STANDARD 4:

Create and maintain supporting and safe learning

environments
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behavior
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically


Standard 4
Create and maintain supportive and safe learning environments
4.1 Identify strategies to support inclusive student
participation and engagement in classroom activities.
4.2 Demonstrate the capacity to organise classroom
activities and provide clear directions.
4.3 Demonstrate knowledge of practical approaches to
manage challenging behaviour.
4.4 Describe strategies that support students wellbeing
and safety working within school and/or system,
curriculum and legislative requirements.
4.5 Demonstrate an understanding of the relevant issues
and the strategies available to support the safe,
responsible and ethical use of ICT in learning and
teaching.
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4.1 Identify strategies to support inclusive student participation and
engagement in classroom activities.
Reflective Journal Entry: (Positive Notices) 15th July 2014
Another approach to inclusivity and rewards based system included doubling points for
certain requests such as earning a point for each person tracking finger along text while
reader is reading that text. The reader gets an extra point for being the reader. The
problem noticed previously was learners not wanting to follow the reader and over all
poor participation. With the above new approach the participation and engagement of
students increased dramatically resulting in a fun lesson, meaningful learning and
lesson progression. The new approach also included students that historically struggled
to participate and would unnecessarily exclude themselves from learning.
See Standard 1.6 for further
elaborations and evidence on
standard 4.1

Reflective Journal Entry: (Positive Notices) 29
th
August
2014
One way to support inclusive student participation at this school is a
medium called a behaviour card Red Card which encourages
students with a history of unsatisfactory behaviours to participate by
receiving points that go towards an agreed reward. Several weeks
ago student T had worked on his behaviour and participated in class
lessons that he was able to go on a fishing trip with staff members
Photo: Red Card (Positive Behaviour Card
Photo: Positive behaviour reward charts.
Reflective Journal Entry: (Positive Notices) 29
th

August 2014
Additionally the reward charts on the walls are completed when a
child fills the chart with 10 stickers where the student redeems it
for a small prize like bubble toy or a plane glider (purchased at
mentors expense). The stickers are received when the students has
earned the majority of the rewards points next to his/her name on
the board.
4.2 Demonstrate the capacity to organise classroom activities and
provide clear directions.
SEE 3.5
4.3 Demonstrate knowledge of practical approaches to manage challenging
behaviour.
Journal Entry 18
th
August 2014
1. Build a better relationships
a. Wanted to build an
understanding with one of the
problematic children and talk
about awards, staying in class and
making good choices.Before
school I sat down with and spent
some time with the most
misbehaved child (T), discussing
and negotiating how T could
improve his attendance, truancy
issues and behaviours. We
agreed on an award if he
improved on his behaviours and
that if he was not on task I would
say Make good choices to
remind him about his award.
PTO
Standard
4.3

Reflective Journal Entry (Behaviour) 29
th

Aug 2014
As we reviewed the above 3 strategies some
positive and noticeable outcomes were being
achieved. Both children had improved their
behaviours far more than previously and the
progress of lessons improved also
Reflective Journal Entry (Behaviour) 25
th
Aug 2014
Managing challenging behaviours is ongoing and new strategies will always be a stepping stone for success in a
class. Mentor and I reviewed the 18 August behaviour strategy additional to the positive behaviour cards or Red
Card that two of the students are on in the class.
Journal Entry 18
th

August 2014
2. Set up and enforce
class rules
a. Once the bell rang
I had the children sit on
the carpet and went
through some of the
class rules including
sitting on hands, hands
in laps or folding arms.
(sit up cross legs on
carpet, sit on hands, fold
arms or hands in laps).
The children seemed to
respond well.
Journal Entry 18
th
August 2014
3. Keep Pace of lesson
a. I was able to complete a language lesson
with the Emus again today by focusing on
behaviours and keeping a consistent pace.
When it was time to teach the possums
behaviours were delayed for the first 15 or so
minutes. When the behaviours started to come
out keeping the pace became more difficult.
Fortunately coach Kris reminded me to Teach
that is ignore the behaviours and teach. The
children continued their engagement and when I
felt like they lost the engagement I kept teaching
and included more facial expressions and body
movement the children became engaged again.
Coach Kris wants me to rotate the tone from
hard to soft visa versa as another strategy of
keeping the children engaged.
4.3 Demonstrate knowledge of practical approaches to manage challenging
behaviour.
Journal Entry 22
nd
July 2014
With the above experience in mind
and reflecting on how I could have
approached the matter differently, it
would have been more valuable to
know the childs background
including any anger management.
This would help better gauge
whether the childs tolerance for
his/her behaviour to managed be
high, medium or low. Now knowing
his tolerance to be very low I would
still have requested him to move to
back of the line, however if he, being
determined to get out the door, then
that exit would have been made
easier for him.
Once calmed down and is prepared
to talk we could discuss his
concerns like why he was so eager
to exit and what is goals are and see
if we can align his goals with our
learning goals. For example to get
out the door quickly, he can finish
certain agreed items and if he exits,
teacher must know his destination.
He is to also know that he can be
and feel safe with his teacher and in
his class at all times.
See Standards 3.3 & 3.5 for further
elaborations and evidence on
standard 4.3

Reflective Journal Entry
(Behaviour) 6
th
Aug 2014
I taught Emus Language lesson
using a double point system
(teacher/student points for
responding on my signal (non-verbal
hand in air) and working well as a
team and individual points for
remaining in learning position and
being respectful. It seemed to work
well. One of the children that tend to
misbehave was mostly the well
behaved child. Additionally I used
various voice tones, facial
expressions, signalling with hand,
included images and eye contact.
Class members appeared engaged
in the lesson as I focused on the
positives using a ratio of 5:1 which
requires ignoring some negative
behaviours. We were able to
complete the lesson and commence
the next lesson. I rarely like to over
project my voice unnecessarily and
the above teaching strategy proved
helpful.
Reflective Journal Entry (Behaviour) 21
st
Aug 2014
Today mentors feedback included progress with classroom behaviour
management. The reason for this appears to be because mentor and I
committed to that improvement over the past week which included me
being more firm with rule expectations and enforcement of such as keeping
certain students in during break to write lines, to reflect on their behaviour
and how it may contribute to slowing down lessons and learning and
rewards.
4.4 Describe strategies that support students wellbeing and safety working
within school and/or system, curriculum and legislative requirements.
Journal Entry 21
st
Aug 2014
Today I transitioned our class into their club and culture session held in the music room with Mr. G. as t music
instructor. I stayed with the class during line up to help settle the children and support Mr. G. Once the children
moved into the music room I helped seat the children and any students running around wanting to play an
instrument I redirected on the floor allowing Mr. G to focus on his lesson. I observed a music session today also
as they practice a song What shall we do with a drunken sailor. The class were a little slow in following
instruction and the lyrics so I sung with the students while Mr G. lead the lyrics. I was also able to assist Mr G
with the behaviours of the combined class.
As I reflect on today I note how important it is to support other teachers when time and energy permits against
behaviours and workload. The support improves relationships between students and teachers and therefore
safe learning and profession outcomes.
Journal Entry 21
st
Aug 2014
Supporting students wellbeing and
safety includes:
Evacuation procedures
Class rules
Keep students safe (from intruders,
persons included on protection orders)
Child Safety: aware of case plans
(Child Protection Act 99 Part 3A)
Reporting classroom truancies
Protection from school bullying
Dealing with childrens issues
respectfully

Get ready, work hard, be good (CYAAA Moto)
4.5 Demonstrate an understanding of the relevant issues and the
strategies available to support the safe, responsible and ethical use of
ICT in learning and teaching.
Journal Entry 26
th
June 2014
Mentor and I discussed about how class members know that ICT
equipment are in use only under the permission and supervision of
the teacher. Computers security settings are set according to school
policy which is directed by Queensland Education policy. Students
are only to search in the approved search engine Students can only
access computer functions by logging in with a classroom password
and are constantly supervised by mentor, myself and teacher aide.
Students are aware that inappropriate uses of internet searching
methods and display of inappropriate content has immediate
consequences including suspension.