Annotation- Standard 4

Note the focus area and standard Note the type of artefact / Describe the artefact / document and indicate the Describe how the artefact / document
descriptor/s the artefact / document reflects document possible impact or result on teaching and/ or student meets the standard descriptors you have
learning identified.

4.1 This artefact is six lesson The artefact is comprised of six feedback comments APST 4.1
Support student participation observation feedback from my mentor teacher over a two week period on I was aware of the special needs
Identify strategies to support inclusive comments written by my a Year 1 class. The comments feature an inclusive students and was inclusive of them
student participation and engagement mentor teacher on approach, encouraging students to participate, throughout lessons. I ensured students
in classroom activities. Professional Experience 3- structuring and managing group work, and knowing got to participate in their learning
Part A. class dynamics. through partner work. I moved around
4.2 the classroom assisting where
Manage classroom activities The feedback is over a two When students participate in classroom activities necessary. When students are actively
Demonstrate the capacity to organise week period and focuses they are provided with opportunities to learn and involved in the lesson they are more
classroom activities and provide clear on classroom management. practice new knowledge and skills, explain their likely to achieve the outcome.
directions. reasoning and examine their thinking processes My mentor teacher wrote:
(Turner & Patrick, 2004). I included all students and Very inclusive and aware of our special
4.3 encouraged participation. I did this by needs students, all students were
Manage challenging behaviour accommodating for special needs students, encouraged to participate. You
Demonstrate knowledge of practical directing questions at particular students, asking for comfortably moved through the groups
approaches to manage challenging demonstrations and structuring group work so making sure all students were on task
behaviour. students felt comfortable to participate. Teachers and challenged.
need to ensure students are actively involved and
feel successful in their learning (Marsh, 2010). APST 4.2
I organised classroom activities by
Classroom activities were managed through enforcing the routines and procedures.
consistently reinforcing routines and procedures. I chose for the students to work in
Well managed classrooms provide a quality learning groups and moved between them
environment in which teaching and learning can ensuring on task behaviour. My time
flourish (Marzano, Marzano & Pickering, 2003). I management allowed for activities to
moved around the room to monitor on task operate smoothly. When activities are
behaviour and provided support and challenges for managed well students stay focused on
students who needed it. The more time students their task.
spend engaged on tasks, the greater the learning My mentor teacher wrote:
(Marsh, 2010). Understanding the class dynamics You continue to reinforce class rules and
allowed for purposefully arranging group work. expectations with Year 1. Kate it is clear
Teachers need effective behaviour management that you know the class dynamics as
strategies in order to gain more time for academic you chose students to work in groups of
performance (Martella & Marchand-Martella, 3. You comfortably moved to the groups
2015). The dojo reward system worked well as it to keep students on task and
focused on the positive behaviours of students, challenged.
which motivated those misbehaving to follow the
rules. Behaviour management is critical to positive APST 4.3
educational outcomes (Oliver, 2007). I knew students that were likely to
misbehave. I made seating changes
where necessary to deal with ongoing
distractions. I used a Dojo reward
system which recognised students
following the rules and routines.
Recognising the positive behaviours
worked well.
My mentor teacher wrote:
Kate reinforced positive behaviours and
began the Dojo chart. Great to see you
managing the different student
dynamics and making seating changes
where necessary.
References

Australian Institute of Teaching and School Leadership. (2011). Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Marsh, C. (2010). Becoming a Teacher. Frenchs Forest NSW: Pearson Australia.

Martella, R. C., & Marchand-Martella, N. E. (2015). Improving classroom behaviour through effective instruction: An illustrative program example using SRA
FLEX literacy. Education and Treatment of Children, 38(2), 241-272. Retrieved from http://www.mheducation.com/

Marzano, R., Marzano, J., & Pickering, D. (2003). Classroom management that works. Retrieved from http://www.ascd.org/Default.aspx

Oliver, R. M. (2007). Effective classroom management: Teacher preparation and professional development. Retrieved from
http://files.eric.ed.gov/fulltext/ED543769.pdf

Turner, J., & Patrick, H. (2004). Motivational influences on student participation in classroom learning activities. Teachers College Record, 106(9), 1759-
1785. Retrieved from https://www.researchgate.net/