Every student should come to class with appropriate material, ready to learn and with a positive attitude
Rationale
When developing this principle, I wanted to create something that was clear in explanation whilst also outlining some expectations of the classroom. I felt it was necessary to devise a principle that was related to being prepared for class and having a willingness to learn. Whilst I understand that it is our role as teachers to promote learning, as well as encourage and support our students I also believe that a positive attitude and willingness to learn are also required to be successful in our role. As outlined in the research (Geelong Grammar School, 2015), students who possess these characteristics have proved to have better learning outcomes than those who don’t.
I believe the clear and simple nature of this principle will promote best classroom practice as it reduces the amount of time teachers may need to spend discussing classroom preparation and attitudes towards learning. This is because the principle openly describes how students should behave and conduct themselves when it comes to preparing for class and their attitudes towards learning.
This principle was developed in line with the Model of Control (Lewis, 1991), as it clearly states what the students should be doing and gives very little consideration to their thoughts. The reason this model was incorporated in the development of this principle was because I felt that students needed some firm guidance on the notion of preparation and attitudes in class. I believe that a lack of preparation or unproductive attitudes in class can detrimentally affect the learning of other students. As a result I felt it was necessary to evolve such principle in line with the mode of control.
I believe the clear and simple nature of this principle will promote best classroom practice as it reduces the amount of time teachers may need to spend discussing classroom preparation and attitudes towards learning. This is because the principle openly describes how students should behave and conduct themselves when it comes to preparing for class and their attitudes towards learning.
This principle was developed in line with the Model of Control (Lewis, 1991), as it clearly states what the students should be doing and gives very little consideration to their thoughts. The reason this model was incorporated in the development of this principle was because I felt that students needed some firm guidance on the notion of preparation and attitudes in class. I believe that a lack of preparation or unproductive attitudes in class can detrimentally affect the learning of other students. As a result I felt it was necessary to evolve such principle in line with the mode of control.
Implementation - how this principle determines routines/rituals, conduct expectations and consequences in the classroom...
This principle promotes and determines classroom routines and rituals as well as conduct expectations. It develops routines and rituals in that when students follow this principle they should soon become accustomed to bringing the correct materials to every class. Over time, if they continue to bring appropriate materials to class this should become a routine or habit and will have a positive effect on their learning.
The inclusion of students having a willingness to learn and a positive attitude outlines quite clearly the conduct expected in the classroom. Subsequently this should make behaviour management in class easier as there are clear expectations on the type of behaviour and attitudes expected in class (Geelong Grammar School, 2015). This principle should be easy to implement in the classrooms of later years students as they should have appropriate understanding to determine the basis of such principle and why it is necessary in a positive classroom setting.
The inclusion of students having a willingness to learn and a positive attitude outlines quite clearly the conduct expected in the classroom. Subsequently this should make behaviour management in class easier as there are clear expectations on the type of behaviour and attitudes expected in class (Geelong Grammar School, 2015). This principle should be easy to implement in the classrooms of later years students as they should have appropriate understanding to determine the basis of such principle and why it is necessary in a positive classroom setting.
Relatedness to AITSL Standards
In my opinion this principle incorporates the 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:
1.1 – Physical, social and intellectual development and characteristics of students
1.2 – Understand students and how they learn
3.4 – Select and use resources
4.1 – Support student participation
4.2 – Manage classroom activities
4.3 – Manage challenging behaviour
This principle contains aspects of all these focus areas as it outlines strategies to support and encourage the participation of all students, whilst also recognising how students learn and the effects of a positive classroom environment. This principle also assists when managing classroom activities and student behaviour as there is a clear expectation of students’ attitudes and readiness to participate in class.
1.1 – Physical, social and intellectual development and characteristics of students
1.2 – Understand students and how they learn
3.4 – Select and use resources
4.1 – Support student participation
4.2 – Manage classroom activities
4.3 – Manage challenging behaviour
This principle contains aspects of all these focus areas as it outlines strategies to support and encourage the participation of all students, whilst also recognising how students learn and the effects of a positive classroom environment. This principle also assists when managing classroom activities and student behaviour as there is a clear expectation of students’ attitudes and readiness to participate in class.