Every student has the right to safe and included in the classroom
Rationale
When developing this principle the major focus was trying to encompass the importance of student safety. Through consultation with the research regarding student safety and inclusiveness (MacAuley, 1990), I developed an overarching principle that covers both safety and the notion of feeling included. I believe this promotes best classroom practice, as it is a clear definitive principle that every student can work with. It can also play a role in promoting positive behaviour that supports a safe classroom environment. It would then be expected that such behaviour would promote effective learning and positive outcomes for the class in their day-to-day learning (Teach for America, 2011). I believe this principle is crucial to be incorporated into every learning environment as it identifies the importance of feeling safe and included in a school setting.
This principle was developed with the Model of Influence (Lewis, 1991) in mind, depending on the student’s intrinsic good will and knowledge of their own behaviour to act under this principle. As this principle does not specifically outline what behaviour is required, but is more of a guide to what behaviour is expected, it would be anticipated that students are able to work out what behaviour would be classified as acceptable for such principle. As a result this principle allows students to decide on their own behaviour, and gives them the responsibility to determine their own actions.
This principle was developed with the Model of Influence (Lewis, 1991) in mind, depending on the student’s intrinsic good will and knowledge of their own behaviour to act under this principle. As this principle does not specifically outline what behaviour is required, but is more of a guide to what behaviour is expected, it would be anticipated that students are able to work out what behaviour would be classified as acceptable for such principle. As a result this principle allows students to decide on their own behaviour, and gives them the responsibility to determine their own actions.
Implementation - how this principle determines routines/rituals, conduct expectations and consequences in the classroom...
This principle concentrates on determining classroom conduct expectations, more so than routines and rituals, as it is an overarching principle outlining how students are expected to behave in the classroom. I believe it could be implemented into a classroom by first discussing with students what they think is appropriate behaviour to promote a feeling of being safe and included. This not only allows students to assess their own behaviour but also demonstrates first hand the notion of inclusiveness. Once a discussion regarding behaviour has been completed, it would be expected that students of the later years age would be able to act under such principle.
Relatedness to AITSL Standards
I believe this principle encompasses focus areas of Standard 4, create and maintain supportive and safe learning environments, from the Australian Institute for Teaching and School Leadership (AITSL) Professional Standards for Teachers (AITSL, 2014). Specifically it relates to the following focus areas of this standard:
4.1 – Support Student Participation
4.4 – Maintain student safety
I believe this principle is supporting student participation, by stating all students should feel included in the classroom, and thus is promoting a supportive environment for student participation. It also states that students should feel safe in the classroom, which is quite simply in line with the sub-section of maintain student safety.
4.1 – Support Student Participation
4.4 – Maintain student safety
I believe this principle is supporting student participation, by stating all students should feel included in the classroom, and thus is promoting a supportive environment for student participation. It also states that students should feel safe in the classroom, which is quite simply in line with the sub-section of maintain student safety.