Criteria: Demonstrate a commitment to promoting the wellbeing of all akonga.
Reflective question: What do I do to establish working relationships with my ākonga, their whānau and my colleagues and others to support learners in my class?
- Take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe
- Acknowledge and respect the languages, heritages and cultures of all ākonga
- Comply with relevant regulatory and statutory requirements
Link to the New Zealand Curriculum:
- The curriculum supports and empowers all students to learn and achieve personal excellence regardless of their individual circumstances
RTC 2 & e-learning – guiding question:
How do I / can I use e-learning effectively to actively promote the wellbeing of all akonga/learners for whom I am responsible?
Questions I have asked myself:
- How can I access/use personal information about students that may enhance the effectiveness of my teaching?
- How can I access agencies, groups, individuals in the community?
- Who is out there and how might they support me?
- What type of environment have I created in the classroom?
- What sort of behaviour should a focussed and engaged student exhibit?
- If student(s) are not engaging, is it because they do not feel safe either physically, socially, culturally or emotionally?
- Can I make a difference by changing an aspect of my interaction with student(s) or delivery of a lesson? How? Who can help me?
- What is acceptable behaviour (for everyone) in the classroom and what routines can be used to achieve this?
- What are the different learning styles my students might have?
- Does my teaching style meet the needs of the different learning styles of students?
- Where can I learn about different learning styles?
- Are my lessons interesting, varied, relative, contextual?
- What are the relevant regulatory and statutory requirements and where do I find out about them?
- How do I show in my practice that I actively promote the wellbeing of all ākonga for whom I am responsible?
Strategies that have helped me (school processes):
- Engage with whānau to discuss student behaviour and achievement – personal communication with caregivers
- Involvement in extracurricular activities
- Dress and behave in a professional manner
Strategies that have helped me (classroom processes):
- Promote positive and appropriate relationships with students, eg greet/farewell students each lesson
- Attempt at least one positive interaction with each student each lesson
- Acknowledge learner effort
Strategies that have helped me (feedback):
- Provide information or encouraging reflective thought
- Seek feedback from the students, colleagues, whānau and the community on a regular basis, e.g. about student learning, student ability to organise gear, homework, what student enjoy, what students find effective, what students find challenging
- Be aware of safety issues associated with the classroom, subject-specific gear. Know safety procedures
Strategies that have helped me (learning styles):
- Recognise and appreciate the different learning styles of individual students
- Learn how to use these styles effectively in my teaching to meet learner need
- Fully understand appraisal and registration requirements including all regulatory and statutory requirements for keeping learners safe
Evidence that might support this:
- List of professional development undertaken (including in-school professional development).
- Notes on opportunities taken to learn or practise skills in teaching in different styles (including reflection and/or feedback)
- Examples of changes made to planning based on different levels within the class
- Examples where staff, students, parents or the local community have appreciated my involvement in extracurricular activities
- Evidence of feedback from students (written, oral, perception data)
- Evidence from in-school appraisal processes
Some of my evidence:
- (see PTC 1)