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EDFX316

GOAL/S REFLECTION
This goal was added after personal reflection on the
behaviour management techniques that I had begun
Use assertive language to
implementing during the first week and a half.
support positive behaviour,
true to my personal teaching After implementing some techniques used and suggested by
the AT, I begun to deviate from my own teaching philosophy.
philosophy. This included supporting students to take ownership of their
own learning and in turn, responsibility for their actions and
failures. After observing and implementing some techniques of
the associate teacher, I begun to react authoritively to students
Provide clear and concise when they disrupted learning or showed disrespect. I presented
students with a reaction that treated them without respect
explanations to students,
when I was not given any. However, my own beliefs ask me to
with learning intentions and move beyond reacting and instead looking for reasons behind
imagery the behaviour and calling the students attention to the
implications.

I was further encouraged to reflect on this change and


subsequent teaching behaviour during my scheduled visit from
a university personnel. Their expertise in positive and assertive
language about behaviour guided me to take effective action
beyond what I was currently doing.

Since the beginning of week 2, I have begun clearly


discussing the schedule for the day, individual lesson and the
success criteria with students before I begin teaching. I ensure
students feel confident of what steps they need to take during
the lesson and how long they have to do it. At first, I wrote the
time that the lesson would end on the board. However, after
observing that many students were asking how long they had
left despite the clock in the room and knowing what time lunch
begun, I believe that some students have difficulties telling on
an analogue clock. Hence, I believe I will draw what the clock
will look like at that time on the board beside the digitally
written time.

I have also implemented various techniques for student


self-management within the units of learning. These techniques
I have since found all referenced in the Edutopia article by
Miller (2016). This encouraged teachers to do as I had hoped to
do - give students more clarity of what is being learnt and what
is expected of them so they can self-regulate their work and
behaviour in the classroom. Not only does this take some
pressure off the teacher to act as a nanny of sorts dictating
their every move and thereby encouraging their reliance on
you.

With this goal in mind I continued to put the learning


intentions and success criteria on the board. I also incorporated
an agreement that students were asked to individually read and
sign that clarified the behaviour that would be expected of them
during the relatively independent work that they would be
doing and the technology they would be interacting with. This
included things such as respecting the property, spaces and
learning of others. It was ended with the statement that any
occasions where these expectations were not met after a
warning would forfeit that students right to be involved in the
coding unit. Within the coding unit, I believe that students have
adhered to this agreement, with perhaps the exception of two
students who were not contributing to the group work fairly.
On this occasion they were addressed and reminded of the role
they all have to play as part of the group. This will be further
visited today (3rd Wednesday) through group conferences
where they will be asked to describe how they are meeting each
criteria of the rubric and working to maintain the agreement. I
am also going to ask students to fill in another post-it note,
similar to those used in the first lesson for the KWL, to describe
what they had done during that lesson and what they had
learnt.

This will give students the opportunity to reflect on their


learning through the lesson and their progress in working
towards task completion. The coding rubric also had a blank
box where students were asked to create their own goal that
would fit in with the rubric and also be assessed upon.

I have also ensured through the narratives and coding unit,


that all students have an easily accessible copy of the rubric
they are working towards. They have been reminded to reflect
on this and when it needs to be complete by on multiple
occasions.

References:

Miller, A. (2016). Tools for student self-management. Retrieved from


https://www.edutopia.org/blog/tools-for-student-self-management-andrew-miller

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