Criteria: Promote a collaborative, inclusive and supportive learning environment
Reflective question: How does my teaching practice promote an environment where learners feel safe to explore ideas and respond respectfully to others in the group?
- Demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga
- Foster trust, respect and co-operation with and among ākonga
Link to the New Zealand Curriculum:
- The curriculum has meaning for students, connects with their wider lives, and engages the support of their families, whanau and communities (p.9)
- The curriculum offers all students a broad education that makes links within and across learning areas, provides for coherent transitions, and opens up pathways to further learning
- The teacher provides effective management of the learning setting through trust, respect and the building of relationships
RTC 7 & e-learning – guiding question:
How do I promote a collaborative, inclusive, and supportive learning environment that embraces e-learning and engages learners?
Questions I have asked myself:
- Do I understand the effective pedagogy section of the NZ Curriculum?
- What does effective learning setting management look like?
- What are successful motivation strategies?
- How have I incorporated motivation strategies into my planning and execution of lessons?
- How do my teaching styles foster trust, respect and co-operation?
- How do I manage learning setting behaviour?
- How do I learn from others’ practices, both positive and negative?
- How does my teaching practice promote an environment where learners feel safe to explore ideas and respond respectfully to others in the group?
Strategies that have helped me:
- Teaching observations focussing on the effective learning environment
- Use of equipment in the learning setting
- Involvement in professional development – staff and community
- Professional discussions
- Actively seeking feedback on performance in this criteria area
- Understanding questioning techniques
- Information recorded for reflection.
- Effective planning
- Visits to observe other teachers
- Understanding and using co-operative and inquiry learning
- Learning setting environment and structure (seating plans)
- Established routines
- What do I do well?
- How do I obtain feedback to ensure this is occurring?
- Who might I ask for critical feedback?
- Who can advise me in this area?
Evidence that might support this:
- List of professional development undertaken – notes on opportunities taken to learn or practise skills
- Examples of planning based on promoting an effective learning environment and classroom observations/feedback discussions
- Examples where staff, students, parents or the local community have appreciated my interest, interactions with parents, whānau
- Teacher has effective support – regular meetings with mentor
- Group learning, class discussion, student feedback/survey, student work displays noted in observations
- Appropriate classroom resources, good environment in the classroom
- Lesson planning, classroom management, positive role model(s), clear expectations, issues resolved promptly
- High expectations of the learners, students engage in learning, differentiated learning, classroom culture of inquiry, through classroom observations