Element 5


Element 5 Aspects - Graduate Teacher 

5.1.1 Demonstrate a variety of strategies to develop rapport with all students.
5.1.2 Establish supportive learning environments where students feel safe to risk full participation.
5.1.3 Demonstrate strategies to create a positive environment supporting student effort and learning.
5.1.4 Provide clear directions for classroom activities and engage students in purposeful learning activities.
5.1.5 Demonstrate knowledge of practical approaches to managing student behavior and their applications in the classroom.
5.1.6 Demonstrate knowledge of principles and practices for managing classroom discipline.
5.1.7 Understand specific requirements for ensuring student safety in schools.

Milestones- I have...

Beyond the simple but effective strategy of getting to know each and every student’s name, I have continued to expand my repertoire of strategies for developing a rapport with students (Aspect 5.1.1). In particular, I have begun using ‘get-to-know-you’ games with students at the beginning of a professional or in-school experience. I have also found it useful to take time to talk to each student individually about their interests during a quiet or ‘free-time’, for example, asking students about their favourite types of books during quiet reading time. I have been provided with, and embraced opportunities to take on extra-curricular roles, for example, coaching the senior girls’ oz-tag team during an oz-tag gala day and accompanying Years 5 and 6 on their school camp as well as their excursion to Jambaroo. Throughout these opportunities I have been able to develop a strong rapport with all students. The success of these strategies is reflected in the positive comments made in both of my Professional Experience reports.

To view Feedback from my Cooperating Teacher about my participation on Year 5&6 Camp, click here

To view my Professional Experience Report 2007, click here.

To view my Professional Experience Report 2008, click here.


During a series of lessons which have integrated the Creative Arts strands, I have structured all learning experiences so that students are able to explore their ideas in small groups, or as an individual working as a whole class so that students feel comfortable to participate (Aspect 5.1.2). For example, rather than have students perform as individuals, students are guided to improvise as part of a ‘crowd’, as in the case of the ‘role-walk’ that students performed during an integrated drama-music lesson. In addition, I as the teacher have modelled all the activities which I have asked students to engage with, such as improvising movements and facial expressions which reflect a certain mood, as I feel that it is not appropriate to ask the students to do anything that I myself am not willing to do.

To view the Drama/Music Lesson Plan, click here.

I have developed a range of strategies to develop a positive learning environment where all students are supported (Aspect 5.1.3). An example of one such strategy was detailed in Element 4, where during a recent professional experience I developed a strategy for jigsaw grouping students for a class quiz, so that students from each different reading group were represented in each quiz ‘team’. This resulted in each student feeling a sense of worth as they were able to make a meaningful contribution to the group by sharing the information that their reading group had studied. In addition, by providing clear directions for each lesson, and ensuring that each student had an individual but collaborative role, students were able to work cooperatively in each of their small groups, allowing lessons to flow smoothly (Aspect 5.1.4). As students were continually and actively engaged, I was able to focus on observing and supporting each group, rather than continually managing student misbehaviour.  

To read the full learning experience description in Element 4, click here.

Throughout my Professional and In-School Experiences I have trialled and developed a range of different behavior management strategies (Aspect 5.1.5), as reflected in the comments of my 2008 Cooperating Teacher. I have found that lessons which are well planned to engage all students in the learning process are those in which the least behavior management problems occur. However, even in the most engaging of lessons, minor behavior problems do occur. To address these problems I have found that  learning and using students’ names, as well as using eye-contact which lets the student know that you can see them doing something they shouldn’t be are the most simple yet effective strategies.


To view my Professional Experience Report 2008, click here.


As part of my university studies I have developed a Behaviour Management Statement which reflects my approach towards a behaviour management strategy to meet the needs of all students (Aspect 5.1.6). The statement is also supported by some research.

Except from Behaviour Management Statement 

Effective behaviour management strategies are necessary and beneficial for all students as they encourage positive interactions and successful learning environments. I believe effective behaviour management approaches emphasise preparation and supportive environments, thus supporting the needs of all students...Behavioural support systems are most effective when curricula are designed to empower students with skills necessary to avoid inappropriate behaviour and when support systems are aimed at early intervention which examines the purpose of students’ behaviour.

To read the full Behaviour Management Statement, click here.

I have developed an understanding of some of the procedures that need to be followed in order to ensure the safety of students at school. This has included completing the mandatory Child Protection Training. I have also had experience developing a Risk Management Plan for a hypothetical excursion to the Botanical Gardens. Beyond this I have ensured that all lessons in which students will be engaging in physical activities take place in a suitably large space and students are reminded of appropriate behaviour to avoid injuring each other.

To view the Risk Management Plan, click here.

Milestones- I will and I need

I will

I need
Continue to develop strategies for creating a supportive learning environment- To develop a rubric for critically assessing my practice in terms of the elements of the Quality Teaching Framework. I will also ask my cooperating teacher to rate a sample of my lessons according to the framework.
Expand and consolidate a repertoire of effective classroom management strategies- To develop a classroom management program, in consultation with my cooperating teacher, to explicitly teach and reinforce positive behaviours in the classroom (Conway, 2008).