Skill Review Sheet Management

Graduate Standards AITSL

Professional Practice: 4. Create and maintain supportive and safe learning environments
4.1 and 4.2

Planning for Effective Management

Was your lesson plan
effective for managing
the class?

Sometimes, but not always.

e.g. How did the

students react to your
lesson overall and to
your planned activities?

Some activities were great fun for students and others were
more of a challenge to get through. When one activity lasted
for too long with my year 8 support class, they struggled to
maintain focus and became restless.

Did anything unexpected

happen?

I always included a variety of activities but do not feel

confident that I have mastered the timing of how long to run
any particular activity for with the year 8 support class. Really
need to read how they are responding and balance this with
covering the required content.

Did you provide a variety

of activities?
Were you satisfied with
your timing, particularly
for the end of the
lesson?

I have not mastered the conclusion of lessons yet. They often

just seem to "finish" on me... Needs reflection!

Did you feel you were

able to change things if
needed?

I am a bit more comfortable with changing the pace / order of

the lesson now but this will improve with more experience
and knowing the students better.

Was your organisation of I am a very organised person. I am totally confident with this
materials and resources aspect of classroom management and had no problem with
efficient and effective?
planning / organising required resources including their
distribution and collection in class.
e.g. Did you and the
students have everything For my year 8 support class, I always had a plan for the
you needed?
distribution of materials. For the year 11's, I asked them to
take responsibility for this aspect of the lesson. They are far
Did you plan how and
more mature and responded well to the task.
when you would
distribute and collect
materials?
EDN550ProfessionalExperienceInformationforPreServiceTeachers2016

Were you aware of

classroom procedures
and school disciplinary
policy? How much did
you know about your
students?

Classroom procedures became evident very quickly. I asked

about these early on and got to know them. Some of the
rituals were brilliant and I intend to implement them in my
future classrooms (Start each lesson with a short mental
maths activity to get students focussed and ready for the
lesson. Students know to expect this every lesson and get
themselves ready for this as soon as they enter the class
without being asked. This is used through the entire maths
department across all year levels).
Disciplinary policy was firm but fair. Give one warning and
then the student is removed.

Maintaining a Positive Attitude in the Classroom

How did you demonstrate

to the students that you
valued them, and enjoyed
the teaching/learning
process?
e.g. Tone of voice, facial
expression, sense of
humour, introduction to
students and topic.
Which aspects of your
teaching style do you feel
helped you maintain
class attention?
e.g. Variety of activities,
class or group
discussion, pace of
lesson, interest at class
level.
Did the students know
what was expected of
them?
Were you able to redirect
energies of attention
seeking students? Did
the students have
enough to do?

I genuinely loved teaching and being with them. My

enthusiasm showed. The students are teenagers and young
adults so they are able to pick up on teacher attitudes and
whether they are genuine or not.
I always smiled, took time to introduce myself and shared a
bit about me. I was genuinely interested and took time to
listen when they shared a bit about themselves. The boys
were all so different but all very sweet!

Enthusiasm!
I love maths and I love making it relevant, showing how
creative and amazing it can be. I start each lesson with a
description of what we will be doing, why it is relevant and
why I think it's amazing. The lessons always involve a range
of activities.
I don't think I would be very good at teaching a subject I
wasn't passionate about.
I learned early on to make instructions explicit and to give
them verbally as well as written.
Some young year 8's were very demanding of attention. I
wasn't always able to redirect their energy. I think I need to
know the students a lot better to be able to master this.

EDN550ProfessionalExperienceInformationforPreServiceTeachers2016

Dealing with Minor Misbehaviour

Were you aware of what
was happening in all
parts of the classroom?
Did you know what each
student was doing?

This was not overly difficult. Need to keep mobile and to

keep two-way communication going. I discovered that I could
easily tell if students were on or off task.

Did you take any action

when you observed poor
behaviour? Why? Why
not?

One student was off task talking to a peer and hindering his
opportunity to learn. I asked him to stop and told him why it
was important. The next lesson, it continued so I moved him
forward one row and reminded him why it was important to
let others learn. It never happened again .
On another occasion, some boys were laughing
inappropriately. They shortly stopped this on their own so I
ignored it and continued with the lesson.

Did you use non-verbal

cues? e.g. Contact,
pause, gesture,
movement toward
student/s concerned.

Low - key responses like a raised hand or an eyebrow or just

walking close by a desk was almost always all I needed to do
to refocus a distracted student or to quiet a disturbance.

EDN550ProfessionalExperienceInformationforPreServiceTeachers2016