Standard Create an environment of respect and rapport 5.1.1 Demonstrate a variety of strategies to develop rapport with all students.

5.1.2 Establish supportive learning environments where students feel safe to risk full participation.

Evidence

Interactive approaches (e.g. Roger, 1993) are positioned halfway along the continuum and suggest teachers and students need to negotiate rules and norms, expectations and values together. Both teachers and students have rights and responsibilities that must be mutually respected in the classroom. This can also be integrated through adoption of a restorative approach, (see attached: classroom management plan).

Establish a climate where learning is valued and students ideas are respected 5.1.3 Demonstrate strategies to create a positive environment supporting student effort and learning.

Concentrate on positive aspects of students behaviour. Take the time to focus on individual student effort and involvement. Giving positive feedback needs to be authentic and appropriate for the Individual student. Ensure that praise given publicly is understood by other students. In this way you are modelling the positive affirmation that students can also give to each other, (see attached: plan on classroom management).

Standard Manage classroom activities smoothly and efficiently 5.1.4 Provide clear directions for classroom activities and engage students in purposeful learning activities.

Evidence Direct Instruction (explicit instruction has the following important features (Roshenshine, 1995): *The learning outcomes and success criteria are made clear to the students. *Teacher controls the time for various activities. *The teacher organises and controls the sequencing of lesson activities. *The teacher monitors students activities and learning, (see attached: comments from practicum reports on managing classroom activities). Guidelines for managing the classroom: (Arthur-Kelly, 2006) *Establish yourself confidently with your class. *Establish a sense of community in your classroom. *Take the time to know your students. *Concentrate on positive aspects of students behaviour. * Attention to the physical layout of the room is important. *Establish workable routines and procedures. *Encourage students to take responsibility for their learning by setting goals for themselves and undertaking self-evaluation. *Implement an engaging curriculum. *Reflect on management and organisational procedures.

Manage student behaviour and promote student responsibility for learning 5.1.5 Demonstrate knowledge of practical approaches to managing student behaviour and their applications in the classroom.

Standard Manage student behaviour and promote student responsibility for learning 5.1.6 Demonstrate knowledge of principles and practices for managing classroom discipline.

Evidence Classroom Management Program: *Establishing the program: Establish class rules with students. *Charting Progress: Allow students to chart their own behaviour and reward positive behaviour. *Consult with students: Set aside time each week where you can talk to students about their behaviour. During this time students with problems can be encouraged to see that they can be in control of, and responsible for, their own behaviour. *Consistency is essential! *Rewards: Revise the system (positive reinforcement). *Clarify the consequences: Discuss with students what will happen to students who refuse to keep the class rules. As referring to the Child Protection Policy, a teacher is a mandatory reporter, not an investigator, and should report straight to the principle if a student is not safe in any way.

Assure the safety of students

5.1.7 Understand specific requirements for ensuring student safety in schools.