Focus area 4.1 Support student participation.
- Establish inclusive and positive interactions to support student participation.
Focus area 4.2 Manage classroom activities.
- Establish a learning environment to support student participation and engagement.
Focus area 4.3 Manage challenging behaviour.
- Demonstrate strategies to manage challenging behaviour.
Focus area 4.4 Maintain student safety.
- Ensure the safety and wellbeing of students.
I was teaching a combined grade 1 and 2 class in a special school setting. There were six students in the class. All students had an intellectual disability with an array of other disabilities. One student had Autism Pathological Demand Avoidance, which would often cause them to act out physically toward other students. This student could not be placed in the same group or next to one other student because they would be deliberately provoked. Two students would have to regularly leave the learning area for a movement break in an adjoining room. The task was to design lessons that managed challenging behaviours (4.3), maintained student safety (4.4), and promoted student engagement and participation in activities (4.1, 4.2).
I collected student data on the students’ s challenging behaviours and compiled this into a spreadsheet (Artifact 4.1). It was evident from the data that there were many students that would display physical or sensory seeking behaviours induced by anxiety. Students were not on behaviour management plans; however, I was aware that I needed to establish preventative strategies to minimise challenging behaviours (Chandler & Dahlquist, 2015). When planning lessons I considered how the activities, teaching strategies, grouping, seating plans, routine and lesson structure would impact student behaviour. From student data (Artefact 4.2) I determined that activities such as cut and paste, activities with food, colouring and using blocks would help elicit higher levels of student engagement and participation (Abla & Fraumeni, 2019) (4.1, 4.2). The lessons (Artefact 4.3) were kept short, averaging 15 to 20 minutes for the body of the lesson. Each lesson proceeded and ended with a movement break which enhances student focus, motivation, and self-regulation (Flückiger et al., 2023).
The challenging behaviours were often more easily managed when the students were engaged. However, other decisions such as seating and groupings also played a large role in managing challenging behaviours. Each student required a different response to their behaviours. Students were encouraged to use self-regulation techniques, such as sensory aids, and the Zone of Regulation framework (Artefact 4.4) to recognize and communicate their feelings. This approach helped maintain relationships, safety of students and maintain emotional well-being (4.1, 4.4).
I learnt that within this school setting there were always going to be students that displayed continuous challenging behaviours throughout the day. However, using preventative strategies such as play-based activities to help students engage (4.1), managing the environment (4.2) and working to the strengths of students helped me to deter or redirect behaviours effectively (4.3). This resulted in increased student participation and a safe classroom environment (4.1, 4.4).
Abla, C., & Fraumeni, B. (2019). Student engagement: Evidence-based strategies to boost academic social emotional results. McREL International.
Chandler, L. K. & Dahlquist, C. M. (2015). Functional Assessment. Pearson Australia.
Fluckiger, B., Dunn, D., & Wheeley, E. (2023). Age-appropriate pedagogies for the early years of schooling: Foundation paper. https://earlychildhood.qld.gov.au/early-years/age-appropriate-pedagogies
