safe and clear - Demonstrates effective demonstrate boundaries for learning - students to strategies for engaging understandings participate in more students challenging activities to extend their skills and deepen their understandings 4.2.1 Demonstrate the - Observes how careful - Outlines - Follows classroom - Employs classroom - Provides clear learning capacity to organise planning of a teaching behavioural rules and procedures, establishes routines consistently to goals, lesson overviews and classroom activities and activity impacts learning expectations behavioural rules and maximise student clear directions for students provide clear directions outcomes expectations and learning - Uses precise language effectively manages - Establishes sound routines - Considers the level of and clear instructions changing activities - Plans and delivers so students are prepared preparation required lessons that are timed for learning prior to the when including a variety - Works with the - Demonstrates flexibility start of the school day and sequenced to meet of resources in a lesson supervising teacher to with variations of routine the needs of the or activity ensure classroom students resources are accessible - Divides lessons into - Observes how the use when required thus different segments to - Delivers lessons that of digital resources can supporting individuals maintain student interest articulate clear the teacher to and groups in their (e.g. session’, silent directions, have been ‘free’ ‘mat spend some focussed learning reading, practical well prepared and time with individuals activities, resourced, and are requiring additional discussions) responsive to student support or extension learning goals/outcomes - Models concepts accurately before - Can justify one’s directing the to rationale for classroom undertake the activity or management choices in task order to out the ‘bring best’ in students 4.3.1 Demonstrate - Can identify some - Can list some - Is firm, fair and - Plans engaging learning - Encourages students to knowledge of practical determining factors in a behaviour/classroom consistent when activities that motivate take responsibility for their approaches to manage student’s personal management strategies teaching and interacting and engage students behaviour, especially during challenging behaviour environment that may that are effective and with students student-centred learning impact upon positive in of - Demonstrates an behaviour at school encouraging intrinsic - Focusses on a positive understanding of motivation for students learning environment to
safe and clear boundaries for learning - students to participate in more challenging activities to extend their skills and deepen their understandings - Demonstrates effective strategies for engaging students demonstrate understandings 4.2.1 Demonstrate the capacity to organise classroom activities and provide clear directions - Observes how careful planning of a teaching activity impacts learning outcomes - Considers the level of preparation required when including a variety of resources in a lesson or activity - Observes how the use of digital resources can ‘free’ the teacher to spend some focussed time with individuals requiring additional support or extension - Outlines behavioural rules and expectations - Uses precise language and clear instructions - Works with the supervising teacher to ensure classroom resources are accessible when required thus supporting individuals and groups in their learning - Follows classroom procedures, establishes behavioural rules and expectations and effectively manages changing activities - Demonstrates flexibility with variations of routine - Divides lessons into different segments to maintain student interest (e.g. ‘mat session’, silent reading, practical activities, discussions) - Models concepts accurately before directing the to undertake the activity or task - Employs classroom routines consistently to maximise student learning - Plans and delivers lessons that are timed and sequenced to meet the needs of the students - Delivers lessons that articulate clear directions, have been well prepared and resourced, and are responsive to student learning goals/outcomes - Can justify one’s rationale for classroom management choices in order to ‘bring out the best’ in students - Provides clear learning goals, lesson overviews and clear directions for students - Establishes sound routines so students are prepared for learning prior to the start of the school day 4.3.1 Demonstrate knowledge of practical approaches to manage challenging behaviour - Can identify some determining factors in a student’s personal environment that may impact upon behaviour at school - Can list some behaviour/classroom management strategies that are effective and positive in of encouraging intrinsic motivation for students - Is firm, fair and consistent when teaching and interacting with students - Focusses on a positive learning environment to - Plans engaging learning activities that motivate and engage students - Demonstrates an understanding of - Encourages students to take responsibility for their behaviour, especially during student-centred learning