Standard Four: Create and maintain supportive and safe learning environments
Successful education facilitates positive contributions to society, and encourages ethical responsibility in the global community . Thus, students are able to achieve a greater level of learning and success when learning experiences nurture the social, emotional and academic potential of all students in preparation for their future lives. Students are unique individuals who bring to the classroom different cultural backgrounds, unique learning styles and interests. It is imperative that students feel a sense of comfort, order and inclusion within the classroom. If a student is experiencing negative experiences, their learning is prohibited. It is my role to ensure that I provide a safe and positive learning environment for all of my students.
3.5 Use effective classroom communication |
6.3 Engage with colleagues and improve practice |
Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
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Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practices.
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I use verbal and non-verbal strategies to create a safe and comfortable environment for my students. Using the strategies in a consistent and routine matter allows students to develop a high level of awareness for the strategies. In addition, it demonstrates that I follow up on behavioural issues and I constantly reinforce my lesson and learning expectations for students.
Verbal Communication:
I use a rigid cuing system in all of my classes as the cues indicate an instruction, an expectation and have an attached consequence. When I first started teaching in my prac, I found behaviour management more difficult because even though I knew the class rules, implementing them was a whole other story! In order to develop my behaviour management strategies, I consistently consulted my mentor teachers for advice on how to implement and manage behavioural issues. When I commenced my first placement, I often identified and addressed student behaviour in a direct and immediate manner. However, this resulted in the students being embarrassed and retaliate with an argument. I would often then panic because the student argued with me and then did on follow my instruction. I was a little lost as to what my next steps were. I discussed this with my mentor teacher and together we created a range of cues and alternate strategies I could use to ensure that I was using a positive behaviour approach. I selected the cues for my class and she advised me to stick them in my diary. Whenever I had an issue, I glanced at the cues and then proceeded to instruct and redirect the students with a cue as opposed to the direct approach. I immediately noticed that I was getting a better result and without confrontation.
Non Verbal Communication
Body language:
Eye contact:
Gestures:
Lesson goals:
WALT, WILF, TIB stated on the board every lesson
I use a rigid cuing system in all of my classes as the cues indicate an instruction, an expectation and have an attached consequence. When I first started teaching in my prac, I found behaviour management more difficult because even though I knew the class rules, implementing them was a whole other story! In order to develop my behaviour management strategies, I consistently consulted my mentor teachers for advice on how to implement and manage behavioural issues. When I commenced my first placement, I often identified and addressed student behaviour in a direct and immediate manner. However, this resulted in the students being embarrassed and retaliate with an argument. I would often then panic because the student argued with me and then did on follow my instruction. I was a little lost as to what my next steps were. I discussed this with my mentor teacher and together we created a range of cues and alternate strategies I could use to ensure that I was using a positive behaviour approach. I selected the cues for my class and she advised me to stick them in my diary. Whenever I had an issue, I glanced at the cues and then proceeded to instruct and redirect the students with a cue as opposed to the direct approach. I immediately noticed that I was getting a better result and without confrontation.
Non Verbal Communication
Body language:
- Depending on the outcome I am hoping to achieve, I use body language to communicate to my students. I try to always stand tall in a confident and assertive manner to ensure my body language is demonstrating that I am approachable and yet have expectations for the students. I do not cross my arms as this demonstrates to students that I am uncomfortable and can send a message to students that I am not approachable. I also scan the classroom to become consistently aware of my students’ body language to gain insights into how they feel in particular learning environment.
Eye contact:
- Eye contact is a very powerful method of non-verbal communication that I use to establish trust and make positive impressions. I look at students when they are speaking to me so they know that I respect their contribution and that they have my undivided attention. I also use eye contact to redirect behaviour.
- I use eye contact and silence to gain my students’ attention before I progress with instructions and explanation, “all eyes on me – thank you”.
- If my classroom is very noisy with students talking and I am waiting to start my instruction after I have said my cues I utilise the clock and the white board. I stand still and stare at the clock and wait patiently and calmly until they stop talking. When there is silence I advise the students of how much time I have wasted waiting for them to pay attention and then advise them of the consequence, “you have wasted two minutes of your learning time, so now I will waste two minutes of your lunch time”. Alternatively, I tally the amount of time on the white board so students are aware if they continue to talk they will increase their detention time.
- I use a three second stare and pause when a student is talking to indicate that I will wait for them to stop talking before I proceed particularly through mid-sentence.
Gestures:
- If a student is doing the wrong thing, I hold up my hand to "STOP" students from talking or doing something they shouldn't be doing.
- I put my index finger on my lips (for "Shhh") to make student(s) quiet.
- I nod my head to indicate "no", to stop them from doing something wrong and then smile and nod "yes" after they stop. I also do this if a student is giving me a correct response to provide them praise.
- I direct students by pointing in the direction you want a student to go to or look at.
- I circulate around the room and use my movement and presence to keep students on track
- When circulating around the room and talking, I tap on the desk of students who are not focused and then continue walking.
- Students are required to put their hand up and gain permission before they speak.
- I have an array of posters (some examples depicted below) which I hang around my classroom to ensure that students are aware of the environment expectations.
- I have a question box at the front of my classroom so students can anonymously ask questions if they are too shy or feel uncomfortable to ask questions in front of the class.
- Again, if students would like further assistance or have any questions they are encouraged to email my school email address if they are too shy to approach me in class.
Lesson goals:
WALT, WILF, TIB stated on the board every lesson
Focus Area 4.1 Support student participation |
4.2 Manage classroom activities |
Establish and implement inclusive and positive interactions to engage and support all students in classroom activities
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Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.
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Dimensions of Learning One; Attitudes and Perception strategies were selected in a year ten English unit to ensure a positive classroom culture was fostered in order for all students to feel comfortable participating in class discussion, particularly in conversations that explored culture and identity. According to Marzano and Pickering (2005) the primary objective of the teacher is to establish a positive classroom culture as it enhances the learning of students. Therefore, the designs of the learning experiences have a significant focus upon the fostering of peer relationships with each other and with me as the teacher. I need to model a positive attitude through a sense of enthusiasm and exhibiting acceptance and an understanding to all peers. In addition, I need to focus on implementing the strategies of positive reinforcement and feedback to encourage students to participate in class discussions and activities with a sense of comfort and confidence.
This learning experience requires students to explore the concepts of racism and prejudice and draws upon real life situations to enhance the students' understanding of the detrimental effects. Students commence the lesson through viewing a series of you tube clips and record their thoughts and feelings on a mind map:
What issues are explored in the clips?
What emotions do the people feel in the clip?
How do we know this?
How do you feel about the clips?
I linked this with their novel, 'Looking for Alibrandi' and their key inquiry:
Language can potentially disempower people and create conflict within individual lives, within a community and within a global context. Alternatively language can create change as it empowers people to overcome oppression through initiating reconciliation, awareness and the deepening of one’s understanding of culture, acceptance and tolerance.
I guided students to refer to concept map and to their character profiles and chapter analysis as students have recorded key events that give insight into the conflict issues of the novel: racism, judgement, not being accepted within certain socio-economic and social circles. Before we began discussing the concepts of Racism, Prejudice and Discrimination I ask them to copy down definitions and write the definitions in their own words. Together we identify examples and non- examples firstly, within an authentic context of society and secondly, using examples from the novel.
Students complete a Y diagram ‘think, pair, share’ on conflict which encompass the above concepts:
•What does it look like?
•What does it sound like?
•What does it feel like?
Through this activity, I allowed students to gain insights into other students experiences, and discuss experiences they were exposed to through the media such as the racist remarks towards Adam Goodes. This type of activity flourished because I developed a positive learning relationship with the class and really emphasised the importance of respect and positive attitudes in the prior learning experiences.
Students were then required to use the 'Debono’s Six Thinking Hats' and were split into collaborative groups of six to examine selected case studies. In order to facilitate the group activity, I placed a coloured paddle pop stick (the colours of the hats) on the students' desk which ensured that their was no confusion as to which group they belonged to. I gave each group an instruction and rubric card for their coloured hat so they knew exactly what they had to 'know and do' in order to successfully participate in the lesson. Students were given a specific role within the group so every student shared responsibility in the task (team work).
Students addressed the following criteria:
• Research, identify and convey the context of the case study
• Examine how it creates representations of conflict in the social context
• Identify techniques used to influence an intended audience
• Examine social and moral representations within the case study
• Examine how individuals and groups in society are represented
I modelled the activity for one of the coloured hats so students were clear on the expectation of the task. In addition, to prevent students wasting time, I placed a time bomb on the board so at all time students were aware of what they had to complete within the time frame. I reinforced the instructions and focus of flexible thinking and respect for their peers before I instructed students to commence the task.
Model example:
Example: Red hat
• What are the emotions experienced within the case study?
• How are these emotions, social and moral positions represented?
• What are the emotions experienced as a result of investigating the case study?
Students need to be clear on both behaviour and task expectations to avoid disruptive behaviour and ensure students have an optimal learning environment in the classroom. I reiterated and reinforced my expectations for group work using the G.R.O.U.P acronym consistently throughout all collaborative activities. Implementing a rigid group work structured task assisted with the success of the activity; every student had a role, every student was aware of task expectation and an appropriate time frame was allocated to the task. I relied upon my consistent reinforcement of positive attitudes and respect which had been developed in prior experiences before delving into group work.
This learning experience requires students to explore the concepts of racism and prejudice and draws upon real life situations to enhance the students' understanding of the detrimental effects. Students commence the lesson through viewing a series of you tube clips and record their thoughts and feelings on a mind map:
What issues are explored in the clips?
What emotions do the people feel in the clip?
How do we know this?
How do you feel about the clips?
I linked this with their novel, 'Looking for Alibrandi' and their key inquiry:
Language can potentially disempower people and create conflict within individual lives, within a community and within a global context. Alternatively language can create change as it empowers people to overcome oppression through initiating reconciliation, awareness and the deepening of one’s understanding of culture, acceptance and tolerance.
I guided students to refer to concept map and to their character profiles and chapter analysis as students have recorded key events that give insight into the conflict issues of the novel: racism, judgement, not being accepted within certain socio-economic and social circles. Before we began discussing the concepts of Racism, Prejudice and Discrimination I ask them to copy down definitions and write the definitions in their own words. Together we identify examples and non- examples firstly, within an authentic context of society and secondly, using examples from the novel.
Students complete a Y diagram ‘think, pair, share’ on conflict which encompass the above concepts:
•What does it look like?
•What does it sound like?
•What does it feel like?
Through this activity, I allowed students to gain insights into other students experiences, and discuss experiences they were exposed to through the media such as the racist remarks towards Adam Goodes. This type of activity flourished because I developed a positive learning relationship with the class and really emphasised the importance of respect and positive attitudes in the prior learning experiences.
Students were then required to use the 'Debono’s Six Thinking Hats' and were split into collaborative groups of six to examine selected case studies. In order to facilitate the group activity, I placed a coloured paddle pop stick (the colours of the hats) on the students' desk which ensured that their was no confusion as to which group they belonged to. I gave each group an instruction and rubric card for their coloured hat so they knew exactly what they had to 'know and do' in order to successfully participate in the lesson. Students were given a specific role within the group so every student shared responsibility in the task (team work).
Students addressed the following criteria:
• Research, identify and convey the context of the case study
• Examine how it creates representations of conflict in the social context
• Identify techniques used to influence an intended audience
• Examine social and moral representations within the case study
• Examine how individuals and groups in society are represented
I modelled the activity for one of the coloured hats so students were clear on the expectation of the task. In addition, to prevent students wasting time, I placed a time bomb on the board so at all time students were aware of what they had to complete within the time frame. I reinforced the instructions and focus of flexible thinking and respect for their peers before I instructed students to commence the task.
Model example:
Example: Red hat
• What are the emotions experienced within the case study?
• How are these emotions, social and moral positions represented?
• What are the emotions experienced as a result of investigating the case study?
Students need to be clear on both behaviour and task expectations to avoid disruptive behaviour and ensure students have an optimal learning environment in the classroom. I reiterated and reinforced my expectations for group work using the G.R.O.U.P acronym consistently throughout all collaborative activities. Implementing a rigid group work structured task assisted with the success of the activity; every student had a role, every student was aware of task expectation and an appropriate time frame was allocated to the task. I relied upon my consistent reinforcement of positive attitudes and respect which had been developed in prior experiences before delving into group work.
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Evidence: Individual Student Scenario (Please note: Student name has been changed to protect student privacy)
StrategiesStrategy1: Help students understand that attitudes and perceptions related to classroom climate influence learning
JustificationIt is both the student and teachers responsibility to ensure that positive attitudes and perceptions are continuously maintained in the classroom in order to enrich the learning experience (Marzano& Pickering 1997).
Kortney needs to develop on focusing on the positive aspects of the subject and learning tasks. Subsequently, Kortney will develop a positive mentality where she will enjoy the learning tasks and in turn become an active learner in the classroom. This process can be guided through implementing a learning activity that involves presenting the class with hypothetical situations in which both positive & negative attitudes are enhancing or damaging the learning experience. The class can collaboratively discuss how we chose and can transform our attitudes. The main focus would be on the positive attitudes and the successes that derive as a result of these positive attitudes. It would include celebrities, artists & sport stars that Kortney would be familiar with due to her interests in order to create an engaging and inspiring session. Following this session, each lesson students would be required to ‘think, pair, share’ and record their attitudes about the topic &skills in English. Having Kortney reflect & record her experiences will assist her to become conscious of her attitudes and perceptions and then enable her to take the responsibility of transitioning them for the lesson at hand. Strategy 2: Vary positive reinforcement offered when students give the correct response
JustificationIt is important that Kortney continues answering questions aloud as this will assist with the development of her cognition and aid the process of higher order thinking (Marzano& Pickering, 1997). Strategies such as praising & then ‘rephrase, apply, summarise’ Kortney’s responses that need refining would be effective as it conveys to Kortney that her contributions are valuable to both the teacher and the class, whilst modelling how to effectively communicate her thoughts. In addition, allocating appropriate ‘wait times’ will assist her in clarifying what she would like to contribute before speaking in front of the class. Once Kortney has developed her confidence strategies such as challenging for elaboration and requiring her to analyse her own answers will enable her to engage with her higher order thinking skills. Kortney will eventually develop both confidence and the ability to clarify and communicate in-depth answers.
Strategy 3: Structure opportunities for students to work with peers
JustificationStructuring opportunities for Kortney to engage with her peers to discuss and complete English structured and guided activities will enhance both her understanding and experience of English (Marzano & Pickering 1997).Kortney will benefit from group activities as she can actively build upon her responses within a smaller group building her confidence and sense of comfort in answering questions. Group work will assist Kortney progress in her social interaction skills and become aware of her surrounding peers level of thinking which can guide her cognition. The allocation of clear goals and allocated roles will provide Kortney with a sense of purpose as she will fulfil varying positions within a group whilst actively contributing to task.
The following document contains evidence my knowledge to deal with challenging student behaviour in the classroom. It presents a class case study of two students who experienced behaviour difficulties in the classroom. It provides an example response to the behaviour using the Essential Skills for Classroom Management Framework. It demonstrates my knowledge of needing clear, consistent and fair behaviour management and classroom environment expectations. Now that I have started teaching, I have deepened my understanding of the importance of having transparent rules and expectations in the classroom. I follow the school behaviour management policy. A the beginning of the semester I constructed behaviour management expectations within each of my classes. It is important that students have knowledge of and understand what you as the teacher perceives as positive behaviour in the classroom. Because I started teaching mid year in replacement of another teacher, It took me a couple of weeks to establish my expectations. I learnt the valuable lesson of ensuring that I always try to follow up on the consequences for behaviour using the constructed consequences. Involving students in this process allows them to partake in the responsibility of have a safe and comfortable classroom. I always follow the school behaviour management system as it is entrenched in the school community and therefore, there what I like to refer to as being 'no grey area' when facilitating and managing behaviour expectations (which includes application and attitude). Routine and consistency have been pivotal to my ability to manage the classroom effectively as students are aware of the procedures I have in place as soon as they enter the classroom. For example, my students must line up in two straight lines and be silent before I let them enter the room. I give them a minute to calm themselves down. They then progress into the classroom, sit in their seating plan and write down their lesson goals. They then complete their regular warm up activity (usually a settling activity) to focus their minds on learning. Starting the lesson off in a routine and orderly fashion increases the chance that the remainder of the lesson will continue to transition effectively.
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Maintaining a classroom that is organised and that is characterised by mutual respect makes it a lot easier to teach effectively. It is my responsibility to promote a learning environment where students feel safe. Students need to feel safe in order to learn and they need to feel secure in order to want to participate, particularly in collaborative and cooperative learning activities. In order to provide a safe environment for students, I follow the schools safe and positive behaviour framework. I defined the learning expectations for my classes, I taught the lesson expectations and showed them examples and non examples, I reinforce the rules consistently and I model the expected behaviours. In cooperative learning environments, I provide regular opportunities for students to practice the expected behaviours and develop their SEL competencies. Through a positive behaviour approach I try to prevent and correct inappropriate behaviour and acknowledge positive behaviour continuously. I often discuss behaviour management strategies with colleagues to take advantage of their knowledge and experience particularly if I am unsure and I always refer to Education Queensland's policy or the school's policy to make sure I am implementing safe, ethical and respectful learning environments. The flow chart below demonstrates my classroom behaviour approach for minor disruptive behaviour. I am consistent in my approach and all students have a copy of this flow cart in their work books to refer to. I provide the a fair and considerate framework for the class as the student has three opportunities to redirect their behaviour (cuing x2 and BM questions).
Strategies:
Strategies:
- implement seating plan and position desks so I can move easily around. My movement around the classroom helps make my teaching more engaging and it also helps with classroom control
- involve all students in the process of monitoring their own behaviour and attitudes, constructing and reflecting on the classroom rules
- make it safe for students to participate and ask questions through fostering a positive class culture.
- model respect for my students, and teach them to show respect for one another.
- be consistent and fair inside and outside of the classroom
- constantly reflect and become conscious of the environment in my school and classroom
- arrange the classroom so that I have all the resources I and the students need
Posters
4.5 Use ICT safely, responsibly and ethically
Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
When implementing ICT activities or tools in the classroom, I always refer to the school's ICT policy to reinforce behaviour expectations. Like any learning experience, it is important that students have been taught the rules and have an understanding of the safe, legal and ethical ICT expectations. Before commencing ICT activities or rules I go around the room and ask each student to identify an ICT rule. It find it is a quick and efficient way of asking them to reflect on the rules before progressing with the activity. Every student within my class has a copy of the schools ICT policy which outlines the purpose, definition, framework for use in the classroom, consequences and ethical and legal ramifications for misuse. The following prezi (link) is a resource I created which addresses the negative effects of cyber bullying which I can utilise in my Wellbeing class. It provides students with an engaging resource which they can refer to if they are experiencing cyber bullying (a significant issue for students in the 21st century): https://prezi.com/ckbe6nirkdbu/untitled-prezi/
When implementing ICT activities or tools in the classroom, I always refer to the school's ICT policy to reinforce behaviour expectations. Like any learning experience, it is important that students have been taught the rules and have an understanding of the safe, legal and ethical ICT expectations. Before commencing ICT activities or rules I go around the room and ask each student to identify an ICT rule. It find it is a quick and efficient way of asking them to reflect on the rules before progressing with the activity. Every student within my class has a copy of the schools ICT policy which outlines the purpose, definition, framework for use in the classroom, consequences and ethical and legal ramifications for misuse. The following prezi (link) is a resource I created which addresses the negative effects of cyber bullying which I can utilise in my Wellbeing class. It provides students with an engaging resource which they can refer to if they are experiencing cyber bullying (a significant issue for students in the 21st century): https://prezi.com/ckbe6nirkdbu/untitled-prezi/
Standard Seven
7.1 Meet professional ethics and responsibilities |
7.2 Comply with legislative, administrative and organisational requirements |
Meet codes of ethics and conduct established by regulatory authorities, systems and schools.
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Understand the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes.
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7.3 Engage with the parents/carers |
7.4 Engage with professional teaching networks and broader communities |
Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing.
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Participate in professional and community networks and forums to broaden knowledge and improve practice.
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Activity 1.1
Do you think teachers are members of a profession or a trade? What is the difference between a profession and a trade or craft?
As highlighted in the lecture the difference between a trade and profession have most definitely become blurred within contemporary society. When the concept profession is compared to the definition of a trade it becomes evident that there are few however, significant distinguishing features. A trade emphasises the necessity of providing a skilled service to the community. Although, teachers provide a skilled service their role is more universal and rather than becoming specialised within one specific area teachers are required to expand beyond this through creating a supportive environment which is optimal for learning to take place. Primarily the teacher’s requirement to uphold and essentially embody moral and ethical attributes is key to ensuring that the role of a teacher within society is considered a profession rather than a trade.
Activity 1.2
Teaching, as we know it, involves the transmission of abstract knowledge to learners and, as such, is intellectual in its essence. Dentistry requires physical skills at the level of a skilled tradesperson as well as an intellectual background. Why does society require that dentists receive more specialised training than teachers?
Dentists receive more specialised training due to the profession’s need for intricate knowledge of the field. Although, teachers need to have very specific knowledge and skills to effectively facilitate learning, training for teachers is less specialised in the one field and in the one period of time but rather a continuous and revolving process which incorporates specialised training in an array of fields over the duration of a teacher’s career. The variety of both anatomy and role in dentistry is minimal in comparison to the teaching profession so their training is initially more intensive and specialised however, their continuous training is not as extensive as the professional training of teachers. Alternatively, society has a greater perception of the importance of the profession of dentistry. The necessity of dentistry as being essential for humans to maintain an optimal level of health strongly influences this precedence of more specialised training. Furthermore, it could be that society places a higher emphasis on the knowledge, goods and services which tangibly benefit their lives; benefits which can be immediately seen, experienced and measured. Modern society does not fully grasp the full capacity and depth of the teaching profession. Teachers do not provide an instant gratification; the now but rather they prepare and develop students with a focus for and what we hope is manifested in the future. Although many consider education and school important the misrepresentation and misperception of the role of the teacher can create some confusion when defining teaching as a profession. Courtney, you pointed out that dentists receive more training due to the life threatening intricacy of surgery which was a valid point. In consideration of that notion, DETE (n.d) found that teachers, second to family, have the most significant influence on student’s wellbeing.
What personal lifestyles are acceptable for teachers? Is it right for a teacher to live in a relationship, either with another teacher or with a non-teacher? Suppose that this teacher has been assigned to teach the sex education course in a junior high school class. Suppose two teachers living together and having a sexual relationship are both men or both women? Is it acceptable for a female or male teacher to have and raise a family without ever being married? Does the Code of Ethics for Qld teachers preclude any of these situations? How does this help you to think about the ethical dimensions of the professional work of teachers?
In order to maintain the integrity of the teacher profession teachers are to follow the prescribed code of ethics. The Code of Ethics for Queensland Teachers ensures that teachers are provided with a framework which assists them in following an ethical lifestyle that is reflective of their profession. It assists teachers to always protect and meet the needs of students in a legal and respectful way. It does not advise teachers on the choices they make in terms of their personal relationships as personal relationships should not impact on their role as a teacher and the teacher’s relationship with students and the community. Personal relationships exist outside the context of the work and the Code of Ethics for Queensland Education does not discriminate against same sex relationships. If teachers follow the framework and uphold the principles of integrity, dignity, responsibility, respect, care, justice, their personal lifestyle choices should generally not undermine the professionalism of teaching.
Activity 1.3
Do you agree that teachers have a low status as professionals as the reading To Teach: The Journey of a Teacher suggests on pages 6–8? Now go to your Topic 1 forum on this and discuss your response with your fellow learners.
Yes, speaking in regards to my personal experience, there is a significant misperception of the teaching profession. People do not understand what ‘teaching’ entails. If I mention planning they become confused because they do not understand why I do not use a text book to facilitate my lessons. I have had many negative comments such as ‘those who can’t do, teach’, and others think that teachers live the dream as they have a ‘9-3 job with so many paid holidays’. We know the truth!
Activity 1.4
After viewing your Lecture 1 PowerPoint for this week about professional work consider this: Have you noticed a trend towards the ‘professionalisation’ of almost everything these days? Being a professional must be something that is quite desirable. We have professional sports-people, professional bathroom installers ‘doing a professional job’, professional manicures performed by professional beauty therapists and so on. What are the perceived benefits to being a member of a profession?
• Continuous Training
• Support services
• Interpersonal skills
• Communicate effectively – Leadership
• Highly valued and transferable skill sets
• Membership to professional body that upholds integrity & dignity
Activity 2.1
From this discussion in Topic 2, do you believe Dr Robert Kelso and John Taylor Gatto when they claim that ‘schooling’ and ‘education’ describe two very different activities? How might this debate influence the way you understand your own role in your learning site?
I believe that creating a balance between educational goals and the process of schooling is essential. The balance between teaching students declarative and procedural knowledge which are underpinned with ethical and moral principles creates an effective and supportive learning context which will assist students in their ability to behave and think at an optimal level and subsequently, succeed in their future endeavours. In light of this debate I feel that it is a teacher’s responsibility to incorporate an appropriate balance between an educational and school setting. Managing a classroom and fostering a positive classroom climate and relationships is key to establishing a context where achieving the balance is possible.
Activity 2.2
In your sector, can you think of an incident or event that took place where you had to call upon your personal values to make a judgement about whether somebody acted ‘rightly’ or ‘wrongly’? Was this ‘moral reasoning’ a ‘tough choice’ as Newman and Pollnitz suggest on page 5? Why?
I have not been directly involved in any incidents that have required me to call upon my personal values to make a judgement. Through one placement experience, I struggled to fully understand the situation of having a student in my class who I felt had some form of learning disability yet no independent learning plan was in place for him. However, I had limited knowledge of the situation as he could have had parents who did not want him assessed etc. or he could have been performing at the minimum standards for his grade level in the past. My impulsive reaction was that the student needed to have an independent learning plan and support measures to assist him with his learning. I felt as though the learning managers should press for some assistance. I found it difficult to grapple however, throughout the placement I knew that as a learning manager the responsibility for this student to meet the standards was on me through differentiating the lesson.
Activity 3.1
Historically, a variety of approaches to ethics has been adopted. These include rule-based thinking, ends-based thinking, care-based thinking and proportional/prudential personal-based thinking. In an educational context, many decisions would be based on a care-based ethical approach. Would you agree? Why? Why not?
Student wellbeing is central to the decision making process within an educational context and therefore, the care –based ethical approach is utilised when making judgements and responding to situations within a school setting. This process of reversibility requires the educator to consider the situation in light of their moral reasoning. As schools and educators endeavour to foster positive relationships with students, parents and the wider community, the care-based thinking approach enables the educator to make balanced ethical judgments which consider a combination of individual wellbeing, the situational context and furthermore, the demands of the situation such as legal requirements. They are able to make judgements which reflect the level of care which is equitable and just whilst adhering to legal and ethical conditions of which it is their duty and responsibility to uphold.
Activity 3.3
Can you see how the current NAPLAN testing regime and the Federal Government’s touted plans to link schools’ and teachers’ performances with funding, remuneration and employment-status could engender a similar raft of problems in Australian schools? How will you continue to represent the best interests of your stakeholders in ethical ways in this context?
The significant emphasis placed on school NAPLAN results is extremely concerning. I believe that national assessment should take place as it is an important means of providing statistical data in measuring and refining the education system. However, the public reporting of results does not benefit students, the community or the education system but rather creates an unauthentic, high pressured assessment context. NAPLAN and initiatives such as the Great Results Guarantee impose significant levels of pressure on both students and teachers and essentially undermines strong pedagogical practice. Such a high pressured context results in students being test taught. As an educator I cannot ‘guarantee’ that all of my students will reach educational targets. I recognise that all of my students are unique and with each learning experience they have varying abilities, attitudes and socio- cultural contexts which shape their experiences. As an educator I can ‘guarantee’ that I will facilitate learning experiences with sound pedagogical practices, foster positive relationships with my students and always provide equitable opportunities for my students to engage in learning the mandated outcomes. In providing quality opportunities for students to develop the necessary skills tested in NAPLAN students will both be implicitly and explicitly prepared to complete such testing.
Sexual Misconduct
Could there EVER be a 'right' and 'good' judgement in these cases? No
What are the national/state legal codes and rules that these teachers have breached and what are the consequences? What are the professional codes and rules that these teachers have breached?
• Education (General Provisions) Act 2006 (Qld) sections 364-366, section 426
• Child Protection Act 1999 (Qld) Chapters 1-3, 5, 5A, section 59-62, section 186-188
• Code of Conduct for the Queensland Public Service
• Queensland Education Department’s Code of Conduct Standard of Practice
• Commission for Children and Young People and Child Guardian Act 2000 (Qld) ss. 32-33, Part 6, Schedule 1
• Crime and Misconduct Act 2001 (Qld) Chapter 2
• Criminal Code Act 1899 (Qld) Chapters 22, 30, 32
The Department of Education Queensland defines sexual misconduct as a range of behaviours, a pattern of behaviour or an act aimed at the involvement of a student in sexual acts.
It includes:
• conduct towards any person that would constitute a criminal offence of a sexual nature
• sexual abuse of a student by an employee
• conduct that is sexual harassment as defined in section 119 of the Anti-Discrimination Act 1991 (Qld)
Some of these behaviours may include:
• any sexual relationship with a student;
• Encouraging or failing to discourage romantic or inappropriate advances by a student.
The teachers in this instance failed to discourage and reject any advances of a sexual nature initiated by a student with and thus, abused their professional relationship with the student and breached the appropriate duties, conduct and responsibilities as a teacher through engaging in sexual misconduct.
Do the Australian Professional Standards for Teachers preclude this kind of behaviour by teachers? Which of the 'standards' are involved here?
Yes the Australian Professional Standards for Teachers mandate that in order for teachers to uphold their professionalism they must adhere to the specified standards. In order to ensure students are learning in a safe and ethical environment, the standards in particular four and seven (as identified below) preclude sexual misconduct.
4.4 Maintain student safety: Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Engage professionally with colleagues, parents/carers and the community
7.1 Meet professional ethics and responsibilities: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2 Comply with legislative, administrative and organisational requirements: Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Activity 3.4
Engage with the following key questions, which will help you to appreciate the ethical dimensions of these practices in many of today's institutions that are designed to care for children and assist their development.
What is the article about?
The article explores the interrelationship of the privatisation and corporatisation of the early child care system. The article identifies that due to high consumer demand in the twenty first century, the early child care system has become a business enterprise. The article addresses possible implication of the privatisation and corporatisation on the education system, policies and the socio- cultural expectations of early child care due to marketisation.
What is the problem identified in the text?
The first issue identified in the article is the lack of consistency in regards to the perception of the role and the associated standards of early child care throughout the states which essentially undermines the quality of care provided to children. The corporatisation of the childcare system indicates that there is a heavy dependence of consumer values and is therefore, dependent on the economic market rather than government policy. The marketisation of the early child care sector has significant consequences for children and government policy as it constructs or reshapes the concept of children and the role of child care.
Who does the problem affect?
The issue impacts upon children, communities and the Australian society. The marketisation of early child care has enabled the corporate sector greater influence in terms of advice, policy direction and curriculum development. The concept of child care becomes shaped and manipulated by marketing ploys. The parents become consumers of a product which is shaped by corporate values as opposed to the emphasis being placed on educational and governmental frameworks. In addition, the corporatisation of the early child care sector sets a concerning precedence of which the school sector could potentially follow in the future.
What are some of the implications of the 'commodification of children' described by the author?
Parents are required to select day care based on their level of appeal. This is marketed through constructed and homogenised images of children and family life. Parents are prompted to display their level of care for their child through the prestige of the centre of which they select. The qualifications of staff, the core values which underpin the centres are second to the image that these centres purport.
Should children be objects for profit-making - should schools been seen as markets?
No children and the education systems that we have in Australia should not be a means of profit making. The privatisation and corporatisation of child care and the school system creates significant misperceptions and undermines the focus on the wellbeing of students. The money and aesthetic appeal that a child care centre may have does not necessarily benefit the child in terms of producing a higher level of learning and quality experience. Children are entered into their centres based on affordability and accessability and therefore, the socio-cultural experiences can be limited for some students from a young age.
Activity 3.5
Read through these approaches and think of some of the dilemmas you have come across in your life where you have had to make a decision that that was not clear cut and perhaps produced some anxiety about whether you had made the right decision.
What kind of ‘thinking’ did you employ to try to come to a decision in each case?
• I feel as though I have blended all three types of thinking when making a decision. However, as a result I spent hours thinking about the situation, playing over possible scenario’s, analysing the pros and cons and considering the impact on all people involved in the situation. Over the past two years though naturally I tend to adopt the care based thinking when making my decisions and is most likely a result of exposure within the educational setting.
Now think of some of the decisions that teachers have to make in their workplace and try to identify the kinds of ethical ‘thinking’ they might employ.
Teachers would adopt the type of thinking appropriate for the situation however, ultimately the care based thinking would be the most utilised as the teacher has a responsibility of managing the situation through adhering to legal, ethical and professional standards and fostering positive relationships in order to achieve the best possible outcome. For example, a student may be disrupting the classroom on a continual basis and contact a parent which offers little support in terms of encouraging their child to behave appropriately within the classroom. The teacher must deal with the possible nativity or ignorance of a parent in order to establish a relationship and expectations which will assist the child in redirecting their behaviour. In doing so, the teacher will need to adhere to professional standards and conduct. For example, if the student was becoming aggravated to the extent that they may be at risk to other students then the learning manager would need to meet the demands of the situation such having the student removed from the classroom.
1. Do you believe in catering for the emotional, social, physical and intellectual development of students? Yes
If you do Then you must also believe that students should have learning opportunities appropriate to their social, emotional, physical or intellectual development.
Then you will…
• Respond appropriately to student responses
• Recognise and cater for the emotional and physical development that is occurring in secondary students through respecting students, building positive relationships with students, differentiating for students needs
• Use appropriate curriculum to underpin learning experiences
2. Do you believe in assessment and evaluation? YES
If you do You must also believe that your effectiveness as a teacher should be continually evaluated.
Then you will….
• Engage in consistent reflective practice through written reflection, discussions and professional development sessions
3. Do you believe student is a unique individual living in a unique
environment?
If you do You must also believe that students should be accepted as people in their own right.
Then you will….
• Foster positive classroom climate which endorses acceptance, tolerance, multiculturalism and positive relationships
• Consider the needs of all students and differentiate lessons accordingly
• Role model appropriate behaviour and respect all people and the environment of which I live in
4. Do you believe in involving parents in the school community?
If you do You must also believe that the influences of home and school should be in harmony
Then you will…
• Establish a professional relationship with parents and guardians of children through engaging in appropriate and consistent contact and providing reliable feedback
• Have an approachable and profession disposition
5. Do you believe in students developing a realistic self-concept?
If you do You must also believe that students should develop the confidence to make choices and be adaptable
Then you will…
• Encourage students to think critically and creatively when engaging in learning
• Encourage and support student to take appropriate risks when learning to assist with their confidence levels and resilience
• Present reasonable challenges and inquiry based activities which will create the opportunity for students to adapt their knowledge and skills accordingly
• Ensure a safe and positive learning context for all students through ensuring that rules and expectations mandate a high level of respect for all students and teachers and following through with expectations
6. Do you believe in helping students develop communication skills and the
ability to interact effectively with others?
If you do You must also believe that the development of skills in all forms of communication should be an important aim
Then you will…
• Provide explicit instruction on academic and appropriate forms of communication
• Ensure students understand the legal and ethical implications of digital and or literacy communication
• Provide modelling and scaffolding of appropriate and academic modes of communication
• Provide students the opportunity to explore and demonstrate their ability to communicate appropriately through authentic experiences
7. Do you believe in students being actively involved in their learning? YES!!
If you do You must also believe students should interact with their environment, both natural and man-made.
Then you will
• Engage in authentic leaning experiences which provide the opportunity for students to explore the natural and man-made world trough inquiry and problem based learning activities, excursions, kinaesthetic activities. For example if students are learning about geography erosion – possible field trip
• Allow students to complete research projects that prompt them to interact with the wider community such as community service based projects, global skype, guest speakers etc.
Activity 3.9
Select one of the dimensions described in the Code of Ethics for Teachers in Queensland and write indicators for your classroom practice or observation during your EPL experiences to date.
Responsibility:
• giving priority to the education and welfare of all students in our care
• Selecting appropriate curriculum
• Planning well sequenced lessons that have specific learning outcomes which align with curriculum
• Differentiating for student needs and learning styles/ preferences
• Incorporating an array of teaching strategies
• Establishing clear expectations for the learning environment and learning tasks
• Respecting students through fostering positive relationships and creative a positive classroom environment
• Responding positively to students responses
• Modelling positive communication, acceptance and tolerance
Following through with expectations and appropriate consequences
engaging in ongoing professional development and improving teaching and learning strategies• o Engaging in daily written reflective practice
Focusing on what worked, what didn’t and considering why SWOT or PMI charts, Y diagram see, hear, feel
Engage in professional discussions in order to shape pedagogical practice
Research, utilise resources and engage in professional development sessions where possible in order to improve ability to adopt and implement learning strategies such as explicit teaching and the art and science of teaching.
Observe and record notes on an array of teaching and learning context and then reflect
working collaboratively and cooperatively with colleagues in the best interests of the education and welfare of our students
Having a pleasant and professional demeanour
Accepting constructive criticism and utilising feedback accordingly
Working in a team environment; respect and consider colleagues
Compromise and working with others to achieve a common goal
Communicate professionally in all encounters; written and verbal What are the some major directions outlined for schooling in Australia for the future?
• · National curriculum
• · National testing & Reporting
• · Supporting workplace reform
What are the key new initiatives for Queensland State Education?
• A Flying start: Aligning year seven with the majority of states and territories. Students in year seven will now be a part of the junior secondary sector as opposed to the primary sector.
Can you see how the macro (broad global) context of Australia in a competitive global economy has influenced the direction of schooling in Queensland? Yes, Queensland needs to align itself so students are better equipped to complete the secondary schooling with a higher level of performance. I completed all of my schooling in NSW and when I relocated to Queensland was shocked that they had 17 year olds graduating from school and starting university. One year is a tremendous amount of time when considering preparation for the future. In addition, how could Queensland students ever compete against interstate students on credible basis? They would be cognitively, physically and emotionally behind the majority of students.
• How will you broker these 'macro forces' in the 'micro-context' of your learning site?
• Follow the national curriculum and chosen pedagogical strategy
• However, I personally do not believe, despite the pressure that I will participate in brokering my learning experiences. A very interesting concept and I can definitely see how our students are subjected to capitalist notions. However, I believe it is the role of the learning manager to implement an adequate level of balance in terms of what is best for the student with the needs of the government.
Do you think teachers are members of a profession or a trade? What is the difference between a profession and a trade or craft?
As highlighted in the lecture the difference between a trade and profession have most definitely become blurred within contemporary society. When the concept profession is compared to the definition of a trade it becomes evident that there are few however, significant distinguishing features. A trade emphasises the necessity of providing a skilled service to the community. Although, teachers provide a skilled service their role is more universal and rather than becoming specialised within one specific area teachers are required to expand beyond this through creating a supportive environment which is optimal for learning to take place. Primarily the teacher’s requirement to uphold and essentially embody moral and ethical attributes is key to ensuring that the role of a teacher within society is considered a profession rather than a trade.
Activity 1.2
Teaching, as we know it, involves the transmission of abstract knowledge to learners and, as such, is intellectual in its essence. Dentistry requires physical skills at the level of a skilled tradesperson as well as an intellectual background. Why does society require that dentists receive more specialised training than teachers?
Dentists receive more specialised training due to the profession’s need for intricate knowledge of the field. Although, teachers need to have very specific knowledge and skills to effectively facilitate learning, training for teachers is less specialised in the one field and in the one period of time but rather a continuous and revolving process which incorporates specialised training in an array of fields over the duration of a teacher’s career. The variety of both anatomy and role in dentistry is minimal in comparison to the teaching profession so their training is initially more intensive and specialised however, their continuous training is not as extensive as the professional training of teachers. Alternatively, society has a greater perception of the importance of the profession of dentistry. The necessity of dentistry as being essential for humans to maintain an optimal level of health strongly influences this precedence of more specialised training. Furthermore, it could be that society places a higher emphasis on the knowledge, goods and services which tangibly benefit their lives; benefits which can be immediately seen, experienced and measured. Modern society does not fully grasp the full capacity and depth of the teaching profession. Teachers do not provide an instant gratification; the now but rather they prepare and develop students with a focus for and what we hope is manifested in the future. Although many consider education and school important the misrepresentation and misperception of the role of the teacher can create some confusion when defining teaching as a profession. Courtney, you pointed out that dentists receive more training due to the life threatening intricacy of surgery which was a valid point. In consideration of that notion, DETE (n.d) found that teachers, second to family, have the most significant influence on student’s wellbeing.
What personal lifestyles are acceptable for teachers? Is it right for a teacher to live in a relationship, either with another teacher or with a non-teacher? Suppose that this teacher has been assigned to teach the sex education course in a junior high school class. Suppose two teachers living together and having a sexual relationship are both men or both women? Is it acceptable for a female or male teacher to have and raise a family without ever being married? Does the Code of Ethics for Qld teachers preclude any of these situations? How does this help you to think about the ethical dimensions of the professional work of teachers?
In order to maintain the integrity of the teacher profession teachers are to follow the prescribed code of ethics. The Code of Ethics for Queensland Teachers ensures that teachers are provided with a framework which assists them in following an ethical lifestyle that is reflective of their profession. It assists teachers to always protect and meet the needs of students in a legal and respectful way. It does not advise teachers on the choices they make in terms of their personal relationships as personal relationships should not impact on their role as a teacher and the teacher’s relationship with students and the community. Personal relationships exist outside the context of the work and the Code of Ethics for Queensland Education does not discriminate against same sex relationships. If teachers follow the framework and uphold the principles of integrity, dignity, responsibility, respect, care, justice, their personal lifestyle choices should generally not undermine the professionalism of teaching.
Activity 1.3
Do you agree that teachers have a low status as professionals as the reading To Teach: The Journey of a Teacher suggests on pages 6–8? Now go to your Topic 1 forum on this and discuss your response with your fellow learners.
Yes, speaking in regards to my personal experience, there is a significant misperception of the teaching profession. People do not understand what ‘teaching’ entails. If I mention planning they become confused because they do not understand why I do not use a text book to facilitate my lessons. I have had many negative comments such as ‘those who can’t do, teach’, and others think that teachers live the dream as they have a ‘9-3 job with so many paid holidays’. We know the truth!
Activity 1.4
After viewing your Lecture 1 PowerPoint for this week about professional work consider this: Have you noticed a trend towards the ‘professionalisation’ of almost everything these days? Being a professional must be something that is quite desirable. We have professional sports-people, professional bathroom installers ‘doing a professional job’, professional manicures performed by professional beauty therapists and so on. What are the perceived benefits to being a member of a profession?
• Continuous Training
• Support services
• Interpersonal skills
• Communicate effectively – Leadership
• Highly valued and transferable skill sets
• Membership to professional body that upholds integrity & dignity
Activity 2.1
From this discussion in Topic 2, do you believe Dr Robert Kelso and John Taylor Gatto when they claim that ‘schooling’ and ‘education’ describe two very different activities? How might this debate influence the way you understand your own role in your learning site?
I believe that creating a balance between educational goals and the process of schooling is essential. The balance between teaching students declarative and procedural knowledge which are underpinned with ethical and moral principles creates an effective and supportive learning context which will assist students in their ability to behave and think at an optimal level and subsequently, succeed in their future endeavours. In light of this debate I feel that it is a teacher’s responsibility to incorporate an appropriate balance between an educational and school setting. Managing a classroom and fostering a positive classroom climate and relationships is key to establishing a context where achieving the balance is possible.
Activity 2.2
In your sector, can you think of an incident or event that took place where you had to call upon your personal values to make a judgement about whether somebody acted ‘rightly’ or ‘wrongly’? Was this ‘moral reasoning’ a ‘tough choice’ as Newman and Pollnitz suggest on page 5? Why?
I have not been directly involved in any incidents that have required me to call upon my personal values to make a judgement. Through one placement experience, I struggled to fully understand the situation of having a student in my class who I felt had some form of learning disability yet no independent learning plan was in place for him. However, I had limited knowledge of the situation as he could have had parents who did not want him assessed etc. or he could have been performing at the minimum standards for his grade level in the past. My impulsive reaction was that the student needed to have an independent learning plan and support measures to assist him with his learning. I felt as though the learning managers should press for some assistance. I found it difficult to grapple however, throughout the placement I knew that as a learning manager the responsibility for this student to meet the standards was on me through differentiating the lesson.
Activity 3.1
Historically, a variety of approaches to ethics has been adopted. These include rule-based thinking, ends-based thinking, care-based thinking and proportional/prudential personal-based thinking. In an educational context, many decisions would be based on a care-based ethical approach. Would you agree? Why? Why not?
Student wellbeing is central to the decision making process within an educational context and therefore, the care –based ethical approach is utilised when making judgements and responding to situations within a school setting. This process of reversibility requires the educator to consider the situation in light of their moral reasoning. As schools and educators endeavour to foster positive relationships with students, parents and the wider community, the care-based thinking approach enables the educator to make balanced ethical judgments which consider a combination of individual wellbeing, the situational context and furthermore, the demands of the situation such as legal requirements. They are able to make judgements which reflect the level of care which is equitable and just whilst adhering to legal and ethical conditions of which it is their duty and responsibility to uphold.
Activity 3.3
Can you see how the current NAPLAN testing regime and the Federal Government’s touted plans to link schools’ and teachers’ performances with funding, remuneration and employment-status could engender a similar raft of problems in Australian schools? How will you continue to represent the best interests of your stakeholders in ethical ways in this context?
The significant emphasis placed on school NAPLAN results is extremely concerning. I believe that national assessment should take place as it is an important means of providing statistical data in measuring and refining the education system. However, the public reporting of results does not benefit students, the community or the education system but rather creates an unauthentic, high pressured assessment context. NAPLAN and initiatives such as the Great Results Guarantee impose significant levels of pressure on both students and teachers and essentially undermines strong pedagogical practice. Such a high pressured context results in students being test taught. As an educator I cannot ‘guarantee’ that all of my students will reach educational targets. I recognise that all of my students are unique and with each learning experience they have varying abilities, attitudes and socio- cultural contexts which shape their experiences. As an educator I can ‘guarantee’ that I will facilitate learning experiences with sound pedagogical practices, foster positive relationships with my students and always provide equitable opportunities for my students to engage in learning the mandated outcomes. In providing quality opportunities for students to develop the necessary skills tested in NAPLAN students will both be implicitly and explicitly prepared to complete such testing.
Sexual Misconduct
Could there EVER be a 'right' and 'good' judgement in these cases? No
What are the national/state legal codes and rules that these teachers have breached and what are the consequences? What are the professional codes and rules that these teachers have breached?
• Education (General Provisions) Act 2006 (Qld) sections 364-366, section 426
• Child Protection Act 1999 (Qld) Chapters 1-3, 5, 5A, section 59-62, section 186-188
• Code of Conduct for the Queensland Public Service
• Queensland Education Department’s Code of Conduct Standard of Practice
• Commission for Children and Young People and Child Guardian Act 2000 (Qld) ss. 32-33, Part 6, Schedule 1
• Crime and Misconduct Act 2001 (Qld) Chapter 2
• Criminal Code Act 1899 (Qld) Chapters 22, 30, 32
The Department of Education Queensland defines sexual misconduct as a range of behaviours, a pattern of behaviour or an act aimed at the involvement of a student in sexual acts.
It includes:
• conduct towards any person that would constitute a criminal offence of a sexual nature
• sexual abuse of a student by an employee
• conduct that is sexual harassment as defined in section 119 of the Anti-Discrimination Act 1991 (Qld)
Some of these behaviours may include:
• any sexual relationship with a student;
• Encouraging or failing to discourage romantic or inappropriate advances by a student.
The teachers in this instance failed to discourage and reject any advances of a sexual nature initiated by a student with and thus, abused their professional relationship with the student and breached the appropriate duties, conduct and responsibilities as a teacher through engaging in sexual misconduct.
Do the Australian Professional Standards for Teachers preclude this kind of behaviour by teachers? Which of the 'standards' are involved here?
Yes the Australian Professional Standards for Teachers mandate that in order for teachers to uphold their professionalism they must adhere to the specified standards. In order to ensure students are learning in a safe and ethical environment, the standards in particular four and seven (as identified below) preclude sexual misconduct.
4.4 Maintain student safety: Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Engage professionally with colleagues, parents/carers and the community
7.1 Meet professional ethics and responsibilities: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2 Comply with legislative, administrative and organisational requirements: Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Activity 3.4
Engage with the following key questions, which will help you to appreciate the ethical dimensions of these practices in many of today's institutions that are designed to care for children and assist their development.
What is the article about?
The article explores the interrelationship of the privatisation and corporatisation of the early child care system. The article identifies that due to high consumer demand in the twenty first century, the early child care system has become a business enterprise. The article addresses possible implication of the privatisation and corporatisation on the education system, policies and the socio- cultural expectations of early child care due to marketisation.
What is the problem identified in the text?
The first issue identified in the article is the lack of consistency in regards to the perception of the role and the associated standards of early child care throughout the states which essentially undermines the quality of care provided to children. The corporatisation of the childcare system indicates that there is a heavy dependence of consumer values and is therefore, dependent on the economic market rather than government policy. The marketisation of the early child care sector has significant consequences for children and government policy as it constructs or reshapes the concept of children and the role of child care.
Who does the problem affect?
The issue impacts upon children, communities and the Australian society. The marketisation of early child care has enabled the corporate sector greater influence in terms of advice, policy direction and curriculum development. The concept of child care becomes shaped and manipulated by marketing ploys. The parents become consumers of a product which is shaped by corporate values as opposed to the emphasis being placed on educational and governmental frameworks. In addition, the corporatisation of the early child care sector sets a concerning precedence of which the school sector could potentially follow in the future.
What are some of the implications of the 'commodification of children' described by the author?
Parents are required to select day care based on their level of appeal. This is marketed through constructed and homogenised images of children and family life. Parents are prompted to display their level of care for their child through the prestige of the centre of which they select. The qualifications of staff, the core values which underpin the centres are second to the image that these centres purport.
Should children be objects for profit-making - should schools been seen as markets?
No children and the education systems that we have in Australia should not be a means of profit making. The privatisation and corporatisation of child care and the school system creates significant misperceptions and undermines the focus on the wellbeing of students. The money and aesthetic appeal that a child care centre may have does not necessarily benefit the child in terms of producing a higher level of learning and quality experience. Children are entered into their centres based on affordability and accessability and therefore, the socio-cultural experiences can be limited for some students from a young age.
Activity 3.5
Read through these approaches and think of some of the dilemmas you have come across in your life where you have had to make a decision that that was not clear cut and perhaps produced some anxiety about whether you had made the right decision.
What kind of ‘thinking’ did you employ to try to come to a decision in each case?
• I feel as though I have blended all three types of thinking when making a decision. However, as a result I spent hours thinking about the situation, playing over possible scenario’s, analysing the pros and cons and considering the impact on all people involved in the situation. Over the past two years though naturally I tend to adopt the care based thinking when making my decisions and is most likely a result of exposure within the educational setting.
Now think of some of the decisions that teachers have to make in their workplace and try to identify the kinds of ethical ‘thinking’ they might employ.
Teachers would adopt the type of thinking appropriate for the situation however, ultimately the care based thinking would be the most utilised as the teacher has a responsibility of managing the situation through adhering to legal, ethical and professional standards and fostering positive relationships in order to achieve the best possible outcome. For example, a student may be disrupting the classroom on a continual basis and contact a parent which offers little support in terms of encouraging their child to behave appropriately within the classroom. The teacher must deal with the possible nativity or ignorance of a parent in order to establish a relationship and expectations which will assist the child in redirecting their behaviour. In doing so, the teacher will need to adhere to professional standards and conduct. For example, if the student was becoming aggravated to the extent that they may be at risk to other students then the learning manager would need to meet the demands of the situation such having the student removed from the classroom.
1. Do you believe in catering for the emotional, social, physical and intellectual development of students? Yes
If you do Then you must also believe that students should have learning opportunities appropriate to their social, emotional, physical or intellectual development.
Then you will…
• Respond appropriately to student responses
• Recognise and cater for the emotional and physical development that is occurring in secondary students through respecting students, building positive relationships with students, differentiating for students needs
• Use appropriate curriculum to underpin learning experiences
2. Do you believe in assessment and evaluation? YES
If you do You must also believe that your effectiveness as a teacher should be continually evaluated.
Then you will….
• Engage in consistent reflective practice through written reflection, discussions and professional development sessions
3. Do you believe student is a unique individual living in a unique
environment?
If you do You must also believe that students should be accepted as people in their own right.
Then you will….
• Foster positive classroom climate which endorses acceptance, tolerance, multiculturalism and positive relationships
• Consider the needs of all students and differentiate lessons accordingly
• Role model appropriate behaviour and respect all people and the environment of which I live in
4. Do you believe in involving parents in the school community?
If you do You must also believe that the influences of home and school should be in harmony
Then you will…
• Establish a professional relationship with parents and guardians of children through engaging in appropriate and consistent contact and providing reliable feedback
• Have an approachable and profession disposition
5. Do you believe in students developing a realistic self-concept?
If you do You must also believe that students should develop the confidence to make choices and be adaptable
Then you will…
• Encourage students to think critically and creatively when engaging in learning
• Encourage and support student to take appropriate risks when learning to assist with their confidence levels and resilience
• Present reasonable challenges and inquiry based activities which will create the opportunity for students to adapt their knowledge and skills accordingly
• Ensure a safe and positive learning context for all students through ensuring that rules and expectations mandate a high level of respect for all students and teachers and following through with expectations
6. Do you believe in helping students develop communication skills and the
ability to interact effectively with others?
If you do You must also believe that the development of skills in all forms of communication should be an important aim
Then you will…
• Provide explicit instruction on academic and appropriate forms of communication
• Ensure students understand the legal and ethical implications of digital and or literacy communication
• Provide modelling and scaffolding of appropriate and academic modes of communication
• Provide students the opportunity to explore and demonstrate their ability to communicate appropriately through authentic experiences
7. Do you believe in students being actively involved in their learning? YES!!
If you do You must also believe students should interact with their environment, both natural and man-made.
Then you will
• Engage in authentic leaning experiences which provide the opportunity for students to explore the natural and man-made world trough inquiry and problem based learning activities, excursions, kinaesthetic activities. For example if students are learning about geography erosion – possible field trip
• Allow students to complete research projects that prompt them to interact with the wider community such as community service based projects, global skype, guest speakers etc.
Activity 3.9
Select one of the dimensions described in the Code of Ethics for Teachers in Queensland and write indicators for your classroom practice or observation during your EPL experiences to date.
Responsibility:
• giving priority to the education and welfare of all students in our care
• Selecting appropriate curriculum
• Planning well sequenced lessons that have specific learning outcomes which align with curriculum
• Differentiating for student needs and learning styles/ preferences
• Incorporating an array of teaching strategies
• Establishing clear expectations for the learning environment and learning tasks
• Respecting students through fostering positive relationships and creative a positive classroom environment
• Responding positively to students responses
• Modelling positive communication, acceptance and tolerance
Following through with expectations and appropriate consequences
engaging in ongoing professional development and improving teaching and learning strategies• o Engaging in daily written reflective practice
Focusing on what worked, what didn’t and considering why SWOT or PMI charts, Y diagram see, hear, feel
Engage in professional discussions in order to shape pedagogical practice
Research, utilise resources and engage in professional development sessions where possible in order to improve ability to adopt and implement learning strategies such as explicit teaching and the art and science of teaching.
Observe and record notes on an array of teaching and learning context and then reflect
working collaboratively and cooperatively with colleagues in the best interests of the education and welfare of our students
Having a pleasant and professional demeanour
Accepting constructive criticism and utilising feedback accordingly
Working in a team environment; respect and consider colleagues
Compromise and working with others to achieve a common goal
Communicate professionally in all encounters; written and verbal What are the some major directions outlined for schooling in Australia for the future?
• · National curriculum
• · National testing & Reporting
• · Supporting workplace reform
What are the key new initiatives for Queensland State Education?
• A Flying start: Aligning year seven with the majority of states and territories. Students in year seven will now be a part of the junior secondary sector as opposed to the primary sector.
Can you see how the macro (broad global) context of Australia in a competitive global economy has influenced the direction of schooling in Queensland? Yes, Queensland needs to align itself so students are better equipped to complete the secondary schooling with a higher level of performance. I completed all of my schooling in NSW and when I relocated to Queensland was shocked that they had 17 year olds graduating from school and starting university. One year is a tremendous amount of time when considering preparation for the future. In addition, how could Queensland students ever compete against interstate students on credible basis? They would be cognitively, physically and emotionally behind the majority of students.
• How will you broker these 'macro forces' in the 'micro-context' of your learning site?
• Follow the national curriculum and chosen pedagogical strategy
• However, I personally do not believe, despite the pressure that I will participate in brokering my learning experiences. A very interesting concept and I can definitely see how our students are subjected to capitalist notions. However, I believe it is the role of the learning manager to implement an adequate level of balance in terms of what is best for the student with the needs of the government.