1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.6 Strategies to support full participation of students with disability
In my current Permission to Teach (PTT) role I have a class of grades 4/5/6. Many of my students have diagnosed learning difficulties such as dyslexia, dyscalculia and dysgraphia. In addition to this, majority of the class have a diagnosed mental health disorder such as autism spectrum disorder (ASD), attention-deficit disorder (ADD) or a combination of both. Many students have anxiety due to trauma from their previous school.
Hammond (2015) outlines 6 brain rules which must be met to establish successful learning. The first rule discusses how the brain seeks to minimise social threats so effective learning can occur and the second rule emphasise the importance of building positive relationships to keep this safety-threat detection system in check. Hammond further adds positive relationships release oxytocin while threatening relationships release cortisol which leads to the ‘amygdala hijack’ and shuts down cognitive functioning. This emphasises the need for students to feel calm, safe and supported so that learning can be achieved.
In response to this, at the back of my classroom I have a ‘calm down’ corner which students can use for a 5-minute break from the learning environment. Students can self-elect to use this space or the teacher can (discretely) request that they take a break when showing signs of dysregulation. Within the space, I have mindful colour-ins, sensory toys, guided breathing activities which help promote the student to self-regulate and allow time to get back to a learning mindset.
The result of implementing this space is more time spent engaging in learning and less time dealing with dysregulation as students know it is a safe space to use when needed and are comfortable to do so. The implementation of the ‘calm down’ corner fosters an inclusive and supportive classroom environment and aligns to APST Standards 1.1, 1.2 and 1.6 (AITSL, 2017). Hattie (2003) supports this by stating an optimal classroom climate for learning is one that generates an atmosphere of trust. I strive to foster deep connections with my students, ensuring they are heard and valued, and they understand my classroom is a safe space to be themselves.
Artefact 2 is an example of an Individual Learning Plan (ILP). Each student is placed on an ILP which is personalised with specific adjustments (curriculum, teaching, planning, assessment, learning environment) to ensure that each student is working towards their potential and receiving the support necessary to achieve success. The Disability Standards for Education (DSE, 2005) states that effective consultation with parents and other service providers is required to identify and implement reasonable adjustments and develop student plans, therefore the ILP is created in conjunction with parents/caregivers and any Allied Health professionals that the student may be under the care of. The implementation an ILP means I am meeting the requirements of APST Standards 1.5 and 1.6.
Artefact 3 is a picture of a growth mindset poster which is displayed in my classroom. I am a big believer in promoting a growth mindset as it shows students that their abilities are not fixed, and they can improve with hard work and persistence. This is especially important for students who have previously had limited success with schooling. Research shows the benefits of a growth mindset include more motivation to learn, and more likely to embrace challenges leading to greater success and increased confidence.
