Managing Behaviour in the Classroom

Feel slightly reassured knowing that other students are wondering how they will manage classroom requirements (and keep smiling). I think one of the biggest challenges is behaviour management. There will be 28 students in my Prac. class. Hmm…quite a challenge! Thanks again to Mrs McKinty who posted an incredibly useful link to an article about 5 classroom Management mistakes.  I have unfortunately made all five of these mistakes and wish I had been more aware of these checks before I engaged in Pracs. prior to the present.  From personal experience, I can say it is true that not having clear expectations and procedures will unsettle the children and not dealing with little things can lead to an out of control behaviour in individuals. Children need to be reminded that they are responsible for their own behaviour and individuals held accountable to class disruptions (rather than a general class instruction). Unfortunately children pick up very quickly on any lack of confidence in adults and may start to take advantage. I think the hardest thing is to find a balance between being kind and being firm. Earning a child’s respect will require a balance of both.

The article blogged by Mrs McKinty can be found:


Professional Experience and Learner/Personal Profiles

Learner or Personal Profiles are a great way to get to know your students in a short amount of time (like the 3 weeks of Prac. for this subject). At my school we use a range of forms depending on our role in the school.  On Prac. it will be useful to know each child’s interests and prior knowledge and experience across the curriculum. The Mentor/Teacher will already have this valuable knowledge as he/she has been teaching the class for 9 months of the year.  It is also important to find out about any medical conditions or learning difficulties as these children may need differentiated learning experiences and/or extra time to process information.  Other children may have sensory sensitivities that affect learning, such as, not wanting anyone to touch them or sit too close or an aversion to sensory based activities involving touch, taste, smell etc.

Thanks to Mrs McKinty for emphasising these kind of resources (Deep-Data-at-a-Glance chart and the Student Inventory K-2).

Reflections on Theory, Purpose and Professional Experience


Theory Purpose Application to Assignment 3/Professional Experience
CLEM Model Help understand how to learn about a new ICT and how to use it to enhance student learning. If there are any new ICTs you need to use it might help your explorations.

Hence might be useful as a part of the planning process for Part B.

TPACK framework Explains the type of knowledge required by teachers in the classroom (Technological Pedagogical Content Knowledge) for effective integration of technology. To ensure technological content knowledge, pedagogical content knowledge and technological pedagogical knowledge are used together in teaching to maximise learning outcomes.
Backwards design To begin with goals and assessment and then develop lesson plans.



Assessment is designed and lesson plans developed to instruct students in what they need to know as they work towards assessment requirements.
SAMR Model To assist teachers to integrate technology moving from substitution to redefinition.



To gauge how technology is used in the classroom – is it used for enhancement or transformation of learning?
TIP Model Technology Integration Planning Model for teachers to assist them to identify the components of effective technological integration.


So teachers plan using the classroom context, prior knowledge, suitable teaching strategies, and supportive environment for learning and determine desired outcomes.
The 5Es Teaching and Learning model to create active learning through inquiry.



Assists teachers to develop lessons to ensure active learning of students through enquiry. Activities are designed to engage students, provide hands-on activities to explore topic, explain experiences, elaborate on learning and apply knowledge to new situations and evaluate and reflect on their learning.
WALT & WILF A tool to encourage students to be active learners.



Teachers can use these tools to assist students to make effective decisions about how to approach their learning tasks: WALT (We are Learning To…) and WILT (What I’m looking for…)
Connectivism Framework for learning which involves assessing new information and knowledge through networking and the ability to source new information and determine its validity.



To develop 21st century skills, use critical and higher order thinking.
Bloom’s taxonomy Model of processes in higher order thinking: remember, understand, apply, analyse, evaluate and create.



To develop higher order thinking skills.
Postman’s 5 things To show how society is transformed by new and changing technology which results in advantages and disadvantages.



To achieve a balanced view and awareness of societal changes and how this affects teaching and learning for 21st century skills.
Tool belt theory/TEST framework The tool belt theory determines that humans are users of tools and can make informed choices by determining the task outcomes, prior knowledge and skills, the tools provided in the environment to achieve a purpose. Teachers should set up the classroom with a range of tools to suit different individual needs so children can increase their knowledge and skills using the tools at hand.
PKM The purpose of Personal Knowledge Management is to ensure teachers continue to learn and use effective teaching strategies so learners achieve meaningful 21st century skills. Teachers use PKM to present relevant learning opportunities for their students (e.g. increasing technology integration to develop 21st century skills).






Reflections on 4 Modules connect.ed


Having completed the four modules on connect.ed, I feel more equipped to assist students to learn about online risks and making safe and informed decisions while using ICT. I have wanted to learn more about online safety and know how to communicate this message to children in a positive and meaningful way.  In these modules, the Toolkit and Glossary of Terms was helpful to me personally as I was not familiar with some of the terminology related to online communication. It was great to find such an amazing range of games and activities that children can to explore to learn about online safety and using ICT responsibly. The educational specialists in the videos gave practical advice about contemporary trends and online practices, the risks and practical ways that teachers and parents can work together to monitor ICT use inside and outside of the classroom to prevent cyberbullying.

As pointed about by Postman in ‘Postman’s 5 Things’ with every new advancement in technology there are both advantages and disadvantages/risks. While the use of ICT makes knowledge acquisition and networking convenient and accessible, it also increases the risk of exposure to inappropriate sites, online predators and cyberbullying.  When students use ICT responsibly it can be a powerful tool to enhance learning and communicate with others in a constructive and ethical way.

The range of resources available for teaching in the classroom are amazing and are aimed at all levels of schooling. Digital media literacy, positive online behaviour, peer and personal safety and e-Security are covered. Content is aligned with the Australian Curriculum and Standards 2, 4 and 6 of the Australian Professional Standards for Teachers.

For Year 1 and early Primary students the resources (listed below) are my favourite ones and I would like to use these while on Prac. They contain appealing visuals, characters and voices that address important online safety issues:

Hector’s World for children aged 5+ involving sea creatures who are friends and go on adventures which involve learning how to keep personal information safe online, safe sites and online security and all about cyberbullying.

Astro Circus contains lesson plans with five key messages using the word THINK for children to learn how to be safe online, treat others with respect in all communications and the importance of keeping your personal details private.

For young children who enjoy space and sci-fi related topics, involves an interactive game which teaches children to observe, respect and make constructive online contributions.

Year 1 Literacy

The Magic Key website is designed for Year 1.  While developing  basic ICT skills children can learn to punctuate sentences, form sentences, recognise questions, describe, use capitals, and so on. The characters – Kipper, Biff, Chip, Wilf, Wilma and Floppy are based on a UK TV programme but it is not necessary for a child to be familiar with this TV show to interact with these online games, have fun and go on adventures with the characters. To summarise, it covers sentence and text level work for Year 1 in a fun and imaginative way.

The site also provides links to further literacy resources, curriculum plans and lesson materials.


Early Childhood: Audio Books

This storyteller has such amazing expression and enthusiasm. Even I got drawn into the story and wanted to wait and hear what was going to happen next. For any children who love Winnie the Pooh – these audio books are available for digital downloading. Very engaging. An enjoyable reading experience. Probably not suitable for rest time because they are too exciting. 🙂


On Reflection

I know that teaching Yr 1 children about Word and PowerPoint may seem boring to a lot of people but considering students are exploring options and designing a document from scratch, in some ways, aren’t children using more creativity than if they were just using ready-made templates and images?  Word and PowerPoint are still widely used in the workplace today so skills in these are still relevant.  Children can also further develop their ICT skills by adding audio, images, upload hand-drawn illustrations and photos to personalise their stories and presentations.

Educational Video clips for all subjects and year levels

This site contains educational video clips on all subjects history, science, maths, technology and so on. You can customise your search to find the available clips for your year level and include in your unit plan.  It provides a fun way to learn maths with its colourful images, videos and simple instructions. Very appealing for children. It is user friendly and child friendly. A wide range of resources.


Story Book sequencing with PowerPoint and Traditional Tales

This is useful for Early Childhood or for older children with learning difficulties who are challenged by sequencing. It uses colourful, bright and friendly images with a cover you can personalise.  One of my students with special needs is in year 7 but is challenged by sequencing – this student also loves fairy tales and traditional stories – as she has read the stories many times she knows the stories well. This is an activity that she engaged in and enjoyed because it was based on one of her dominant interests.  Educational sites that also support her learning needs in Literacy include Ziptales, Literacy Planet and Sunshine Readers Online.



Constructing and Transforming

Constructing: Differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications.

Transforming: Use a range of communication forms (oral, graphic, written, role play) and digital technologies

ICT: Children used bookmarked site to discover what games children played in the past, which ones are different and which ones are the same or similar

ICT: Skype curator of historical museum for whole class interaction (children take turns to position themselves in front webcam) to discover how families communicated in the last 100 years and what technology they used or didn’t have yet


Transforming: Use a range of communication forms (oral, graphic, written, role play) and digital technologies

Oral Interviews combined with special events, slideshows, Word document, historical drama and script