Pedagogy for Positive Learning Environments

Elizabeth Baxter 17220141

Assessment 2B
Student Behaviour & Wellbeing
Personal Reflection
My philosophy is built on the basis that high quality teaching is not only just about
knowing and nurturing your students, but also personal growth. I believe teachers
should be continually learning and developing their skills to adjust to changes in
classrooms and stay up to date with current practice. In my opinion, classrooms
have an environment where students feel safe, are accountable for and are at the
focal point of their learning. Classrooms ought to be providing students with the
potential to be successful and teachings are relatable and significant to them.

Great correspondence amongst the teacher and student is crucial in making a

positive classroom atmosphere by guaranteeing that the student’s needs are
attended to. Strong communication gives a way for both teacher and student to
share a mutual respect to each other by cultivating an environment that is open,
honest and genuine. Constructive learning environments can be impacted by a
teacher's own perspectives. These convictions may have a negative impact towards
some students. This may manifest an unhelpful or threatening learning
environment for students. It is vital as a teacher to have respect and trust of your
students to have a well kept, constructive and dynamic classroom. It is important
that rules are set out from the earliest starting point to guarantee that students
are displaying appreciation to the educator and also to their peers. It is my belief
that students need to feel as if their issues are heard and that they are tended to
appropriately by the teacher. This would be accomplished through reasonable
principles being built up and authorized by the teacher, guaranteeing that
outcomes for misbehaviour are verbalized to students and are reasonable for the
specific misconduct displayed.

In arranging my teaching strategy I would ensure that there is a positive level of

engagement for students to remain engaged and attentive within the classroom
and additionally keeping the substance of the lesson challenging and current.
Thought should be taken to guarantee there are open doors for students to show
their learning and also methodologies to assess student learning. Assessment is
critical to guarantee that students understand the lesson content and the teaching
is compelling and pitched at the right level. I will endeavour to build up the three
sorts of evaluation, that would like to asses a student's prior learning and
information, and additionally methods for showing their learning as the lesson
advances, to ensure that they are getting a handle on key ideas before proceeding
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

onward to other substance. For a guest entering my classroom I would want them
to feel safe and furthermore motivated to learn. I would need the space to look
efficient with students would be glad for the work that they have delivered that is
shown around the room. I would want guests to see that students are drawn in to
and intrigued by their work as well as being aware of their companions and helping
each other in their learning.

It is my belief that student's best learn through having some level of control over
their learning and when the learning is applicable to their lives. I will utilize
systems that assistance make the substance applicable to students and intuitive
with the goal that they can learn by doing and applying abilities and information to
various settings.

As far as behaviour management goes, I believe that strategies using the goal
centred theory intends to enable students to perceive and know about their
behaviour and it would assist in distinguishing the underlying issue and endeavor to
amend it before it deteriorates. I likewise trust that empowering students when
they are demonstrating positive practices is extremely helpful to encourage and
manage students to more satisfactory behaviour.

Practically speaking I would should be exceptionally mindful of student practices

and guarantee that I knew my students as well with a specific end goal to
recognise issue practices and the reason for the bad conduct. I would guarantee
that I don't promptly teach the issue conduct and attract consideration regarding
it, yet empower positive practices.

On the off chance that mediation for conduct administration is required, I trust
that there is not one single approach that will work viably for each student. When
moving toward conduct administration it is right off the bat essential to know the
understudies that you are instructing and their specific practices and inspirations
driving the conduct. In conduct administration, disciplines and outcomes ought to
be reasonable and alluring conduct ought to likewise be clarified with the goal that
understudies comprehend what is adequate and required of them. It is likewise
vital to make understudies mindful of their own practices and the influence this
may have on their companions and the class. In actualising disciplines or outcomes
it is essential to be reasonable and reliable in doing as such to guarantee
understudies are all around arranged for what is coming.

In accordance with this reasoning, I will think of various distinctive useful

procedures so as to make understudies end up noticeably mindful of their
misconduct; I would likewise have various diverse alternatives for encouraging
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

feedback and have arranged various methodologies that are intended to inspire
conduct change.

I will likewise mean to empowering long lasting learning in understudies and make
them eager to learn and motivated to continue learning outside the classroom.
This will be accomplished through taking into thought the feelings of understudies.
By doing this as this learning can be encouraged in understudies, through
cultivating and creating social abilities in understudies with the goal that they can
prevail in life and in school. This can likewise be aided by growing great
connections amongst guardians and instructors which can help in setting desires
and extra support and consolation for student learning.

I trust proficient reflexivity is essential to my showing since it is basic to

dependably be expressly learning and having the capacity to adjust to various
circumstances as an educator. It is essential to fundamentally take a gander at
claim practice, to guarantee that the procedures being utilised are really
powerful. As a result of this conviction, I will attempt to keep a diary or journal of
my own triumphs and disappointments in instructing and participate in discussions
and questions with different instructors to assess my own showing practice and
offer what works for me and pick up a knowledge into what works for different
educators too. Having a guide instructor or another more experienced educator in
the school to talk to and skip thoughts off would be a useful thing to likewise have.
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

Developing your philosophy of classroom

management
John De Nobile
School of Education, Macquarie University
With adaptations by Roberto H Parada, School of Education, University of Western
Sydney

This resource consists of a series of linked activities chapter-by-chapter to Lyons et

al. Classroom Management: Creating positive learning environments 4E. These
activities enable you to progressively work on and develop your own philosophy,
plan and style of classroom management.

A classroom philosophy, simply put, is a statement of what you believe about how
to best manage a class and how you will go about achieving that vision. This
resource will help you build it bit by bit. Complete the activities linked to each
chapter of the text and by the end of chapter 10 you should be able to bring your
work together to form your classroom philosophy.
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

(Week 1) Chapter 1: Modelling classroom management

In this chapter you have gained a small insight into the hectic world of teachers
starting out, and have been exposed to the bases of a good classroom management
plan through the Lyford Model. The following activities are designed to get you
thinking about your own model of teaching and classroom management.

1.1 What is a ‘good teacher’? Think about the teachers from your days in primary
and secondary schooling. What qualities did they have that made them ‘good’?
Make a list in the box below.

Reasonable, kind, helping and advancing getting the hang of, mindful, certain,
educated and congenial.

1.2 Using the Lyford Model as a starting point, what do you think are the key
considerations when a teacher is planning their strategy for classroom
management? After making some rough notes, pick out the most important
ones and list them below.

- Knowing students
- Having various procedures
- Being reflexive
- Knowing school approaches and techniques

1.3 With your responses to the last two activities as a source of ideas, complete
the sentence in the box below.

I trust great teaching is about knowing your students and truly administering to
them and continually learning and developing as an educator and adjusting to
changes in classrooms and points of view.
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

(Week 2) Chapter 2: Classroom management theory

In this chapter you have been introduced to some theories of behaviour/classroom
management. More are presented in the online companion. Some of these might
have caused you to react in some way, either negatively or positively. Of the ones
you developed a positive feeling about, was there a particular theory that stood
out? Was there a theory or approach that you felt might fit your view of how
children should be treated and how teaching happens? Think about this before
responding to the activities.

2.1 In the box below, list the theories that you think are ‘not for you’ under the
heading ‘Not me’, and the theories that you think are more favourable under
the heading ‘More like me’.

Not me More like me

Assertive discipline Goal Centred Theory
ABA Strengths Based Approach
Cognitive behavioural theory

2.2 Now take a closer look at the theories you placed in the ‘More like me’
column. Read the suggested readings provided in this chapter and the online
companion. Get to know the theories more intimately. Use this new knowledge,
specifically the key philosophies behind the theories (or theory), to develop
your own statement of belief about the sort of places classrooms should be.
Complete the following sentence and perhaps add another to accompany it.

I trust classrooms ought to be spots where students are in the focal point of their
learning and have control over their learning. Classrooms ought to be outfitting
students with the aptitudes to be effective in this present reality where learning
is pragmatic and significant to them.
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

(Week 3) Chapters 3 & 6: Relationships, communication &

Professional reflexivity
Effective communication is a key component of effective classroom management,
and quality teaching depends on it. This chapter describes some very useful skills
for dealing with inappropriate student behaviour in a non-confrontational and
positive way. Being aware of non-verbal cues will lead a teacher to be more
sensitive to how their messages are being received as well as how to send
messages and provide feedback more effectively. Active listening allows teachers
and students to interact with minimal interference from underlying emotional
factors. I-messages provide the teacher with a tool to convey to students how their
behaviour is affecting the class in a non-submissive, informative and positive
manner.

Teaching philosophies often describe the way a teacher will interact with their
students and this, in turn, provides a window into the classroom climate that a
teacher is trying to establish. The following activities should help you to identify
your preferred way of communicating with the class generally as well as in dealing
with inappropriate behaviour. After completing them you should have a better idea
of how your classroom philosophy will describe your communication style in the
classroom.

3.1 After reading this chapter and doing some of your own follow-up reading, list
in the boxes below which communication methods you are most attracted to,
and which ones you have not tried but would not mind practising to see if they
might work for you.

My preferred communication style Things I’d like to try out

Active Listening Imessages
Body Language
Open Questioning

3.2 You will need to pre-empt the communication paragraph in your philosophy
with a sentence or two underpinning or justifying it. Using your readings of the
chapter, in particular the Relationships and communication, Interference,
Communication process and Non-verbal communication sections, complete the
sentence in the box below. You might need to add a second or even a third
sentence.

I trust that great correspondence amongst teacher and student is crucial to a

positive classroom atmosphere since great correspondence guarantees that the
understudies needs are heard and caught on. Great correspondence gives an
approach to both the educator and student to show regard to each other,
cultivating a domain that is open, legitimate and minding.
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

3.3 To complete your paragraph on communication you will now need to identify
the key strategies you will use. Take another look at the lists in 3.1 and pick
the most suitable of these to complete the section below.

In this way, I will attempt and use open addressing systems to acquire a
knowledge into understudies issues and see all the more totally what it is that
their issue is and what they need assistance or support with.

This week you also looked at how personal beliefs can help or hinder in your
relationships and communication with students.

3.3 Briefly outline your understanding of how beliefs can help or hinder your
ability to create positive learning environments:

Instructor individual convictions influence the way we make Positive Learning

Environments by affecting our viewpoints and practices towards specific
gatherings of individuals by our own particular assumptions, inclination or
partiality that we may towards specific people which may make an unhelpful or
antagonistic learning condition for understudies.

Chapter 6: Professional reflexivity

The last of the four positive practices is professional reflexivity. Good teachers
reflect on what they do frequently, during lessons as well as afterwards. Examining
how well things worked, or how things didn’t work as well as planned, helps
teachers to inform their future teaching and consequently improve their practice.
This chapter discusses at length an action research model that can be used to
encourage professional reflexivity. There are, of course, other models to consider
as indicated in the reference list at the end of the chapter.

Your teaching philosophy should describe how and for what purpose you might
engage in a cycle of professional reflexivity, be it through critical analysis using
various perspectives or an action research model, or both.

6.1 Why should teachers engage in professional reflexivity? By reading this chapter
you will get a clear idea about the benefits of reflection on and in action. Once
you have given this some thought and done some further reading, complete the
following sentence.

I trust proficient reflexivity is vital to my showing since it is basic to dependably

be learning and having the capacity to adjust to various circumstances as an
instructor instead of adopting a similar strategy each time which might be
inadequate. It is imperative to fundamentally take a gander at possess rehearse
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

6.2 Having thought up a justification for it, how will you go about engaging in
reflection about your practice in your teaching career? Once you have thought
this out, think of some practical and achievable ways you can engage in
professional reflexivity and complete the next sentence.

As an outcome of this conviction, I will attempt to keep a diary/journal of my

own victories and disappointments in instructing and take part in discussions and
questions with different teachers to assess my own showing practice and offer
what works for me and pick up a knowledge into what works for different
educators too. Having a guide educator or another more experienced teacher in
the school to visit to and ricochet thoughts off would be a useful thing to
likewise have.
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

(Week 4)Chapter 4: Classroom organisation and Curriculum,

assessment and pedagogy
Classroom management is not just about managing behaviour. At the heart of
teaching and learning are the curriculum taught, the pedagogy used and the
assessment designed to measure how well that curriculum was taught and how
well the pedagogy worked. This chapter takes you through these three areas one
at a time.

The next part of your teaching philosophy will be about how you will deliver
curriculum and assess student achievement/growth. After reading this chapter,
please reflect on the following:
• What will you take into consideration when planning your teaching program?
• How will you know what to teach and where to start?
• What are the many ways in which your students could demonstrate achievement
other than tests and quizzes?
• What teaching approaches will you use and what philosophical views will your
pedagogies reflect?

4.1 Using the PIR Cycle as a stimulus, explain how you will go about planning your
teaching program in the box below.

In arranging my showing program I would need to guarantee that there is an

abnormal state of engagement for students to remain engaged and intrigued by
the class function and additionally keeping the substance of the lesson testing
and significant. Thought ought to likewise be taken to guarantee there are open
doors for understudies to exhibit their learning and also techniques to assess
student adapting as well.

4.2 Why is assessment important? What types of assessment will you develop and
why? Answer these two questions below.

3 sorts of evaluation: Pre-or pattern appraisal, Formative appraisal and

summative appraisal. Appraisal is vital to guarantee that understudies fathom the
lesson content and the instructing is viable and pitched at the right level. I will
expect to build up every one of the 3 sorts of appraisal, that want to asses an
student's earlier learning and information, and also methods for exhibiting their
learning as the lesson advances to ensure that they are getting a handle on key
ideas before proceeding onward to other substance.

4.3 Pedagogy refers to how you will teach the curriculum. Usually, the type of
pedagogy you implement is influenced by a basic belief about how student’s
best learn. After considering your pedagogical approach and strategies,
complete the sentences below.
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

I trust that student's best learn through having some level of control over their
learning and when the substance is applicable to their lives. Along these lines I
will utilize techniques that assistance make the substance important to
understudies and intelligent with the goal that they can learn by doing and
applying abilities and information to various settings.

Chapter 5: Classroom organisation

As explained in this chapter, there are several dimensions to classroom
organisation. Each of these put together become the manifestation of your
classroom culture. Your classroom culture is, simply put, the way your class
operates and incorporates:
• rules and procedures
• organisation of the physical space.

It is now time to think about how your teaching philosophy will describe these two
aspects and explain them in terms of an overarching set of beliefs or approaches.
After reading this chapter, complete the next two activities.

5.1 What values do you hold as important to establishing an orderly, productive

and positive classroom? Answer this question below, then list the key rules/
expectations you think flow naturally from those values and which you want to
stress in your class. Complete the section by explaining how rules and
consequences will be established in your classroom.

With a specific end goal to have an organized, beneficial and positive classroom,
I trust it is imperative as an educator to have the regard and trust of your
understudies. I trust that principles should be set up from the earliest starting
point to guarantee that understudies are indicating admiration to the instructor
and in addition to their kindred schoolmates. I trust that understudies need to
feel just as their worries are heard and that they are tended to by the educator.
Tenets would be implemented by guaranteeing that outcomes for bad conduct
are enunciated to understudies and are reasonable for the specific conduct
illustrated.

-Conscious
-Kind
-Tolerance
-Consolation

5.2 What should your classroom look like to visitors entering it. Why? Think about
this then answer the question and explain how you might organise:
• seating
• classroom space (displays, colours, furniture, etc).
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

For a guest entering my classroom I would need them to feel sheltered and
roused to learn, I would need the space to look efficient with understudies glad
for a portion of the work that they have created that is shown around the room. I
might want guests to see that understudies are locked in and intrigued by the
work given to them and in addition being deferential of their companions and
helping each other in their learning.

Contingent upon the class the understudies would be situated in gatherings of

tables, to permit joint effort and sharing of learning. The space would look
welcoming and like a place where understudies are enlivened to do their best
work and keep focused. Being in the science workforce there would be
presentations of student work and charts that understudies can allude to on the
dividers of the room.

(Week 5).Chapter 7: Interventions & Evaluation

Interventions bring the focus of your philosophy back to the behaviour
management aspect of classroom management. The first part of this chapter
explains intervention as something that is done to one or more aspects of the
classroom milieu to improve a situation that is getting out of hand (or has the
potential to), usually as a result of inappropriate behaviour that threatens the
stability of the learning environment. The chapter presents approaches to
intervention according to the three theoretical orientations introduced in chapters
1 and 2.

7.1 After reading this chapter ask yourself the following questions and record your
answers.

Which approach am I Why? How would I use this in

most comfortable working practice?
with?
(You can chose more than
1)
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Elizabeth Baxter 17220141

Interventions using the I believe that mediations By and by I would should

Goal centred theory using the objective be extremely mindful of
focused hypothesis plans student practices and
to enable understudies to guarantee that I knew my
perceive and know about understudies well so as to
their conduct and would distinguish issue practices
help in distinguishing the and the reason for the
fundamental issue and rowdiness. I would
endeavor to redress it guarantee that I don't
before it deteriorates. I promptly train the issue
likewise trust that conduct yet empower
empowering understudies positive practices.
when they are indicating
positive practices is
exceptionally valuable to
persuade and manage
understudies to In my practice I believe
satisfactory practices and that before I use ABA in a
reactions. classroom I would should
be significantly more
comfortable with the
Applied behavioral exploration encompassing
analysis has a colossal it and guarantee that I
assemblage of research know about the diverse
Applied Behavioural behind it and supporting techniques for
Analysis its advantages for fortification and redress.
evolving conduct. There I would guarantee that
are additionally various advance is checked for
procedures that can be individual understudies
actualized which might and in the event that it is
be executed so as to being powerful or not.
change conduct in
understudies

7.2 Did you list more than one approach? If so, how might the two (or more)
approaches work together as a behaviour management strategy (or sequence of
strategies in a plan)?

Various methodologies can cooperate as an administration methodology to have

an assortment of various ways to deal with attract from to influence conduct
change in understudies. A considerable lot of the techniques might have the
capacity to function admirably together and supplement specific territories. A
few understudies may not be as receptive to specific mediations and may require
experimentation with various distinctive procedures to be powerful in adjusting
antagonistic conduct.
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

7.3 Having thought through the approaches and how you would apply them, it is
time to nail down your intervention strategy. First, write about the approach
(or approaches) you believe will work best and why.

In the event that mediation for conduct administration is required, I trust that
there is not one single approach that will work successfully for each student.
When moving toward conduct administration it is initially critical to know the
understudies that you are instructing and their specific practices and inspirations
driving the conduct. I trust that in conduct administration, disciplines and
outcomes ought to be reasonable and alluring conduct ought to likewise be
clarified with the goal that understudies comprehend what is adequate and
required of them. It is likewise critical to make understudies mindful of their
own practices and the influence this may have on their associates and the class.
In actualizing disciplines or outcomes it is essential to be reasonable and
predictable in doing as such to guarantee understudies are very much arranged
for what is coming.

7.4 Now write about how you would put the above into practice.

In accordance with this reasoning, I will think of various distinctive down to earth
methodologies keeping in mind the end goal to make understudies wind up
plainly mindful of their misconduct, I would likewise have various diverse choices
for encouraging feedback and have thoroughly considered some different
procedures that are intended to evoke conduct change.

7.5 Having written an overview of your intervention plan, go back to your earlier
statements, particularly your responses to 1.3, 2.2, 3.3 and 5.1. In light of 7.3
and 7.4 do you need to modify any of these? If so, make the changes now.

This week we also discussed the importance of considering evaluation for

interventions

7.6 Briefly outline below how you would go about documenting and monitoring an
intervention with a student(s) or class for effectiveness.

Mulling over the need target measures of viability of an intercession I will screen
student advance in the accompanying routes; by keeping a record of specific
procedures attempted and the results of these methodologies using a committed
journal to archive.
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

(Week 6) Chapter 8: Stories from the field (Personal Reading)

In this chapter there are 10 stories where teachers and others describe an aspect
of their experience with classroom management in the real world. The online
companion website presents even more. To complete the activity below please
read between three and five of these. They will provide you with a variety of
models of practice in classroom management and might trigger new ideas to
include in your philosophy of teaching.

8.1 After reading some of the case studies (E.g., 8 in the text Lisa, 9 Andrew, 10
Wendy and 16, 19, 20 etc online), what would you add about aspects of your
classroom management that have not been mentioned so far in your
philosophy? Add these in the box below in rough draft form. You can refine
them later in 10.1.

In the wake of perusing the contextual analyses there are various things that I
would include terms of my classroom administration that I had not at first idea of
and additionally various things that a portion of the educators said that impacted
me. With Lisa's contextual investigation, I truly enjoyed her approach of
separating the "us and them" attitude, and making understudies dependable in a
few parts of their getting the hang of, enabling them to recognize when they
have had victories and consider that sentiment doing admirably.

With Andrew's case I like his concept of an intentional time out card that he used
for understudies that had outrage issues. I believe that it is imperative to have
various distinctive techniques prepared to connect with and provide food for
understudies with a scope of various troublesome practices. I think this will be
something that I should get ready early and experiment with various diverse
understudies.

Wendy raised various intriguing focuses in her story as well. She examined the
significance of the seemingly insignificant details done by the instructor with
help in a positive classroom. Things, for example, the tone utilized with various
understudies and how guidelines are given and how function is separated for
various understudies. The little things, for example, these things can some of the
time have a significant effect and might be disregarded when there are a million
different things going ahead in the classroom, so I certainly think they are things
worth recalling.
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

(Week 7) Social Emotional Learning in Schools. Cohen, J. (2006) &

Zins, et al (2007).
Social and Emotional Learning brings your attention to focus efforts on promoting
students’ social and emotional competencies. Many leaders in the field underscore
the importance of skills-based teaching and learning to properly address this
important facet of teaching the whole child.
8.1 After reading Cohen and Zin and reflecting on the lecture content what would
you add about aspects of your classroom management that have not been
mentioned so far in your philosophy? Add these in the box below in rough draft
form. You can refine them later in 10.1.

Empowering deep rooted learning

Taking into thought the feelings of students – as this can encourage or prevent
learning in students. By cultivating and creating social abilities in understudies
they can prevail in life and additionally in school.

Growing great connections amongst guardians and teachers – make desires and
extra support and consolation for student learning.

(Week 8) Principles of Behaviour Modification. Zirporli T.J. (2012).

Ch10 and Killu, K. (2008)

This week we looked at fundamental aspects of behaviourism and learning. Ziporli

and Killu provide examples of the application of such theory and research to
classroom management and behaviour change. Important concepts such as
reinforcement, functional purpose of behaviour and behaviour shaping are
discussed

7.1 After reading Ziporli and Killu and reflecting on the lecture content what
would you add about aspects of your classroom management that have not
been mentioned so far in your philosophy? Add these in the box below in rough
draft form. You can refine them later in 10.1.

Having diverse reinforcers arranged for students to pick and to use in various
circumstances

Contracts for behavioural desires and results in troublesome students.

Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

(Week 9) Chapter 9: Your theory into practice

Early in the chapter you are asked to write up a statement of your theoretical
approach to classroom management. You should read the rest of the chapter, as it
takes you through the steps of constructing a philosophy of teaching. You already
started this process in activities relating to chapters 1 and 2, but now you have a
chance to refine it by altering your responses in 1.3 and 2.2. This may require
changes to sentences or even some considerable rewriting, but as the authors say,
if a job is worth doing, it is worth doing it well.

9.1 Now that you have reviewed your overarching philosophy and settled, more or
less, on your approach to teaching and classroom management, it is time to
combine the bits that you have been working on into your first (draft) teaching
philosophy. It is simple now. All the hard work has been done. Simply cut and
paste your responses in the order suggested below, into the box.

Cut and paste in the following order leaving a line space between each section:
1.3 > 2.2 > 3.2 > 3.3 > 5.1 > 5.2 > 4.1 > 4.2 > 4.3 > 7.1 > 7.3 > 7.4 >8.1>
6.1 > 6.2
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

Personal Reflection (Draft 1)

My philosophy is built on the basis that high quality teaching is not only just
about knowing and nurturing your students, but also personal growth. I believe
teachers should be continually learning and developing their skills to adjust to
changes in classrooms and stay up to date with current practice. In my opinion,
classrooms have an environment where students feel safe, are accountable for
and are at the focal point of their learning. Classrooms ought to be providing
students with the potential to be successful and teachings are relatable and
significant to them.

Great correspondence amongst the teacher and student is crucial in making a

positive classroom atmosphere by guaranteeing that the student’s needs are
attended to. Strong communication gives a way for both teacher and student to
share a mutual respect to each other by cultivating an environment that is open,
honest and genuine. Constructive learning environments can be impacted by a
teacher's own perspectives. These convictions may have a negative impact
towards some students. This may manifest an unhelpful or threatening learning
environment for students. It is vital as a teacher to have respect and trust of
your students to have a well kept, constructive and dynamic classroom. It is
important that rules are set out from the earliest starting point to guarantee that
students are displaying appreciation to the educator and also to their peers. It is
my belief that students need to feel as if their issues are heard and that they are
tended to appropriately by the teacher. This would be accomplished through
reasonable principles being built up and authorized by the teacher, guaranteeing
that outcomes for misbehaviour are verbalized to students and are reasonable for
the specific misconduct displayed.

In arranging my teaching strategy I would ensure that there is a positive level of

engagement for students to remain engaged and attentive within the classroom
and additionally keeping the substance of the lesson challenging and current.
Thought should be taken to guarantee there are open doors for students to show
their learning and also methodologies to assess student learning. Assessment is
critical to guarantee that students understand the lesson content and the
teaching is compelling and pitched at the right level. I will endeavour to build up
the three sorts of evaluation, that would like to asses a student's prior learning
and information, and additionally methods for showing their learning as the
lesson advances, to ensure that they are getting a handle on key ideas before
proceeding onward to other substance. For a guest entering my classroom I would
want them to feel safe and furthermore motivated to learn. I would need the
space to look efficient with students would be glad for the work that they have
delivered that is shown around the room. I would want guests to see that
Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141
 Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141

(Week 9) Chapter 10: Contemporary issues (Personal Reading)

This chapter describes some of the current issues and trends that schools and
wider school systems are dealing with. After reading the chapter, you should
consider if any of these movements require ‘presence’ in your teaching philosophy.
For example, once you have visited the AITSL website and examined the national
teaching standards, do you feel the need to address any of these standards in your
teaching philosophy? After reading about time outs, exclusion and expulsion, do
you feel your classroom management intervention approach needs to change or is
it OK as it is? These are just two example of areas where wider issues that teachers
might want to address in their philosophy.

Ask yourself these questions after reading your draft philosophy from 9.1:
1 Have I covered everything I want to cover in my philosophy and if not, what do I
need to add? This might be from chapter 10, but don’t forget about things you
might have written in 8.1. Now is the time to consider how they will fit into
your draft.
2 Does the philosophy read right to me? If not, then make your changes. Move
sections around if you feel they sit better.
3 Do I need an opening quote/sentence and do I need a conclusion to round things
off? If so, jot down some rough notes.

10.1 After considering questions 1, 2 and 3 above, edit your teaching philosophy.
It would be a good idea to leave the draft you had in 9.1 alone, cut and paste
that here and make the changes here just in case you need to refer back to
your original draft.

Ready to roll …
Now that you have made the changes, read it to yourself. How does it read now?
If you are happy with the result, you have your first teaching philosophy.
Congratulations! You have done it! Now it’s time to prepare your final submission.
Look at the Unit Learning Guide and now write your own personal reflection and
philosophy Ability to clearly and coherently reflect on specific learnings in this unit
and their implications for their personal philosophy in relation to the management
of student’s challenging behaviour, learning and wellbeing in a positive learning
environment.

Into the future!

However, please be aware that your philosophy may well change as you gain
experience in teaching and are exposed to other ideas from your ongoing
professional development, your interactions with peers and other sources of
inspiration. It will be an interesting task for you to go back to this philosophy you
have just completed in 10 years’ time and compare it to the one you have then.
Will it have changed much? How have your approaches evolved? What kind of
teacher have you become?
Pedagogy for Positive Learning Environments
Elizabeth Baxter 17220141