The artefact accompanying this annotation is a valuable power-point document that I had generated while liaising with my mentor teacher concerning the challenging behaviours some students have presented during my first few days of my professional experience. The focus area the artefact links with is (4.3.1) Manage Challenging Behaviour as well as (4.1.1) Support student participation as I had developed strategies to engage and include all students in learning (AITSL, 2017). It enabled me to maintain a positive learning environment for all students using the ‘Circle of Courage’ Framework, to ensure that they felt safe and confident to attempt their work (Brendtro & Du Toit, 2005). When students held a disruptive manner I used a range of behaviour management strategies to ensure that the behaviour improved and thus, more learning occurred (Erwin, 1962).  The strategies used were to initially establish classroom expectations, build a structure and establish the routine for the day, praise students for their efforts and engage students in their learning.

 

To teach successfully, student behaviour must be managed and controlled (Parsonson, 2012).  This PowerPoint presentation was turned into posters and displayed in the classroom outlining the expectations. This consistent approach, and successful planning provided a better functioning classroom with effective teaching, as there were lower levels of disruptive behaviour (Kern & Clemens, 2007). Providing students with performance feedback and attending to appropriate behaviours with positive feedback and a classroom reward system enhanced such behaviour, and is also a simple and easy intervention (Parsonson, 2012). I personally believe that positive reinforcement is essential to encourage and maintain appropriate behaviour. By using a combination of “antecedent and consequence behavioural interventions” I have been able to create a positive classroom environment while, “enhancing student engagement and provide them with more effective learning opportunities” (Parsonson, 2012, p.1).

 

This provided me an opportunity to develop and practice my skills through observing and acquiring knowledge from my mentor teacher while building a positive relationship with students. My knowledge and skills have been broadened as well as, my personal learning through approaching challenging behaviour and establishing and negotiating clear and effective expectations with students.

 

 

Word count: 333 words (Not including references or AITSL Standards)