1. Identify and discuss school context factors that might inform potential management problems.
School contextual factors are shaped and influenced by socio-economic and cultural aspects of the local community. Amber’s school has to negotiate and manage a number of elements; very high number of students from Non- English speaking backgrounds, an economically disadvantaged community, students with low levels of numeracy and literacy skills and high teacher turnover.
Students at Amber’s school test in lower bands for both literacy and numeracy, most likely due to living in Non-English speaking homes. This can present challenges to staff who need to balance curriculum outcomes with the learning needs of students.
Socio economically disadvantaged …show more content…
In her experience, when students are interested and engaged in well-planned learning activities she spends less time addressing behavioural issues; claiming that all hell breaks loose without great preparation. Amber devotes a great deal of her time preparing lessons. Although the activities are structured her focus is on students being meaningfully engaged, incorporating a variety of open-ended questions, thereby encouraging her students to learn and utilise problem-solving and inquiry skills. Her teaching methods provide students with opportunities to respond by encouraging peer tutoring and through small group and class discussions. Amber plans for and explicitly teaches her students the skills required for this to successfully occur within her classroom: discussing, negotiating, listening and respecting others. This fosters an independent learning environment, providing valuable time for Amber to interact and support …show more content…
Planning interesting, meaningful and challenging lessons are the core elements incorporated into Amber’s teaching and classroom management strategies. Positive Behaviour Interventions and Support (PBIS) models promote the delivery of an engaging, individualised learning environment and quality curriculum to support classroom management and reduce disruptive behaviour (Cihak, Kirk & Boon, pg. 268). Successfully addressing these elements will result in positive behavioural and academic outcomes, as students are more willing and able to access the curriculum.
Quality curriculum and teaching greatly assist Amber’s ability to manage her classes because the students are engaged and on task in addition to achieving success in their
School contextual factors are shaped and influenced by socio-economic and cultural aspects of the local community. Amber’s school has to negotiate and manage a number of elements; very high number of students from Non- English speaking backgrounds, an economically disadvantaged community, students with low levels of numeracy and literacy skills and high teacher turnover.
Students at Amber’s school test in lower bands for both literacy and numeracy, most likely due to living in Non-English speaking homes. This can present challenges to staff who need to balance curriculum outcomes with the learning needs of students.
Socio economically disadvantaged …show more content…
In her experience, when students are interested and engaged in well-planned learning activities she spends less time addressing behavioural issues; claiming that all hell breaks loose without great preparation. Amber devotes a great deal of her time preparing lessons. Although the activities are structured her focus is on students being meaningfully engaged, incorporating a variety of open-ended questions, thereby encouraging her students to learn and utilise problem-solving and inquiry skills. Her teaching methods provide students with opportunities to respond by encouraging peer tutoring and through small group and class discussions. Amber plans for and explicitly teaches her students the skills required for this to successfully occur within her classroom: discussing, negotiating, listening and respecting others. This fosters an independent learning environment, providing valuable time for Amber to interact and support …show more content…
Planning interesting, meaningful and challenging lessons are the core elements incorporated into Amber’s teaching and classroom management strategies. Positive Behaviour Interventions and Support (PBIS) models promote the delivery of an engaging, individualised learning environment and quality curriculum to support classroom management and reduce disruptive behaviour (Cihak, Kirk & Boon, pg. 268). Successfully addressing these elements will result in positive behavioural and academic outcomes, as students are more willing and able to access the curriculum.
Quality curriculum and teaching greatly assist Amber’s ability to manage her classes because the students are engaged and on task in addition to achieving success in their