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My personal philosophy is that I believe good teaching is about creating positive learning

environments for students so they gain a sense of belonging in the classroom and school. By

creating positive practices and intervention practices through classroom organisation,

differentiating curriculum and assessments, learning for students has the potential to be

meaningful. Good teaching involves facilitating learning, assertiveness, encouragement and

being relatable to students and their experiences. It is being aware of how students’

behaviours can be influenced by factors in their social groups, micro, meso, exo and macro

levels and it is a good teacher’s responsibility to plan, implement and reflect on the

strategies they employ in the classroom to create deep, meaningful and enjoyable learning.

I believe classrooms should be places where teachers engage the whole classroom, provide

choice and encouragement for students and the teacher be a leader in facilitating learning.

Classrooms should be a safe learning environment where students feel like they belong and

their needs are met. The curriculum should be catered to individual students to prevent

boredom and misbehaviour in the classroom as well as maintaining a respectful

student/teacher relationship. By leading and supporting students with their learning, they

are more encouraged to manage themselves and develop independent cognitive skills.

I believe that good communication between teacher and student is vital to a positive

classroom climate because …effective communication is vital in building healthy

relationships and promoting positive behaviours in the classroom and whole school. When

communication is not respectful, clear, assertive and sensitive to students’ needs, they can

feel alienated, devalued and powerless and they may disengage from learning and

belonging in the class. By being aware of internal, sociocultural, and external inferences, and
by using active listening, I-messaging and negotiation strategies, reciprocal communication

can be achieved and therefore builds upon stronger teacher-student relationships.

Therefore, I will work on my communication skills to meet the needs of the students in my

classroom and school, paying close attention to what cultural, ethical, internal and external

factors that influence the way students communicate with me and how I communicate with

them. I will implement active listening, empathy, I-messaging and negotiating techniques to

create a strong relationship with my students and a positive learning environment where

students feel they belong and are valued.

Teacher personal beliefs affect the way we create Positive Learning Environments when

teachers hold unrealistic, over demanding and absolutist ideas about classroom

management and this can hinder student learning and positive student-teacher

relationships and their abilities to respond to behaviour and communicate effectively with

their students.

It is important to implement and maintain consistency with key rules and expectations in

your classroom and teaching practice. Students need to know what behaviour is acceptable

and what behaviour is not in the classroom so they are adequately equipped for life after

school in their personal, social and vocational lives. Here is a list of some of the rules and

expectations I would implement in my classroom:

1. Listen when others are speaking

2. Respect each other’s property


3. Be a responsible learner by respecting yourself and other students learning in the

classroom

4. Listen to teacher instructions

5. Be ready to learn by putting phones away and having a book and a pen to use.

I would ensure that every lesson I implement by expectations and rules to the class by

reminding them of their positive behaviour from the previous lesson or by how they did or

did not enter the class/set up their materials for learning. When students defy the

expectations and rules, I will remind them and ask students to reiterate to me what they are

and how we show respect, readiness to learn and responsibility in the classroom. When

specific students misbehave, I will have a quiet word with them privately so they do not feel

humiliated in front of their peers and ask them using active listening and I-messaging

approaches such as “In this instance, I have found it hard to give instructions and listen to

your peers provide answers when you have been acting disrespectfully in class. What can

we do together to fix this?”

Due to my philosophy of having a more student-centred practice in my classroom, I would

arrange the seating to be organised into groups or workstations, making it easier for

students to work collaboratively. However, I need to ensure that all students can make eye

contact with me when I provide instruction or have the students come back into a whole-

class discussion. I think it is important to have a mix of seating arrangements from time to

time so the environment does not become stagnant. If I would like to have a more teacher-

centred lesson, I would rearrange the tables to be organised into a U-shape so that students

are not completely sitting in rows and there is more chance they can exchange ideas across
the room, where as in rows the teacher is subject to being the authority at the front of the

classroom.

The aesthetics of the classroom is essential to creating a positive learning environment. I

would ensure the classroom is well-lit, inviting and inspiring to learn in. I would have the

expectations and rules for the classroom displayed around the room so students can refer

back to them and be reminded when they are in the classroom, I would have student work

displayed on the walls to demonstrate my expectations for them and care about their work,

mindfulness and resilience posters as well to remind students of their goals and resilience in

face of challenges at school and in their personal lives and posters about interesting things

to do with the subject that I am teaching.

Using the PIR Cycle as a stimulus, I would first inform my students of the outcomes and

goals of each lesson and how it is relevant to the overall topic that we are learning and the

expectation I have for their success. I would then provide emotional and intellectual support

to the students throughout the learning process and provide quality instruction,

explanations, and scaffolds so students can be supported and build on their confidence by

gaining a strong understanding of the content. Throughout the process, students will be

engaged in independent learning, cooperative learning and ICT featured tasks. I would

provide feedback on their learning and setting new goals and outcomes after evaluation.

Assessment is important as it gives teachers an understanding of whether students are

meeting and reaching outcomes, and for the teacher to evaluate the program and for the

skills and knowledge of students to be tested and reflected on to show growth and
challenges students may have had with their learning. The types of assessment that I will

develop will be baseline, summative and formative. Baseline enables me to know what level

of knowledge and background information the students have before undertaking the topic.

Summative assessment is useful as it is an assessment used at the completion of a unit and

is outcome based so that the teacher can determine what was achieved and what was not

achieved in the unit of work and what level of understanding the students now have after

undertaking the unit. Formative assessment is useful because it can be carried out during

lessons to determine if students have been making progress with learning the outcomes and

what needs adjusting to the topic content, activities and pedagogy to improve learning.

I believe that students best learn through student centred learning and project-based

learning so that students can take leadership of their own learning and the teacher is a

facilitator to their learning. Therefore, I will use strategies to enable students to be more in

control of their learning and understanding. Since students learn differently, at different

rates and levels, I will need to structure student-centred activities so that all students

benefit and all students have a sense of voice and inclusion in activities.

The intervention approaches that I am most comfortable with are Goal Centred Theory,

Choice Theory and Cognitive Behaviour Theory. Goal Centred Theory focuses on the

behaviour of the student when they behave appropriately, rather than focusing on the

behaviour. I would encourage my students in the classroom, and notice when they are

behaving appropriately and reflect on my practice and own emotional reaction to situations.

Choice Theory looks at the teacher and does not inflict blame on the student, it looks at the

teacher’s practice and what they might be doing to cause misbehaviour. I would use this in
practice by reflecting on why students are misbehaving in the class and what might be

happening in the classroom or through my practice that is causing them to want react and

misbehave. Cognitive Behaviour Theory is aimed to reprogram negative student behaviour

and how students perceive or interpret these experiences, in order to change their

behaviour. The student learns how to manage their actions and behaviours, increasing

responsible behaviour. I would use this in the classroom by modelling my expectations and

rules around responsible and respectful behaviour and implement SEL strategies such as

resilience, positive psychology and mindfulness to teach students how to regulate their

emotions safely and how to manage their actions when faced in negative situations or

experiences.

If intervention for behaviour management is needed, I believe that using Lyford’s

behavioural model, I can better understand the issue and what is happening with the

student and through this I can gain a better understanding of the issues occurring. Then I

would combine GCT, CT, and CBT to use as this will allow for a greater understanding of why

the misbehaviour is occurring in the classroom/and or school. The Lyford is useful because it

takes into consideration the whole school perspective and community. I would then reflect

on my strategies so that the effectiveness and purpose of the intervention can be assessed.

In line with this thinking, I will put the intervention practice mentioned above into action by

using a range of strategies and multiple hybrid approaches and evidence based practices to

find ways to manage the misbehaviour and meet the needs of the student and the issue

occurring. I will be reflecting on my practice constantly throughout the process and

involving teachers and school members as part of my action research by developing logs,
and weekly meetings involving parents and caregivers as well. Some of these strategies

include a Functional Behaviour Assessment which is using several methods to determine the

casual and maintaining factors for a behaviour that lead to the development of intervention

strategies to meet the individualised and unique needs of the student. I would use rewards

in the classroom as this causes desired behaviours and future positive responses and I

would balance this with control and care. Control and caring are not opposing terms; but

the form of control is transferred by the presence of caring. You want to be Authoritative in

your approach (reasonable rules are introduced but with sensitivity to students’ needs).

Most importantly, I want to be proactive, not reactive. (communicate effectively, teach

effectively, promote development, intervene constructively).

Specific strategies for classroom management that I have found to be effective and/or

would like to implement in my teaching practice is writing instructions on the board and

giving time limits for work, differentiating needs to meet individual learning styles, using a

pleasant tone and waiting for silence before beginning instructions, having a soft talking

voice in particular with more difficult students, having enough material for students so they

do not disengage and having students recognise their hard work along the way, not just the

end result or product. This aligns with my philosophy that social emotional learning is key to

classroom management and positive learning environments. It is important that the first

time you have students you need to set the tone, organisation, rules and expectations. SEL

is critical in improving academic performance, school attitudes and behaviour and prosocial

behaviour is linked to positive outcomes. SEL is about learning how to manage your

emotions, care about others, make good decisions, behave ethically and responsibly,
develop positive relationships and avoid negative behaviour. SEL programs are often

separate in schools and in isolation which is an issue. It needs to be holistic. This is why I

would ensure I implement SEL into the classroom through positive psychology, mindfulness

and resilience strategies to develop students’ motivation, self-management, goal setting,

and engagement in their learning.

I believe professional reflexivity is important to my teaching because … it is an essential

component in creating a positive learning environment for my students and for myself to be

able to enjoy and thrive in my teaching practice. Professional reflexivity is important

because it enables you to be able to reflect on your classroom management, pedagogy,

assessment and practices to adapt to students’ specific needs and to improve on them for

next time. Without reflection, a teacher is not able to improve themselves or reach their

best abilities for best practice.

As a consequence of this belief, I will ensure that I reflect upon my lessons taught each day

and also how I have organised the classroom and the management strategies I used to

control and care for student behaviour. One of the ways I would engage in professional

reflexivity is by conducting my own action research in the classroom as well as involvement

from school members in the process. I will reflect through my individual lessons about

issues or aspects that need adapting to cater to specific needs of the students and will

involve school members to help plan, implement and reflect on the strategies for

improvement.