Standard+5.3.6

=Use expert knowledge of student behaviour management to develop and share with colleagues a flexible repertoire of classroom management strategies. =

I have always found that any success I have had in the classroom is based on the relationships I form with my students. The best relationships I have are based on the fact that I have the students’ confidence and their understanding that I am there to help them. The best way I can help my students is by understanding who they are and establishing individual relationships. I am able to achieve this when my time is not spent at the front of the classroom in lecture mode, but when I am by my student’s side helping them understand a concept or skill that they are having difficulty with. I am only able to spend this time with my students if I have organised activities and a routine where students can work responsibly and independently. Most of this is based on a teaching and learning plan devised for each unit and lesson.

If there are any behavioural issues I deal with them quickly, fairly and respectfully according to the School [|Behaviour Management Policy] and once it is over, it is over and I don’t bear a grudge. I encourage students to take responsibility for their actions just as I expect them to take responsibility for their academic learning.

Over a number of years I have had the privilege of being a supervising teacher for a number of student teachers during their practicum period. I give them a copy of “[|A Discussion of a Possitive Learning Environment and Classroom Management]” and we discuss it. I generally explain to them that while they may have few of the student behavioural problems that they may experience in other schools, they should use this practicum time to try different teaching strategies to see the effects that they may have on the classroom environment.

While many student teachers find this challenging, I try to offer support and relevant feedback so that they can refine and extend their repertoire of teaching skills and strategies.

Some of my faculty colleagues have also asked for my advice concerning developing a productive class where they may be some conflicts in personality. I have observed lessons and offered [|feedback] and discussion, which has been appreciated and incorporated into her teaching strategies.