4.1 Support student participation
- Identify strategies to support inclusive student participation and engagement in classroom activities.
4.3 Manage challenging behaviour
- Demonstrate knowledge of practical approaches to manage challenging behaviour
4.4 Maintain student safety
- Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
I have been employed at Toowoomba West Special School and Fairview Heights State School in the Special Education Program as a Teacher Aide for 6 months. During this time, I worked with students who had complex behaviours and learning needs. As a result of the experience, I have developed understanding and knowledge of how to manage challenging behaviours. Firstly, challenging behaviours need to be met with respect ensuring all fellow students are safe and then allow the student to de-escalate (Colvin & Scott, 2015). I would then approach the student and provide strategies to assist them to the green zone. Suitable strategies include deep breathing, a drink of water, a walk or a chat to voice their frustrations. At this stage it is important to keep a soft, calm, understanding tone as the student moves into the green zone. Remembering the goal is to reengage them in learning. Aligning with standard 4.3 and 4.4 demonstrating knowledge of practical approaches to manage challenging behaviour and maintaining student wellbeing and safety.
Zones of Regulation is the behaviour management program used at Our Lady of Lourdes where I am currently employed as a School Officer, I use this on a daily basis to check in with students and manage any presenting behaviour. I find meeting students at their level, treating their behaviour seriously and taking the time to understand why they are exhibiting the behaviour is important and then implement strategies that will assist to meeting the students’ needs and diminish the behaviour (Main & Pendergast, 2019). Strong relationships with my students have allowed me to quickly identify the strategies that are proven successful depending on their personality traits and characteristics (Main & Pendergast, 2019). Also, once I have an established rapport with my students, I can redirect off task behaviour with non-verbal cues by placing myself in a close proximity to the student. Another strategy I find effective is acknowledging a fellow student who is on task by providing this student with a positive affirmation and reward them with a sticker (Woollard, 2010). This pedagogical approach to managing behaviour through positive reinforcement is behaviourism (Woollard, 2010) researched by educational psychologist Ivan Pavlov (1849-1936). If the student remains off task, I would then connect with the student by placing my hand on their shoulder and offer support to reengage the student with learning.
These approaches support student participation and engagement in classroom activities, standard 4.1 and are frequently used successfully in my classroom at Our Lady of Lourdes to ensure students are part of a safe, inclusive learning environment.
Please clink link to view artefact for standard 4. https://create.usq.edu.au/renee-cook/evidence-of-teaching-impact-for-standard-4/
References
Colvin, G., & Scott, T. M. (2015). A seven-phase model for describing acting-out behavior. In G. Colvin & T. M. Scott (Eds.), Managing the cycle of acting-out behavior in the classroom (pp. 23-51). Thousand Oak, CA: Corwin
Main, K., & Pendergast, D. (2019). Teaching primary years: Rethinking curriculum, pedagogy and assessment. Taylor & Francis Group.
Woollard, J. (2010). Psychology for the classroom: Behaviourism. Taylor & Francis.
