Every student has the right to express his or her opinion without judgement or interruption
Rationale
In developing this rational I grappled with the idea of how to express that students have the right to be listened when speaking and not be interrupted. I also wanted to include that students should not feel judged in their opinions, nor should they hide what their opinions may be for fear of being judged. As a result I have come up with an appropriate, positively worded principle that can be followed by all students easily and without complication. In deciphering this principle, I first worked with the concept that every student should be able to express his or her opinion. Simply, I wanted to develop a principle that allowed students to feel comfortable and confident to answer a question or contribute to class discussion. This lead on to adding in the notion that students should not feel judged on their opinions, as I believe this hinders students from expressing themselves. Many researchers explain the importance of students being able to express themselves and contribute to class discussions on a regular basis and how this can positively affect their learning (Hoffman Kaser, 2010).
When developing this principle, I felt the most appropriate model to integrate was the Model of Management (Lewis, 1991). This is because this principle requires both support and interaction from students and teachers to ensure this principle is followed correctly. It requires students to curb their own behaviour and instincts to control their listening and judgements, whilst also requiring teachers to work with students to assist them in doing this. This principle also promotes the assumption that all students want to belong, which is another key aspect of this model and why it was used in the compilation of this principle.
When developing this principle, I felt the most appropriate model to integrate was the Model of Management (Lewis, 1991). This is because this principle requires both support and interaction from students and teachers to ensure this principle is followed correctly. It requires students to curb their own behaviour and instincts to control their listening and judgements, whilst also requiring teachers to work with students to assist them in doing this. This principle also promotes the assumption that all students want to belong, which is another key aspect of this model and why it was used in the compilation of this principle.
Implementation - how this principle determines routines/rituals, conduct expectations and consequences in the classroom...
This principle directly promotes classroom routines and rituals, as well as conduct expectations. The statement that students have the right to express their opinions without judgement or interruption clearly depicts what kind of conduct is expected of students in the classroom. This leads on to developing classroom routines and rituals amongst students, as they will learn over time that interrupting other students or judging their opinions is not appropriate behaviour. This principle should easily be incorporated in the classroom of later years students, as it is easy to understand and follow without extensive explanation.
Relatedness to AITSL Standards
It is my opinion that this principle incorporates focus areas of Standard 1, Standard 3 and Standard 4 from the AITSL Professional Standards for Teachers (AITSL, 2014). More specifically it includes the following focus areas:
1.6 – Strategies to support full participation of students with disability
3.5 – Use effective classroom communication
4.1 – Support student participation
This principle contains aspects of all these focus areas as it outlines strategies to support full participation of all students and students with disabilities. It also describes effective classroom communication and supports students’ participation, through allowing them to contribute to classroom discussion without fear of being judged or interrupted.
1.6 – Strategies to support full participation of students with disability
3.5 – Use effective classroom communication
4.1 – Support student participation
This principle contains aspects of all these focus areas as it outlines strategies to support full participation of all students and students with disabilities. It also describes effective classroom communication and supports students’ participation, through allowing them to contribute to classroom discussion without fear of being judged or interrupted.