4.1 Support student participation
Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 Manage classroom activities
Demonstrate the capacity to organise classroom activities and provide clear directions
On placement as a preservice teacher in a school setting, I was in a prep class with one diagnosed student who are intellectually disabled with Autism Spectrum Disorder (ASD); one student with mild hearing lost and three other students under testing for varying disabilities. The task was to identify strategies to support a six-year-old student with ASD to participate and engage in learning/mat time (APST4.1) Using the individual observation and notes and Behavioural Intervention Plan (BIP) to inform practical approaches to manage their challenging behaviours (APST4.3) when engaging in structured/ group learning. Through these observations I was able to implement an effective organisation of activities.
Using the class profile (Artefact 4.1) to collect data on the students’ behaviours. I began to observe the students while having discussions with the teacher. Through this I was able to determine what triggers, actions and sequences that occur to form an understanding on the behaviours function. This supported in understanding why they were avoiding the task/activity/work when asked to complete it. Having determined what the triggers were I was able to develop the BIP to manage their challenging behaviours such as crab walking along the mat, laying on the floor, leaving their desk, calling out and yelling when redirected by the teacher. These behaviours caused class disruptions, affected the other students learning, and effected the child’s own learning. Using the BIP I was able to implement new and appropriate behaviours when in group environments. As the targeted behaviour was work avoidance of non-preferred curriculum learning tasks and staying engaged in group tasks, I introduced a fun hands-on approach using an activity the student enjoyed. To begin I established the goal with student of staying with their hand-on task of drawing. This targeted goal was implemented as I identified practical approaches targeted their individual support needs while managing behaviour and organising classroom activities. Through the use of a hands-on activity that the student liked as the main teaching strategy was effective as a replacement behaviour expectation. I also based the reinforcement strategies on the school’s positive behaviour for learning (RBL). As the weeks went on, I monitored the student’s progression towards their new goal and the effectiveness of the implemented plans.
From my observations I found that the prep students work for effectively in hands-on group activities. Having a varying range of hands-on activities, that could be completed in small groups allowed for effective management and organisation of classroom activities. As each group was small, giving direct instructions was current and all students knew what steps to follow. (APST 4.2) This teaching approach also allowed for inclusive teaching as all students were involved. Through this, students were separated into mixed groups to allow for peer support and teaching.
