10482102_Fernandez_R_A3_ Positive learning Plan
docx
keyboard_arrow_up
School
Curtin University *
*We aren’t endorsed by this school
Course
227
Subject
Arts Humanities
Date
Jan 9, 2024
Type
docx
Pages
13
Uploaded by CoachCrabMaster1214
Fernandez, R_14082102
Positive Learning Plan
Assessment 2
Due date: January 2, y
Ruth Fernandez
14082102
Positive Learning Plan
1
Fernandez, R_14082102
Positive Learning Plan
Class Synopsis
This Positive Learning Plan has been developed for use in a stage 2, year 3, classroom
which consists of 20 children, 10 boys and 12 girls. The students of 3JK and their families
are from an array of different countries and all the students have a language background
other than English (LBOTE). The year 3 class has 4 students which are on individual
learning programs (IEP) and there are 2 students currently with noted behaviour manage-
ment issues. The class has 3 students that are at risk and are working below stage 2 level.
There is also 4 students considered gifted or bright and 1 new arrivals student from china
who is now not receiving new arrivals support and is reliant on the classroom teacher and
class friends who speak Mandarin. Teacher Philosophy
My philosophy of teaching alines to reflect that of the constructivism approach. The con-
structivism approach in the classroom advocates that children best learn when they con-
struct their own understanding and knowledge of the world by experiencing and reflecting
on those experiences. As a teacher, I intend to provide my students with the hands on ex-
perience for them to construct their own knowledge and meaning. I will provide encourage-
ment and guidance so students can devise discovery by themselves. Students will under-
stand that learning is an active contextual process of acquiring knowledge where learners
repeatedly test hypotheses and discuss their findings with their classmates.
From me the students will need a teacher which will engage the them to directly be in-
volved with material of inquiry allowing them to drive their own learning process and to
take risks. They will need meaningful academic experiences with positive associations that
empower each of them to grow. An understanding of students diversity in the classroom
and learning styles can provide both challenges and opportunities, however to validate the
learning of all students, a differentiated program will not discriminate by teaching to only a
select group, but will provide students the a variety of experiences to meet all students
needs. Positive Learning Plan
2
Fernandez, R_14082102
It will be my responsibility to have real world learning tasks which have clarity, variety, are
student-centred, engaging in the learning process and are set up for students success. I
will encourage my students to be creative, express their own ideas and feelings while ap-
preciating all the differences each child can bring. The classroom will be a bright, safe en-
vironment full of stimulating inquisitiveness and provide hands on material for learning at
their interest levels. I feel that I am yet to evolve fully as a teacher however I am develop-
ing a strong base to build the future.
Preventive Practice
Classroom Climate
A positive classroom climate has shown to impact student learning outcomes, for example,
students will learn more and have positive attitudes toward school (Hattie, 2008). 3JK’s
classroom teacher has created a positive classroom climate that is centred around positive
teacher-student relationships. The classroom teacher displays a genuine concern for stu-
dents’ lives away form the classroom and uses different strategies to connect with them
outside the classroom and school setting. She remembers what the children tell her about
their home life such as sporting events and then questions them about it the following day.
The students really responded well to her questions. Student demonstrating positive rela-
tionships with their teacher tend to succeed at school (Hattie, 2008; Marzano, R. J.,
Marzano, J. S. and Pickering, D, 2003).
Through observing 3JK’s student-teacher relationship, I would create a classroom climate
which supports student-centred learning through positive relationships in order to secure a
friendly and safe classroom (O’Connor, Dearing, & Collins, 2011; Kohn, 1999). Through
my practicum I have demonstrated an understanding of the positive effect student-teacher
relationships can have on a class. I have provided opportunities for interactions and shown
genuine concern for the students welfare. Class activities have been well organised and
students were actively encouraged and motivated throughout lessons. Bandura (1997),
suggests, student-teacher relationships are essential in motivating students to perform
well. This created a positive classroom climate which was safe, welcoming, respectful and
supportive (Rodgers, 2015; Lewis, R, Montuoro, P. & McCann, P, 2013) Classroom Culture
Positive Learning Plan
3
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Fernandez, R_14082102
Rules
In 3Jk there is no published rule set. Through discussion with the students, it is established
that there are no rule as such, however, instead, they have the value of ‘be kind and allow
others to learn’. Even though I understand the class teachers concept that all behaviour
comes back to this value, I am of the opinion that it is too broad for the students to fully un-
derstand. This is reflected in the classroom several times a day. It gives students the per-
mission to invent their own rules and allows students cause to believe that they have done
nothing wrong.
Rules serve as a guideline for students to follow and should be introduced at the beginning
of the school year. The most beneficial way of introducing the concept of rules is to have a
student-centred discussion of what rules are, what type of rules exist in the world and why
are rules necessary (Glasser, 1997) and through gaining a deeper understanding of the
rules, students will then have an opportunity to create their own rules for the classroom.
Glasser (1997) and Ford (1994) suggests, students need to have awareness of responsi-
bility in order to make decisions about their learning and behaviour. Students will need to
narrow their ideas into no more than five rules as this will be easier for the them to remem-
ber. I believe that it is important for students to feel they had a say in deciding what be-
haviour is expected of them as they will follow the rules more closely (Greenberg, Putman,
and Walsh, 2014; Ford, 1994). Once an acceptable set of rules have been established, the
rules need to be taught as lessons. Students will discuss examples of the rules and role
play different scenarios (Brophy, 2006). The final step in creating classroom rules is to display the rules, to set in the proverbial
stone. Rules need to be placed in the classroom where student can view them easily and
the teacher can make reference too. Canter and Canter (1976), states that rules must be
clearly displayed and constantly enforced. Copies of the rules can also be sent home for
students to discuss with their parents.
Introduce students to the word consequence, discuss with them what it means (Canter &
Canter, 1976). Explain if classroom rules are not being respected then there are conse-
quences (Lewis et.al, 2013). The consequences are levelled;
1- Take a break, find your self-control before it gets too bad.
2- You break it, you fix it. Do what you need to do to make the situation right.
Positive Learning Plan
4
Fernandez, R_14082102
3- Logical Consequence. Time to pay for the crime.
4- Loss of a privilege. Try harder. You’ve taken it too far.
Values
Values play an important role in students thinking and decision making. They are powerful
in directing students behaviour and reflect self-development through the way they treat
others (Brighouse, Ladd, Loeb, & Swift, 2016). As mentioned 3JK used a value as their
class rule and seemed a second thought to some students. At the start of the year, along
with writing of the rules and discussion of procedures, students will write rights and values
that the class can follow. Students can brainstorm and select appropriate values to use at
school. The following is an example;
I have the right to….
I value…..
Feeling safe and happy in our school and classroom
Kindness, caring and friendship
Learn in a supportive classroom and to use cooperative learning skills
learning and will allow others to learn by not distracting or disrupting my classmates.
be treated with respect and fairness
everyone in our classroom
participate in our class as a respectful class member
a fair go.
Procedures
Procedures are an important part of school life and establish a classroom culture (Thomp-
son, 2018). They should be explained and put into place at the start of the year so stu-
dents know what is expected of them. This will become second nature to them. In 3JK
there are procedures for the students in their classroom and for leaving the playground in
the morning and after breaks. The students need to leave the morning assemble in two
line and follow the teacher up stairs to the classroom where they remove their bags and sit
on the floor. This sometimes does not go as planned. The students eventually meet in the
classroom and are asked to join the group on the floor. If the students are moving around
the school they need to not be disruptive and move in two lines. Students in 3JK need to
realise that the bell is not their signal to leave the classroom. Classroom procedures are an important part of a classroom routine and are required to
keep order (Thompson, 2018). Procedures govern what students are to do and explain
how the teacher would like it done. I feel that procedures need to be explained and prac-
Positive Learning Plan
5
Fernandez, R_14082102
ticed just as the classroom rules are meant to be at the commencement of the year
(Marzano, et. al, 2003). I also think that rules and procedures could be revised at the be-
ginning of each term. The procedures for my classroom management would be;
Procedure
Expectations Entering the classroom
Students are to wait quietly in two lines with any
item that they need for throughout the day. such as
writing items or reading books. Homework will also
be collected in the morning. Students will not be per-
mitted to return to their bags.
Leaving the classroom
Bell is for the teachers. When you are asked, make
two lines at the classroom door and wait to be dis-
missed.
Leaving for the bathroom.
Students must ask permission and take a class
buddy with them. Students must walk and stay with
their buddy at all times.
office bag
Office bag is picked up from the office in the after-
noon after lunch. Any notes are given to the stu-
dents. Office bag retunes to the office the next
morning with any notes student have brought in.
Library Borrowing
Students will travel to the school library in two lines
quietly. Students are permitted to borrow two books
if they have no overdue items. Student will return to
class in two lines quietly, sit at their desks and read
for ten minutes.
Seeking help in the classroom
Students are permitted to ask the person closest to
them. If students need further help, students will
raise their hand and wait for teacher assistance. At
no time should a student leave their chair or yell out.
Acknowledgement to Country
Each morning students will gather on the floor and
say acknowledge to country.
Physical environment
3JK classroom is comparatively small and is home to 22 students, 10 boys and 12 girls.
The classroom teacher has set the room up with students best interests in mind, it is full of
activities and boards which the student could activity demonstrate their knowledge about
key learning areas by reading the questions and answers posted on the boards. The
boards are also displayed with historical, grammatical, and scientific facts. The desks are
arranged in an odd way where along the window there is one row of 4 double rectangle
desks and the other desks are arranged in groups of 4 and 6 double desks which looks as
if they are set up for group work, however, after three weeks on practicum there is no evi-
dence of group work taking place unless it was through my class lessons. The classroom
Positive Learning Plan
6
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Fernandez, R_14082102
also has a bank of seven Google Chrome Books which are used by other classes. The
class teacher has limited technology skills so technology is rarely used. The classroom
also has bookshelves with an extensive arrangement of book directed at the students age
and interest levels. There is also two small whole class areas, one at the front of the class
and one very small area near the interactive white board. There is no mathematical con-
crete material located in this year three room. 3JK’s classroom is a nice room but looks
tired. I am not sure that the work on the display boards is the current students or students
work from previous years.
The classroom setup needs to be a dynamic area that supports both teaching and learning
(Kain, Russell, & Irish, 2015). It will cater for students needs in an environment that is
comfortable, inspiring, stimulating and well organised which in turn will help prevent behav-
iour issues. The room must consist of a practical layout that stores diverse learning materi-
als and engages students to have a sense of belonging and ownership. The room should
have natural light and be airy. The walls should be an extensions of students work and
have a clear guide lines for displays. All desks should be arranged in groups, which could
be used for group or individual work. Bookshelves can be used to isolate a space to house
a reading area which could have a rug and floor pillows that would create a quiet place to
read. The room must have clear pathways for students to move freely around the space
with no doorways blocked (Kain, et.al, 2015). A whole class floor area is also important to
have to host class discussion, this will also be a place that a rug would be suited.
Instructional Practices
Students best learn through enquiry and experience (Binns, & Popp, 2013) They use the
world around them, life experiences and their environment as their fuel and thought provid-
ing enquire based learning actives, students consolidate their learning and make connec-
tions that help them to make sense of their world. To be an effective teacher I will provide
enrichment through experiences and activities that are aimed at challenging each student.
(Hattie, & Donoghue, 2016)
As the classroom teacher, I will provide a great deal of modelling and stimulus for the stu-
dents and allow them to learn through using a variety of mental processes. To be an effec-
tive teachers is to support a students every effort and show them that I value their knowl-
Positive Learning Plan
7
Fernandez, R_14082102
edge and the experience they bring to the classroom (Marzano, et. al, 2003; Greenburg
et.al, 2014)
In 3JK, there no evidence of the use of concrete materials, instead there were a great
many lessons which finished with the cutting and pasting of worksheets and limited occa-
sions for student to engage in group work. In my classroom, I believe the most valuable
way to expand cognitive development is by providing a balanced approach (Pritchard,
2017) and offer students the opportunity work in group situations or individually. Students
also need to be provided stimulus materials that will create hands on experiences that will
be followed by asking them questions about their understanding.
Students who are advanced in their cognitive development need to have the stimulus of
engaging work and require a challenge (Pritchard, 2017). Within 3JK there were provisions
for the diverse learning group, however, on many occasions, the work was not differenti-
ated from the class work, but was from a completely different learning area. For example,
if students were in a science lesson, the diverse student were working in their English
Intervention Practices
General Strategies
Even with all rules and consequences in place, there can still be some students that need
further proactive strategies (Greenberg, et, al. 2014) that will help them with self-control.
The communication between a troubled student and teacher can be the key in setting a
plan for the student to follow. I believe that talking to the student to find out why the be-
haviour is taking place can solve the issue quickly (De Nobile, Lyons, & Arthur-Kelly,2017).
Most students just want someone to care.
While in practicum, the students knew and understood my expectations of their behaviour
and most students were mature enough that all it needed was a look in their direction.
However from time to time some unwanted behaviour was present in the classroom and
most times just a quick reminder to the classroom rules, which I introduced, along with
consequences were enough to calm students down. For others, some behaviour issues
were centred around lesson activities where some students would misbehave to escape
completing the task as they found it too hard. For them I broke the lesson down into
smaller manageable chunks which the students found easier to handle and get settled
down to do their task. Positive Learning Plan
8
Fernandez, R_14082102
Other strategies I would use in my classroom include; opportunities to select who the stu-
dent would like to work with through negotiating of what task need to be completed and
targeting praiseworthy behaviours e.g. Good Job!, high five (Greenburg, et, al. 2014). Also
I have found that by redirecting a students behaviour by asking them the answer to ques-
tion causing them to refocus their attention.
Parent Involvement The participation of a student’s parents or carer is significant to their academic success
(Bronfenbrenner & Morris, 1998) To get parents and carers involved should commence at
the beginning of the year. At my practicum school, they hold an introduction to the class
where the teacher is introduced and expectations of what the classroom will look like for
the year are expressed. Parents and carers are invited to discuss any concerns they may
have which are addressed by the teacher (De Nobile, et, al, 2017). Parents are also told
that appointment can be made to discuss any issues.
For me, this would be a perfect opportunity to discuss the importance of parent and carers
involvement in their child’s education and open a line of communication in which parents
and carers can contact me with any concerns. Parents and carers will also be made
aware of the traditional way of communication such as face to face parent/carer teacher
meetings, phone calls when situations requires action, reports and class awards. Parents
will also receive a term overview which will give insight into what is happening in the class-
room. This overview explains and lists important dates the patient might want to keep free
such as excursions. Keeping parents and carers involved in their child’s education is im-
portant to the success of the student as everyone is on the same page.
Conclusion
To conclude, this positive learning plan is valuable to the success of the year 3 students.
Through the plan, it is obvious that it is best to commence most of these decisions at the
start of each school year as they will have far-reaching implications for the success to the
year. Within the plan it can be seen that organisation of the class requires careful planning
and insight. This plan contains important elements of classroom management which will
promote a positive learning environment which could benefit students academic success.
Please note, that this positive learning plan is a document in progress and will be adjusted
throughout my teaching career.
Positive Learning Plan
9
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Fernandez, R_14082102
Word Count 2917
Positive Learning Plan
10
Fernandez, R_14082102
References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY, US: WH Freeman/Times Books/ Henry Holt & Co.
Binns, I. C., & Popp, S. (2013). Learning to teach science through inquiry: Experiences of preservice teachers. Electronic Journal of Science Education
, 17
(1).
Brighouse, H., Ladd, H. F., Loeb, S., & Swift, A. (2016). Educational goods and values: A framework for decision makers. Theory and Research in Education
, 14
(1), 3-25.
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In
W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology:
Vol. 1. Theoretical models of human development (5th ed., pp. 993–1028). New York: Wiley.
Brophy, J. (2006). “History of research on classroom management”. Handbook of Classroom Management: Research, Practice and Contemporary Issues. Ed. by C. Everston and C. Weinstein. London: Lawrence Erlbaum Publishers, pp.
97–125. ISBN: 0-8058-4753-7.
Canter, L., & Canter, M. (2001). Assertive Discipline: Positive Behaviour Management for Today’s classroom. (3rd ed.). Los Angels.
Dreikurs, R., Cassel, P (1974). Discipline Without Tears, New Your: Hawthorp Books
Glasser, W. (1989b). The Quality School: Managing Students Without Coercion . New York: Harper Collins.
Greenberg, J., Putman, H. and Walsh, K.(2014) “Training Our Future Teachers: Class-
room Management. Revised”. National Council on Teacher Quality.
Positive Learning Plan
11
Fernandez, R_14082102
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Oxon: Routledge.
Hattie, J. A., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual model. npj Science of Learning
, 1
, 16013.
Kain, J., Russell, A., & Irish, S. (2015). Dynamic Seating: Effects on Primary School Student Classroom Behaviour.
Kohn, A. (1999). Punished by Rewards:: The Trouble with Gold Stars, Incentive Plans, A's,
Praise, and Other Bribes. Houghton Mifflin Harcourt.
Lewis, R., Montuoro, P. and McCann, P. (2013) Self–predicted classroom behaviour without external controls: Imagining a ‘Lord of the Flies’ scenario. Australian Journal of Education 57.3, pp. 270–291
Marzano, R. J., Marzano, J. S. and Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.
De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive Learning Environments: Creating and Maintaining Productive Classrooms. Cengage AU.
O’Connor, E. E., Dearing, E., & Collins, B. A. (2011). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48(1), 120-162.
Pritchard, A. (2017). Ways of learning: Learning theories for the classroom. Routledge.
Rogers, B. (2015). Classroom behaviour: A practical guide to effective teaching, behaviour
management and colleague support. Sage.
Thompson, J. G. (2018). The first-year teacher's survival guide: ready-to-use strategies, Positive Learning Plan
12
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Fernandez, R_14082102
tools & activities for meeting the challenges of each school day. John Wiley & Sons, p.g. 359.
Positive Learning Plan
13