Sample 4.1 - Seating Plan |
4.1 Support student participationThe creation of the seating plan (Sample 4.1) was done by focussing on several key factors that I believed would foster student participation - friendships, academic ability, and behaviour. The first step in creating the seating plan was having students list three potential classmates that they would like to sit with, with a guarantee that they would sit with at least one of the people on their lists. The next step was sorting these students into similar ability groups and ensuring that these students were not only grouped together but grouped with somebody on their lists. Finally, any conflicts with students between students that had behavioural concerns were resolved. Finally, the groups were organised in the classroom so that students who needed support would be close to the education assistant or teacher. This allowed all students to access support when necessary.
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Sample 4.2 - Daily Timetable |
Sample 4.3 - Rotational Groups
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4.3 Manage challenging behaviour |
Sample 4.4 - Classroom Managment Plan |
Managing the behaviours of a cohort of students who all have different needs is a daunting and difficult task. Using the profiling data gathered on all students (see Sample 1.3 for a sample of a profile sheet), I created a seating plan (Sample 4.1) and classroom management plan (Sample 4.4) that I thought would best minimise disruptive behaviours. Annotations on the seating plan and behaviour management plan can be seen, and were created based on the interactions and needs of the students. The aim of these plans was to allow students the best opportunities to learn while still feeling safe and supported in the classroom environment. Students who chose not to follow the rules and expectations in the behaviour plan where given a consequence in accordance with the school's policy, depending on severity. These rules, consequence and preventive strategies are listed in Sample 4.4.
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4.4 Maintain student safety |
Sample 4.5 - Liquid Nitrogen Demonstation |
Due to my passion for getting students involved in engaging activities, it is often necessary to have taken certain safety precautions depending on the task. In Sample 4.5, I was giving a demonstration to students about the changing states of matter by using liquid nitrogen. In order to minimise the risks involved, a made sure to set up the experiment zone in a way that allowed students to see what was occurring but also allowed them to be kept safe. A four metre exclusion zone was set up around the experiment, several pieces of safety equipment (safety goggles, enclosed shoes, cryogenic gloves, long-sleeved shirt and pants) were worn by myself and additional support was present in the form of a deputy principal to come who came, observed, and helped with controlling the students while I was presenting.
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