece of paper which had enough ideas for them to write a short journal entry as we do at each week.
Martin Westwall talks about 'low floor, high ceiling' in which all students should be given an entry point to a task. At the end of each term, we reflect on all that term's events in different ways. One term (2015) I asked each student to think about their term and write what they could remember and then walk around and add their reflections to those of their peers. This meant that if some students could only remember one or two things they could repeat these thoughts on each piece of paper. Those that had a lot to say could add different reflections to each one or add to the comments left by their peers. By the end of the session each student had a full piece of paper which had enough ideas for them to write a short journal entry as we do at each week.