Criteria Poor (N) Satisfactory (P) Good (C) Excellent (D) Outstanding (HD) Analyses relevant contextual factors that impact on the design of the classroom management plan Very few contextual factors were identified with limited analysis of the factors related to school, classroom and students evident. You needed to clearly these factors and the impact they have on the CMP. Few contextual factors were identified with limited analysis of the factors related to school, classroom and students evident. Few links are made between these factors and the impact they have on the CMP. Some contextual factors were identified with some analysis of the factors related to school, classroom and students evident. Some clear links are made between these factors and the impact they have on the CMP. Some good contextual factors were identified with a good analysis of the factors related to school, classroom and students evident. Some clear and insightful links are made between these factors and the impact they have on the CMP. Contextual factors were well identified and excellent analysis of the factors related to school, classroom and students was evident. Clear and insightful links are made between these factors and the impact they have on the CMP. Includes preventative strategies that encourage the generation of a cognitively challenging and emotionally safe learning environment. Strategies are described with sufficient detail and examples are used to illustrate critical points preventative strategies were described, there was limited detail and very few examples to illustrate your The few strategies identified were only briefly described and didn’t clearly illustrate critical points. Preventative strategies were described although there was limited detail and examples to illustrate your Some basic strategies were briefly described but didn’t clearly illustrate critical points. Preventative strategies were clearly described although there was limited detail and examples to illustrate your Some basic strategies were briefly described to illustrate critical points. Preventative strategies were clearly described with some detail and limited examples to illustrate and critical points were highlighted to show depth of analysis. Preventative strategies were clearly described and considered with sufficient detail and examples to illustrate an excellent and critical analysis.
will result in them learning new knowledge and understanding new skills. Through pedagogy it will help me interpret my identity as a teacher and is aligned with the Lyford Model under, “Four positive practices.” A teacher will take into account different levels of learner proficiencies. I need to establish these from the outset. The easiest way to do this, is to “know your students.” Knowing their likes, dislikes, interests and skillsets. This will help me choose course outlines and topics, how the class is organised, how groups are organised and any adjustments that need to be made for individual needs. An open communication with families and student carers will provide a great insight, as will observing how and with whom, students spend free time in the playground (Lyons, Ford & Slee, 2014, pp. 72). This is explicitly outlined in my philosophy and is a approach to learning, which may take more than a term to master across the schooling year. Practice will be a major strategy for students in my class. For any student to achieve fluency in a task, it is vital that he/she has the opportunities to practice. Practice can be in the form of practical application or verbal rehearsal, but often most teachers will introduce both (Lyons, Ford & Slee, 2014, pp. 72). As accuracy increases, so too does the pace of performing a task. It is important to note however, the way in which I will assess students and provide feedback will have a direct impact on how each student will see themselves as a valued member of my class. This needs to be practiced as a teacher if I want to encourage all of my members to feel as though are active members of my classroom community. The overall goal of my teaching is to manage student learning so that attention is given to academic learning, social interaction and the promotion of positive behaviours within our classroom. All of which are outlined throughout my philosophy.