Note the focus Note the type Describe the artefact / document and Describe how the artefact

be how the artefact / document

area and of artefact / indicate the possible impact or result on meet the standard descriptors you have identified.
standard document teaching and/ or student learning
descriptor/s the
artefact /
document
reflects

The following As noted, this management plan was By specifically listing my expected behaviours and
4.3 Manage artefact is a developed as a reference tool for the successfully implementing them whilst on
challenging management purpose of professional experience. professional experience, I am aware of the
behaviour plan that was However, the plan has undergone importance of maintaining appropriate behaviour
Demonstrate developed for maintenance in the respect of future expectations and managing challenging behaviour
knowledge of my second teaching and is now relevant for myself as a (APST 4.3).
practical professional beginning teacher. Many of the elements
approaches to experience. described align with my personal teaching From the plan:
manage philosophy, thus making it a genuine and When others are speaking, it is polite to look to them
challenging useful plan. and listen
behaviour. Treat others with respect
Almost any survey of the concerns Play with friends without putting hands on
4.4 Maintain experienced by beginning teachers reveals a Always use manners when interacting with peers
student safety very high concern about classroom and teachers
Describe management- particularly student If students show extensive behavioural issues refer
strategies that misbehaviour and discipline (Charles, 2004; to policy and procedures in order to appropriately
support students Arends 2009; Arthur, Gordon & Butterflied, address the concern
wellbeing and 2003, as cited by Marsh, p. 220, 2010).
safety working Based on this presumption, I believed that Mentor teacher feedback:
within school by updating this plan, analysing it and Ashlee used efficient management techniques
and/or system, implementing it in my practice, it was an consistently and dealt with challenging behaviours
curriculum and appropriate way of ensuring I do not fall into quickly, fairly and respectively. Her quick thinking
legislative the category of a concerned beginning
requirements. teachers.
In relation to student safety, the plan also
demonstrates an understanding for
strategies in developing safe and supportive
learning environments. This is yet another
key factor addressed in my teaching
philosophy.
Implementing this plan whilst on professional
experience further highlighted its worth as a
successful outline of professional practice.
Therefore I will continue to refer to my plan
and be flexible in allowing it to be re-
developed and refined in the best interests
of my current students learning
environment.
and problem solving skills are remarkable (L.
Adams, personal communication, October 12, 2015)
Ashlee has used a number of skills that show
excellent classroom management (J. ODonohue,
personal communication, 15 February, 2017).
Outlining the ways in which student safety and
wellbeing can be maintained is crucial. In doing so, I
am completely aware of my duty of care when in the
presence of students in and out of the school
environment (e.g. during excursions) (APST 4.4)
From the plan:
Have an understanding of the policies and
procedures in case of emergency or fire
Reinforce whole school bullying policies and
procedures
Have readily access to student profiles and keep up
to date with medical concerns, medications, legal
custody issues and/ or AVOs
First aid kit is accessible and up to date
Access to sunscreen
Maintain student wellbeing by encouraging healthy
habits, relationships and mental health
Management Plan (for professional experience and future teaching)

_________________________________________________________________________

Australian Professional Standard for Teachers:

Standard 4: Create and maintain supportive and safe learning environments

_________________________________________________________________________

These activities relate directly to the QTF dimension of Quality Learning Environment

Think about how you will introduce your expectations to the students.

Keep expectations similar to those outlined by the classroom teacher

Outline my expectations during the first interactions with the students
Be sure my expectations are made clear and frequently referred to
Reiterate previously outlined expectations if required

What are your expectations for behaviour?

When others are speaking it is polite to look to them and listen

Treat others with respect
Play with friends without putting hands on
 Always use manners when interacting with peers and teachers
If students show extensive behavioural issues refer to policy and procedures in order to appropriately address the concern

What classroom rules do you hope to follow in your classroom?

Develop classroom rules with the students

Raise your hand to speak
Let the teacher know if you wish to leave the room
Wait patiently for your turn
Put things back where they belong

How will you gain attention?

Pause, wait for silence and all eyes on the teacher

Proximity
3, 2, 1 clap
Hand in the air and count down from 5, by 1 students should be settled and facing the teacher
Descriptive encouragement while waiting and scanning. Catch students being good. E.g. Eyes to me, thanks Great to see people
over here sitting quietly and listening
Assertiveness

The Process of Giving Instructions

1. Give the instruction
2. Wait and scan
3. Descriptively encourage 2 students
4. If necessary, use proximity and give choice or warning
5. If students choose to not follow instructions follow through with a consequence

What sort of classroom climate do you hope to have?

Welcoming
Safe
 Fun
Humorous
Positive
Supportive
Engaging
Productive

How will you use positive reinforcement in your classroom?

Positive verbal praise

Reward systems
Student suggestions for activities

How will you get-to-know your students?

Professionally engage and interact with the students during class and on the playground
Learn students names quickly
Learn about students interests, hobbies and backgrounds
Gather information about their individual learning needs

Student safety

Have an understanding of the policies and procedures in case of emergency or fire

Reinforce whole school bullying policies and procedures
Have readily access to student profiles and keep up to date with medical concerns, medications, legal custody issues and/ or AVOs
First aid kit is accessible and up to date
Access to sunscreen
Maintain student wellbeing by encouraging healthy habits, relationships and mental health
 References

Australian Institute of Teaching and School Leadership. (2014). Australian professional standards for teachers. Retrieved from:
http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pd

Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.) Frenchs Forest, Australia: Pearson Australia.