Note the focus area Note the Describe the document / artefact and indicate Describe how the

ibe how the document / artefact meets the

and standard type of the possible impact or result of the artefact / standard descriptors you have identified.
descriptor/s the artefact / document on teaching and/ or student learning
artefact / document document
reflects

The The comment as indicated in the final By managing challenging behaviour that may
4.2 artefact report, describes my consistent concern arise in a firm but fair manner, demonstrates
Manage provided for the safety of my students. It further that I have attained focus area 4.3. In
classroom is an proposes that I addressed challenging addition, I ensured that I read and understood
activities extract behaviour in a fair but firm manner. the schools behaviour management plan and
Demonstrate the from my Misbehaviour can negatively affect the protocols, prior to the commencement of the
capacity to final learning environment and consequently, practicum. By gaining this necessary
organise profession the remainder of the students suffer both knowledge, authoritative consistency was
classroom al academically and emotionally. It is vital evident. As a result of this, the students knew
activities and
experienc that teachers correct misbehaviour when the expectations and consequences that
provide clear
e report in it occurs and recognise why the student would be applied for inappropriate behaviour.
directions
the year is misbehaving (Burden, 2017). This also addressed focus area 4.4 as it
4.3 of 2015. reduced the chance of violent behaviour and
Manage The comment was advantageous in maintained student safety for both the
challenging subsequent practicums, as I had prior perpetrator and the entire class.
behaviour knowledge of the importance of student
Demonstrate safety, addressing misbehaviour during Consultation meetings with my mentor
knowledge of its early stages and managing classroom teacher before I planned lessons, ensured that
practical activities effectively. This consequently I could organise activities in a clear and
approaches to impacted on student learning, as I was concise manner without confusion. This
manage already equipped with the appropriate included using the OGER framework for lesson
challenging knowledge and understanding of creating plans and making content explicit with
behaviour a safe and supportive learning learning intentions (APST 4.2).
environment. Furthermore, this enabled
4.4 me to establish a rapport
Maintain instantaneously with students from my
student safety final practicum and thus, I was able to
Describe settle in and establish myself as an
strategies that
effective pre-service teacher.
support students
wellbeing and
safety working
within school
and/or system,
curriculum and
legislative
requirements