Develop a culture that is focused on learning, and is characterised by
respect, inclusion, empathy, collaboration and safety
- Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.
- Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.
- Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.
- Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.
- Create an environment where learners can be confident in their identities, languages, cultures and abilities.
- Develop an environment where the diversity and uniqueness of all learners are accepted and valued.
- Meet relevant regulatory, statutory and professional requirements.
2 February 2018
Each week, the students are going to complete the 'Journal Of Positive Awesomeness'. Not only does this encourage students to focus on the positive aspects of their week (as opposed to the things that might not have gone so well), but it is a way for me to keep my finger on the pulse, and have an insight into what the kids enjoy the most about school. Here is a sample of what some students have written so far:
As a way of celebrating diversity and providing an opportunity for students to learn more about each other, each student will present a short speech at camp. This has been a really successful activity in the past. While many students lack confidence when speaking to the class, this provides an opportunity to overcome this in a non-threatening environment.
5 March 2018
Today I was part of the team in the Staff vs Students flippaball match. I believe that getting involved in activities like this, is a super effective way of developing positive relationships with students. Plus, it's lots of fun!
20 March 2018
When the students finish an activity, they hand it in to be marked. I often meet with students as part of a follow up conference, otherwise, I give written feedback. Here are two examples of written feedback two students received today:
29 March 2018
Over the past few days, all four of our reading groups finished their shared novels. They have been reading these in their own time over the past couple of months, and during this time, we met regularly to discuss and analyse the section of the text they just read. Today the students and I had the opportunity to share their opinions through Padlet.
4 April 2018
Over the past few weeks, our focus in PE has been athletics. Every student in the class has learnt the correct technique and had a chance to practice their skills in shot put, discus, long jump, high jump and sprints. Rather than focus on the elite athletes, every student had all their throws and jumps measured. This helped to reinforce the idea that the performance of ALL students was valued. The highest performing athletes will go on to represent our school at the Interschool Athletics in Week 11.
Term 3, 2018
Throughout this term, there have been lots of opportunities for students to develop skills in different contexts. There has been a lot of variety in what we've been doing! By exposing students to a wide range of experiences, they have the chance to develop confidence and take risks.
1 October 2018
By the time the end of T3 rolled around, every student in Room 6 had received a certificate. These certificates acknowledged all kinds of different achievements.
16 October 2018
I received this card today - it really made my day.
