Creating a Caring Environment
Element 5.1.3 – Demonstrate strategies to create a positive environment supporting student effort and learning. (NSWIT 2004)
It’s time for class, in walks Thomas. ‘Hi Miss,’ he blurts out as he passes. The scene was straight from the set of ‘Summer Heights High’. How could such a charming child cause so much grief to the staff at this school? As I entered the classroom I was determined to find out.
Thomas is a student of islander decent. His life has very little routine. Extended family is a very important part of family structure so he does not always spend time at one address. His culture is matriarchal in nature, which I found an advantage being mature aged.
In the first lesson we discussed the expectations of the classroom and the consequences for non-compliance. The rules were not complicated. They were basically to have respect for the teacher and students, to stay in the classroom and to be involved in class. At first Thomas pushed the boundaries to see where the line was later he complied and enjoyed class.
Assigning groups and pairing Thomas with students of greater ability allowed him to succeed in tasks. (McFry 2005) He was proud of his achievements. This success has led to more participation and less challenging behaviours. As the weeks have passed the output from Thomas has increased and there has been less distracting behaviour.
In learning more of his home situation and realising some of his cultural I have understood Thomas better. His pleasant nature makes him easy to converse with and he is very proud of his heritage. Observance of his diet high in junk food and soft drink also contributes to his restless behaviour. His behaviour is often bought about by misunderstanding of the teacher or subject and boredom.
I have been thankful for my University training that has helped me to see past the behaviour and look at the child as a whole. (Laws 2010) In doing so there has been great joy in watching this child achieve some success, in my class at least. Thomas is a child struggling to keep up but too proud to admit it.
This has given understanding into why Thomas is so difficult. Here is a student that would learn if someone just gave him a chance. Maybe for right now that ‘someone’ is me?
References:
Bentley-Williams. R, Laws. Dr C, (2010) Diversity in the Classroom/ Diversity in the Inclusive Classroom, Australian Catholic University Strathfield.
NSWIT (2004) Professional Teaching Standards, NSW Institute of Teachers. Sydney.
McBurney-Fry, G. Improving Your Practicum – A guide to better teaching practice. (2nd Edition). Thomson Social Science Press, Melbourne.
This is a sample of the students work. Food Trends - Formal Setting.
