2016 - Classroom Setup for Learning
Other Classroom Features
The before photos above illustrates the state of a year 2/3/4/5/6 classroom on the first day of term 1 in 2015. The acoustics of the room was also unacceptable and rendered the sound field system ineffective due to excessive echo. The classroom was in a school in the APY Lands with 60% of students in the class having hearing impairments and 1 student with a verified intellectual disability.
The classroom was assessed and failed the acoustic requirements for a hearing impaired students. Professional conversations were had with the APY Lands disability advisor and Speech Pathologist regarding classroom setups to support student learning and engagement with the following recommendations:
See the After photo above to illustrate the transformation of the classroom by the end of Term 1 2015.
Student behaviour was increased and positive feedback was given by leadership and the school counsellor regarding this. Student reduced the amount of times they felt they needed to leave the classroom and students gave positive feedback about their classroom. Advice and discussions were sought with AEWs and parents (7.3) they gave positive feedback about the classroom and stated that it was a pleasant classroom to work in and to visit. Students enjoyed taking ownership of their learning environment and felt safe in the routines setup in the class.
Students began to engage in learning more and understand their learning progress in English (Sight words and Reading Levels).
Future improvements would be to implement visible learning within mathematics. Possible look at ordering more Hokki stools for unsettled students. Begin to introduce more resources into the classroom (one at a time) and explicitly teach students to respect these resources.
The Australian Professional Standards for Teacher (Proficient) are referenced throughout this annotation.
1.1 Physical, social and intellectual development and characteristics of
students - Use teaching strategies based on knowledge of students’ physical, social and
intellectual development and characteristics to improve
1.2 Understand how students learn - Structure teaching programs using research and collegial
advice about how students learn.
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.
2.1 Content and teaching strategies of the teaching area - Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
2.2 Content selection and organisation - Organise content into coherent, well-sequenced learning and teaching programs.
2.5 Literacy and numeracy strategies - Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
3.1 Establish challenging learning goals - Set explicit, challenging and achievable learning goals for all students.
3.3 Use teaching strategies - Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
4.2 Manage classroom activities - Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.
4.3 Manage challenging behaviour
Manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully.
4.4 Maintain student safety
Ensure students’ wellbeing and safety within school by implementing school and/ or system, curriculum and legislative requirements.
5.5 Report on student achievement
Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records.
6.3 Engage with colleagues and improve practice
Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
7.3 Engage with the parents/carers
Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing.