I will achieve this through the following pedagogical approach:

Example Teaching
Strategies
Reasons for implementing this
strategy
Physical
environment
I will organise classroom
seating into small groups
rather than in rows.
This reflects Deweys social
constructivist theory which states that
knowledge and skills are acquired
through peer interactions (Snowman,
McCown & Biehler, 2009, p. 341).

I will display students work
around the classroom.
This not only acts as documentation to
demonstrate students learning but it
also gives students agency and
ownership of their learning journey
(Seitz, 2008, p. 92). As a result of my
practical placement, I now see the value
in displaying students work not only to
create aesthetic environments conducive
to learning but also make visible
students knowledge and skills.
I will display a variety of
visual aids around the
classroom, for example,
classroom rules, relevant
posters on current units of
study, and a visual timetable
of the days activities.
Visual aids not only addresses the
learning needs of the visual learners in
the classroom but it also meets the
needs of ESL students and those
diagnosed with a disability such as
Autistic Spectrum Disorder (Department
of Education, 2002).
Classroom
Climate
Attitudes and
Perceptions


I will develop positive
relationships with
students.
I will provide
constructive feedback
and respond positively
to students incorrect
responses.
I will Establish and
communicate classroom
rules and procedures
(Marzano & Pickering, 1997,
pp. 13-21)
According to Marzano and Pickering,
(1997, p.13) positive attitudes and
perceptions maximises learning
opportunities as it creates environments
conducive to learning. This reflects
Skinners behaviourial theory on operant
conditioning (Snowman, McCown &
Biehler, 2009, p. 227).