PTC 2 Promotion of Wellbeing

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?

Key Indicators:

  • 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)