Kylie Armstrong
The attached feedback from my mentors demonstrates my knowledge of practical approaches to manage challenging behaviour. While I am very focussed on building strong relationships with my learners, I am not afraid to challenge them behave better. Because a safe environment is critical to enabling learning I have a 'no put downs' policy on my learning communities. This does not, however, mean that poor behaviour is tolerated. As defined in my classroom management plan, I use the structures of the school to support safe learning environments and student wellbeing.
I supported the homework club elective group during my practicum. Some of these students are quite disengaged with school for many varied reasons. I was able to build a strong relationship with most of these students which assisted me when their behaviour needed to be corrected
This Year 10 student had not come to class prepared with work for after completing the test. Her displeasure was very publicly displayed when she was not permitted to leave the class after completing her test. With the support of my mentor, I did have a conversation with her at the end of the class. It became apparent later in the day that a lot of her attitude had to do with stress over an upcoming year 11 SAC later in the day. My mentor & I were comfortable with my handling of this scenario.
Before this lesson began, I moved a row of students closer to me, not as punishment, but to avoid any confrontation. The previous lesson they had been bordering on crossing the line of appropriate behaviour.
I supported the homework club elective group during my practicum. Some of these students are quite disengaged with school for many varied reasons. I was able to build a strong relationship with most of these students which assisted me when their behaviour needed to be corrected