Personal Reflection - Teaching Philosophy

Catherine Lock 19199102, 14 June 2018.

Introduction

In junior school good teachers had immense imaginative power and inspired me with
stories, in high school they imparted deep content knowledge. In later life good teachers
presented challenges that I felt determined to master.

A positive learning environment (PLE) is understanding what captures the imagination of the
student by getting to know the students and how they learn. It is also understanding that a
PLE is created and negotiated by both teacher as role models and students as participating
learners, with the knowledge that ill structured problems require investigation and reference
to evidence-based theory before the ABC (Event, Belief, Reaction) effect reaction, which was
first studied by Albert Ellis in the 1950’s (Daniel Man of Reason, 2012).

PLE Theories/Models

In this unit we were presented with several theories or models studied by researchers, these
are listed in Table 1. While all perspectives have merit, some resonated more than others,
some have been ear-marked for further study at a later stage.

School wide behaviour management communication and values education are essential to
create a cohesive school society, where required behaviour is taught and understood. School
community members then choose to responsibly create a socially just school environment
with restorative justice pathways to follow, when required. This perspective very basically
summarises the connection between resonating theories that I learned during the course
work.
De Jong (2005) outlines principals for student behaviour management that translate into
best practice strategies. These include a clear, ecosystemic and comprehensive behaviour
management policy that promotes a healthy culture and support systems. It includes
student centred, relevant, engaging curriculum and quality learning experiences guided by
effective pedagogy and inclusive classrooms that embrace democracy, empower students,
and provide flexible learning environments.

Good communication is vital to a positive classroom climate because relationships are

important especially in the current information age of Dr. Google, where gaining of
information often exclude social contact and interaction.

The Importance of Effective Communication

Effective communication is fundamental to building valued relationships, De Nobile’s 10C

model (De Nobile et al, 2017) provides a good example of defining school communication
simply (sender, receiver, channel, message, feedback, functions, features, noise, internal
environment, external environment). Additionally, cultural sensitivities and differences
awareness and the ability to discern personal beliefs is an important pedagogical skill for
effective communication.

Non-verbal communication includes facial expression and eye contact, gesture, posture,
proximity and positioning. Strategies to use in classrooms to develop communication include
active listening, open questioning, assertive I-messages and negotiating. Negotiating skills
include identification of problems and possible options, thinking about the outcomes of
each option, removing the unacceptable outcomes before finally applying the agreed
solution and identifying a review time.

The Plan-Implement-Review/Reflect (PIR) Cycle

The Lyford Model (De Nobile et al, 2017) promotes four positive practices that include
relationships and communications, curriculum pedagogy and assessment, classroom
organisation and professional reflexivity – the Plan, Implement, Reflect or PIR Cycle.

The planning phase includes the gathering of resources and ideas to use in lesson plans and
considers previous reflections and pertinent evidence-based research. It involves designing
topics, themes and differentiated learning experiences, that help students learn the syllabus.
This includes module order, duration and delivery and planning of formative and summative
assessment.

Implementation involves the delivery of lessons, where teacher pedagogy and student
engagement occur. Students learn by expressing their knowledge and understanding what to
focus on, so learning topic introduction is important. Curriculum delivery involves providing
differentiated teaching to meet the needs of students who are gifted and talented and
students with disabilities. Multiple means of curriculum representation, expression and
assessment are required to provide equity in the classroom. Similarly, differentiation of
feedback, either basic, instructional or coaching is also required (How to give Feedback to
Students, 2018).
Assessments should be task relevant but achievable, so students can experience academic
learning success and increase their self-esteem and motivation. Formative assessment may
include walking around the classroom, corridors and playground and noticing students’
holistic performance continually. Summative assessments traditionally measure what
students have learned during the term and should be universally designed to cater for
multiple means of assessment.

Professional reflecting on teaching practice (curriculum, pedagogy, student behaviour and

learning outcomes) guided by evidence-based practice and Action Research is vital, as it
leads to avenues for change and continual professional improvement.

Classroom Management

Democratic classrooms require behavioural rules so that they function as places where
curriculum can be delivered. Consequences are required when inappropriate behaviour
occurs. Students need to know what these are. Values I will foster in my classroom are that it
should be a place of kindness, consideration and belonging. Classrooms should generally be
organised and tidy so that risks to health and safety are minimised. Some attributes of a well
organised classroom are summarised in Table 2.

Classroom procedures should be age appropriate, explicit, well-reasoned, logical, positively

stated, measurable and achievable. The students need to be regularly reminded of
classroom procedures. It is important to implement and encourage positive behaviour
expectations and teach students how to behave. Active supervision involves moving around
the classroom and redirecting minor, infrequent behaviour errors proactively, while
frequently pre-correcting chronic errors to enable effective curriculum delivery. Teaching
classroom routines in a calm manner, role models expected behaviour.

Positive behaviour reinforcement should be pursued as a priority. Followed by positive

behaviour reinforcement for negotiated behavioural change. In ill structured student
behaviour scenarios, where difficult behaviour occurs, individual intervention plans may
required.

Behavioural Assessment and Interventions Plans

Conducting a behavioural assessment and developing an intervention plan is a collaborative

effort which includes: establishing the need for a behavioural intervention, identifying the
target and replacement behaviour, implementing the plan and reviewing it at a future date
(Killu, 2008). Behavioural Management Approaches I studied are listed in Table 3.

Social & Emotional Well Being

Group based interactive tasks where every member’s participation is required is important
for building problem solving capacity, inter personal experience and resilience in preparation
for life outside school. Curriculum based activities should be applicable to daily life, relevant
and achievable. This encourages student engagement and social interaction.
Learning climates promoting student well-being are to be aimed towards moulding citizens
to be participants of an ethical socially just democracy (Cohen, 2006). Zins et al, (2007)
suggests that pursuing Social and Emotional Learning is scientifically based and assists with
successes at school and can help to improve school attitudes, behaviour and performance.
ACKNOWLEDGEMENTS

Many thanks to: Dr Roberto Parada, Mrs Patricia Maidens, Dr Karin Mackay, Dr Paul Rooney,
Dr Anne Power and Dr William Nketsia my lecturers and tutors this semester; Rebekah
Wetherton and the staff at students at Christadelphian Heritage College in Kemps Creek,
where I completed my Professional Practice and Community Engagement placement;
Western Sydney University, School of Education Learning Guide - 102082 Pedagogy for
Positive Learning Environments, for a comprehensive unit guide detailing essential and
suggested course readings; and other course material, some of which have been listed
below.

Cohen, J., (2006). Social, Emotional, Ethical, and Academic Education: Creating a Climate for

Learning, Participation in Democracy, and Well-Being. Harvard Educational review:

Summer 2006; 76,2; ProQuest.

Cooper, J.O., Heron, T.E., & Heward, W.E., (2013). Applied Behaviour Analysis. (2nd Ed.).

Pearson New International.

Daniel Man of Reason (Oct 18, 2012, October 18). Albert Ellis’ Rational Emotive Behavior

Therapy (REBT). [Video file]. Retrieved from

http://www.youtube.com/watch?v=mg5d9fdwI0o.

De Nobile, J., Lyons, G., & Arthur-Kelly, M., (2017). Positive Learning Environments: Creating

and Maintaining Productive Classrooms. South Melbourne, Australia: Cengage.

De Jong, T. (2005). A Framework of Principles and Best Practice for Managing Student

Behaviour in the Australian Education Context, School Psychology International,

26(3): 353–370.

Freeman, J., Simonsen, B., McCoach, D. B., Sugai, G., Lombardi, A., & Horner, R. (2016).

Relationship Between School-Wide Positive Behavior Interventions and Supports and

Academic, Attendance, and Behavior Outcomes in High Schools. Journal of Positive

Behavior Interventions, 18(1), 41-51. doi:doi:10.1177/1098300715580992

How to give Feedback to Students. The Advanced Guide. (n.d.). Retrieved April 12, 2018,

from http://www.evidencebasedteaching.org.au/how-to-give-feedback-to-

students/

Killu, K. (2008). Developing Effective Behavior Intervention Plans: Suggestions for School

Personnel. Intervention in School and Clinic, 43(3), 140-149.

Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The Scientific Base

Linking Social and Emotional Learning to School Success. Journal of Educational and

Psychological Consultation, 17(2-3), 191-210. doi: 10.1080/10474410701413145

Zirpoli, T. J. (2012). Positive Behavioral Supports. Behavior management: Positive

applications for teachers (6th Ed). Upper Saddle River, NJ: Pearson.