Standard four: Create and maintain supportive and safe learning

environments
This is an excerpt from EDFD221: Creating Inclusive, Safe and Supportive
Schools; this assessment task required me to write a letter to a school that
was refusing to enrol a student.

It is a schools responsibility to ensure that all children, irrespective of their disability, status,
social skills or health, receive education. The department of education stated in their National Safe
Schools Framework that all Australian schools are safe, supportive and respectful teaching and
learning communities (Department of Education, Employment and Workplace Relations, 2011). The
framework goes on to say that the Australian community rightly expects all education systems and
leaders to take every available measure to ensure the safety of students, and the broader school
community, and to protect and support them (Ministerial Council For Education, Early Childhood
Development and Youth Affairs (MCEECDYA), 2010, p. 3) The Salamanca Statement supports
Robert as it ensures an inclusive education where his special education needs are met to the fullest and
his emotional and social challenges are properly catered for. While Robert does not suffer from a
disability he definitely deserves the same inclusive education you claim your students receive at St
Catherines Primary School.















Comment [M1]: In this artefact I have
demonstrated my understanding of the
relative principles of teaching that support
social justice and inclusion policies within
schools and the wider community. Through
this artefact I have shown my achievement
of focus area 4.4 as I have detailed my
ability to implement state curriculum and
legislative documents which illustrates my
capacity to maintain a supportive school
environment that supports student
wellbeing.
This is an excerpt from EDAC314: Positive Behaviour Approaches; this
assessment task required me to construct a behaviour support plan

I believe that most effective way to define behavioural expectations for my students will be to
collaboratively construct a set of classroom rules, and/or behaviour goals at the beginning of the year.
By actively outlining with my students a list of goals, the chances of their misbehaviour can be
reduced. This will reinforce appropriate behaviour as students who are involved in the rule making
process begin to develop methods of self-managing their behaviour, promoting self-control and self-
discipline (Porter, 2000, p. 66).

If my management methods exert unnecessary control over the students it can provoke behavioural
difficulties, where the students attempt to regain their self-control they feel I have taken from them
(Porter, 2000, p. 230). It is therefore wise for me to prepare a crisis plan in the instance that the
aforementioned strategies fail to alter or decrease the poor behaviour:
The first step is to identify what the behaviour is trying to communicate, what need is the
behaviour seeking?
Secondly, determine whether the environment needs to be changed. Changing the antecedent
conditions can be effective at decreasing the behaviour.
Allow the student time to go and get a drink of water, this provides them with the escape they
require without intensifying the behaviour.
Differentiate between overt and covert confrontations. Remove yourself emotionally from the
situation. Did the student mumble or snigger at the request or have they acted defiantly or verbally
attacked me? In this situation it is important to remain calm, and refuse to engage in the childs
hostility.
Finally, consult with the child when their behaviour has returned to baseline. Discuss with them
privately, to avoid shaming or embarrassing them. Do not attempt to speak with them until they
have returned to baseline as this can cause the behaviour to escalate.













Comment [M2]: Discussed critically
here is my understanding of effective ways
at managing disruptive classroom
behaviour. In this particular artefact I have
demonstrated my ability to outline
expectations to students in order to manage
misbehaviour. This aligns with focus area
4.3 as I have clearly stated the benefits of
establishing behavioural expectations with
students.
Comment [M3]: Presented here is my
developed comprehensive support plan or
crisis plan to be used when I am unable to
manage behavioural difficulties. This
support plan further supports my alignment
with focus area 4.3 as I have clearly
illustrated five alternative ways in which I
can promptly manage challenging
behaviour that is fair and respectful to all
students.