The above resource was used to manage classroom behaviour in prep. It was implemented with both verbal and non verbal communication to redirect off task behaviour and positively affirm own task behaviour. It ensured students were engaged in learning and were meeting the classroom expectations. This demonstrated my capability of standard 3.4 and 3.5 using resources and communication to support student engagement. Students also had a personalised dot on the carpet for them to use as an assigned seating plan. This teaching strategy ensured transitions were smooth and efficient and also allowed me to have students who required support to maintain engagement were seated within a close proximity to provide encouragement and direction, aligning with standard 3.3.
