Reflecting on classroom practice assists teachers to develop and use evidence-based classroom management strategies. Using strategies to reflect on teacher practice improves teaching and promotes student learning and positive behaviour.
Information about this resource
This resource supports teacher and school needs by providing:
high quality resources to support teachers to understand and develop skills in positive behaviour by using consistent, inclusive and supportive classroom and playground management approaches
strategies to create positive classroom and playground environments
strategies for including student voice in the classroom
reflecting on teacher practice.
This resource contributes towards the key areas encompassed in the Student Behaviour Strategy of providing schools, teachers, students and parents with the supports and practice resources needed to understand the effective evidence based positive behaviour classroom management systems and practices, including a resource hub.
School leaders and teachers across all school settings.
This resource is able to be used without assistance, as a stand-alone resource and/or linked to professional learning.
All students P-12.
When to use
To build knowledge and skills in effective classroom management and organisation to better support student behaviour to improve wellbeing and engagement in learning.
Can be used at any time when teachers require information on and to build their skills in establishing, monitoring and reviewing their classroom practice to better support student behaviour and learning; having difficult conversations; and reflecting on their pedagogy.
System priorities and/or needs
This resource aligns with:
the Premier’s Priorities to improve outcomes in literacy and numeracy and HSC attainment.
the New South Wales Department of Education’s strategic outcomes of improving academic achievement and wellbeing, students reporting a sense of belonging, expectations for success and advocacy at school.
Need identified by Delivery Support to build teacher capacity in understanding the Care Continuum.
Learning domain – Wellbeing (Caring for students, A planned approach to wellbeing, Individual learning needs, Behaviour)
Teaching domain - Effective classroom practice (Classroom management)
Standard 1.4, 1.5, 1.6
Standard 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
Standard 4.1, 4.2, 4.3, 4.4
Standard 6.2, 6.3, 6.4
Wellbeing Framework - Behaviour, discipline and character education
School Success Model – 3 – Types of support for schools.
Student Behaviour Policy Kindergarten to Year 12
Student Behaviour Procedures Kindergarten to Year 12
Consulted with: Delivery Support team, Aboriginal Partnerships and Outcomes, Inclusion and Wellbeing as part of the development of the behaviour support toolkit.
Reviewed by: Behaviour Services
Last updated: June 2022
Review date: December 2022
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