Standard 3

Standard 3

Professional Practice

3   PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

3.5 USE EFFECTIVE CLASSROOM COMMUNICATION



GraduateProficientHighly AccomplishedLead
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.Assist colleagues to select a wide range of verbal and non-verbal communication strategies to support students’ understanding, engagement and achievement.
Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement.

At what career stage am I demonstrating the standard? 

On this scale, I am proficient but I do fit the Highly Accomplished mould in that I employ a wide range of verbal and non verbal behaviour management cues to support students' engagement.  Once they are engaged, it paves the way for fuller participation and achievement. 

What is my evidence and how has it been used to demonstrate this standard?

It had been pointed out to me by a prior parent/teacher that I should step up and do the Profiling Course which gives the training to profile other colleagues in the cues and strategies they use to manage student behaviour to then be in a position to re-focus and hopefully re-engage with a positive learning outcome.  In my Performance appraisal with my Principal, I have indicated that this is something I am wishing to do. However, I have passed on my skills with providing support to Education students who were in their 3rd and 4th years of Teacher training.  In the last four years of teaching full time, I have had six student teachers come through 1J's doors.

Some of the non verbal cues for behaviour management originate in sign language; others include pausing, proximity, touch (on the shoulder), thumbs up, no and yes signals, songs/rhymes for transition time, name on board, children using their peg to go up or down, depending on his/her behaviour, clapping patterns, the use of a bell, etc to gain attention or to reward or apply a consequence to a behaviour.  As a focussing activity, I  use the meditation chime periodically throughout the day, with a single ring so that the children enter a 'mindfulness' stage where they are to breathe deep breaths for the duration of the chime's ring. They then continue with the task at hand.



1 comment:

  1. Your comments indicate strong demonstration of this standard at the identified stage, Annette. It appears that you might be ready to take on some more challenges in 2016. You are clearly making a great contribution to your school and to the profession.

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