I will achieve this through the following pedagogical approach:

Example Teaching Strategies Reasons for implementing this

strategy
The
Agentic
Child
(capable,
independ
ent, co-
construct
ors of
their own
learning)
Collaborative discussions: I will begin
each morning with a whole-class
discussion. Students will sit in a large
circle and share one thing with the
class. It could be something that is
troubling students or a significant event
in their lives.

This activity not only fosters positive
classroom climate through peer
interactions but also enhances
students oral language,
communication skills and social skills
(Winch, Ross, Johnston, March,
Ljungdahl, & Halliday, 2010, p. 57).
Groundwater-Smith, Ewing, and Le
Cornu (2011, p. 213), highlight the
importance of effective
communication in building strong
relationships.
Collaborative discussions reflect
Deweys social constructivist theory
stating that knowledge and skills are
acquired through peer interactions
(Snowman, McCown & Biehler, 2009,
p. 341).
Negotiated learning: I will offer
students a variety of activities that
address multiple intelligences
(kinaesthetic, auditory, visual, linguistic
and musical etc.). For example, if
assessing reading comprehension,
rather than written questions, I will ask
students to role-play their
understanding of what happened, at
the beginning, the middle and at the
end of the text.
This not only permits students to take
ownership of their own learning but
increases their chances for success in
the acquisition and transmission of
knowledge (through their preferred
learning style). Additionally, role-play
activities permit students to practise
oral language and communication
skills which is a prerequisite to written
language (Assessment for Learning,
n.d., p. 6).
Whole
Child
(cognitive
, physical,
social,
and
emotional
well-
being)
During guided reading, I will introduce
literacy texts to teach my students
values, for example, Up the Learning
Tree to teach tolerance; Thank You,
Mr. Falker to teach compassion; and
Cloudette to teach perseverance.

This not only introduces students to
lifelong skills but also provides
opportunities to engage in literacy
activities. According to Healthy
Communities Healthy Youth (2005, p.
2), values help children to grow into
independent, confident, caring
people and assists children in making
their own decision rather than
imitating their peers.
I will incorporate Brain Gym exercises in
my planning to increase student
concentration, focus and physical
According to research, Brain Gym
promotes childrens overall wellbeing
(interpersonal, physical and academic)
coordination. and in turn, optimises concentration
levels in the classroom (Brain Gym
Australia, 2014).
Diversity I will provide cultural themed picture
books that contain both English and
other languages to enable students to
make connections between their
mother tongue and the English
language.
This not only assists ESL students
when engaging with literacy texts but
will also promote a culturally inclusive
classroom and a positive learning
environment (Montgomery, 2001).
I will research the traditions and
customs of other cultures, for example,
Indigenous and Torres Strait Islander.

This will avoid miscommunication in
the classroom and increase
productivity. In addition, it will assist
in planning differentiation strategies
(Dhinawun Consultancy, 2011).