Student Name: Kristina Karlsson

Student ID: 214168072

Unit No.: ETS301 Pedagogy: Middle Years (7-10)
Tutorial Time: Friday 8:00am
Tutor: Margaret Stone
Assessment Number One: Group Development of a Pedagogy Policy
AITSL Standard 4 Create and Maintain Supportive and Safe
Learning Environments.
4.1 Support Student Participation (Proficient)
AITSL Standard Video: Music Connects Language and Social Skills
Due Date: 15 April 2016
In the AITSL video, the teacher Chris Rowe, mentions the school is in a low socio-economic, multi-
cultural area. My first-year placement was in a school like this. I struggled with how my mentor
teacher dealt with some students, and appeared not to understand their differing backgrounds. I felt
she was missing valuable learning opportunities, not only for individual students but for the class as
a whole. Chris embraced the students cultures and encouraged respect, therefore endorsing good
values.

The video spoke about the value of parental involvement in the school process. Chris said The
relationship with the parents is really rewarding. You can see how they love to see their children
come into kindergarten and this in turn helps the childrens confidence when they are dealing with a
variety of different social situations. During placement I have seen the pride and joy in students
when their parents are involved. From coming into class to help out with reading, or even canteen
duty, children are more happily involved in school when they see parents showing an interest.
Maclean proposes Parental involvement is important to help students feel as if they belong to the
school. It is beneficial in addressing student behavioural problems and helps increase achievement in
all areas. (2006, pp. 8-9).

Chris mentions assisting students to become independent learners. It is my experience that the best
mentor teachers encourage their students to become self-motivated, independent learners, as
education should be a life-long endeavour, not just in the confines of formal schooling. Maclean
proposes students also need to be able to work independently so they can become self-regulating
learners capable of reading and writing without external support (2006 p. 6), and Killen claims
Individuals who use self-regulating strategies in their learning are able to act autonomously and
take initiatives, and they tend to perform better than those who do not apply self-regulation to their
learning (2014, p. 72). The Melbourne Declaration states that successful learners are those that
develop their capacity to learn and play an active part in their own learning (2008, p. 8). It goes on
to suggest that those students who do so are more motivated to learn and more likely to reach their
full potential. The Principles of Learning and Teaching P-12 (PoLT) claim students learn best when
the learning environment promotes independence, interdependence and self-motivation (DET
2016).

Chris also talks about socialisation, when discussing floor-time he says it is a good social time for
children to deal with each other. In previous units we studied educational theorist Dewey, he
believed that schools should educate children but also socialise them I believe that the school is
primarily a social institution. Education being a social process, the school is simply that form of
community life (1897, pp. 78-79). A students socialisation has already begun before they start
formal education, and this greatly affects how they learn. Teachers should understand the child and
teach forward from this point of knowledge. Hinchey claims Because students need to build their
own understanding of information and ideas, their interests and experience are important to
classroom life (2010 p. 45). This is also a principle of the e5 Instructional model as it Engages the
student by having an awareness of what their prior knowledge is and how they construct meaning
from that. PoLT state that students learn best when students needs, backgrounds, perspectives
and interests are reflected in the learning program and that learning environments that reflect this
principle the teacher builds on students prior experiences, knowledge and skills (2016).

Chris discusses floor-time we can talk about concepts together, sharing skills. This alludes to the
fact that he, and the class, are gaining information on students prior knowledge and backgrounds.
Kincheloe claims A central aspect of critical teacher research involves studying students, so they can
be better understood and taught (2008, p. 19), and goes on to say With these understandings in
mind, critical teachers come to know what and how students make meaning (p. 20). Welch claims
this is the responsibility of all good schools, stating schools play a vital role in promoting values of
respect for cultural diversity within a shared cohesive set of overall values (2015, p. 78). When
children share what they already know with other kids, they expose the whole-class to new ideas.
During placements, I have seen this work most successfully when the teacher ensures that the
environment is comfortable, secure and free from judgement. PoLT encourages a learning
environment is supportive and productive and supports a teacher who promotes a culture of value
and respect for individuals and their communities (2016). This is known as inclusivity and Kincheloe
promotes the benefits claiming students need to be respected, viewed as experts in their interest
areas, and inspired with the impassioned spirit to use education to do good things in the world
(2008, p. 8). Killen proposes that Social support for learning starts with teachers developing a sense
of community in the classroom and establishing a climate of mutual respect so that all learners
acknowledge and value the backgrounds, views and beliefs of others (2014, pp. 71-72).

Chriss supervisor talks about his good rapport with his students He is very hands-on, down to their
level, lots of eye contact, and lots of non-verbal skills. Chris ensures his students feel important,
therefore motivating them to learn. PoLT supports a teacher who builds positive relationships
through knowing and valuing each student (2016), and McDonald claims Positive relationships
with students are the precursor to success in the classroom (2015, p. 37). Last placement, my
mentor teacher personally greeted each child by name at the beginning of each day, making them
feel special. Chris develops a good relationship between himself and his students, and also between
the students themselves.

Chriss supervisor also says He is very demonstrative with children and uses lots of props like
singing and dancing. He engages students and gets their attention for learning. This, again, falls
under the e5 Model, based on constructivist pedagogy. Killen informs us Students need to be
seriously engaged in learning in order to achieve deep understanding (2014, p. 70). Chris uses music
to help the children connect, learn and also as a cue that the lesson is about to begin. The use of
music in class discussions can help cross language barriers in multi-cultural schools.

Chris also states he encourages descriptive language, helping the development of all children,
including ESL students. This promotes Teacher/Student bonding which strengthens further learning.
Killen claims Language is the key to communication between a teacher and learners. Students
understanding will depend on the teachers ability to use language that express ideas clearly and on
the learners master of the language (2014, p. 67).

Chris also encouraged parental involvement through Parent/Teacher interviews. He discussed the
students progress, but he also gained understanding about the student by asking the mother how
the year had gone for him. McDonald suggests teachers shouldshow genuine acceptance for the
student and their families develop a sense of belonginginvolve family in their childs progress and
work together to benefit the child (2015, p. 43).

The video highlighted that Chris was a visible presence in the community, that he could be found in
the playgrounds of the housing estate, he was involved in community activities, visited family
homes, and was involved in outreach programmes that supported the community. This is an
example of a teacher that goes above and beyond. PoLT encourages a teacher that promotes a
culture of value and respect for individuals and their communities, and also state students learn
best when learning connects strongly with communities and practice beyond the classroom
(2016). McDonald claims As a community, we have a vested interest in our social capital children
(2015, p. 48).

This video comes under AITSL Standard 4.1 Support student participation (Proficient). It promotes
teachers who Establish and implement inclusive and positive interactions to engage and support all
students in classroom activities. I believe that Chris does this well, but under Highly Accomplished it
states support colleagues to implement inclusive strategies that engage and support all students.
What is missing is how does Chris work with his colleagues in a team to promote these values? Is
Chris style of teaching a whole-school approach or that of an individual teacher?
References

Australian Institute for Teaching and School Leadership 2014, Australian Professional Standards for
Teachers, Education Services Australia, retrieved 11 April 2016, <http://www.aitsl.edu.au/australian-
professional-standards-for-teachers/standards/list>.

Australian Institute for Teaching and School Leadership 2014, Australian Professional Standards for
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2016, <http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-
practice/detail?id=IOP00346>.

Dewey, J 1897, My Pedagogic Creed, The School Journal, vol. LIV, no. 3, pp. 77-80.

Hinchey, PH 2010, Rethinking what we know: positivist and constructivist epistemology, Finding
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Killen, R 2014, A quality teaching and learning framework, Effective teaching strategies: lessons
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Ministerial Council on Education, Employment, Training and Youth Affairs 2008, Melbourne
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Welch, A 2015, Cultural difference and identity, Teacher-learner relationships: ETP201, Oxford
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