Profiling Key:

O: Observation
SR: Student Report

Q: Questionnaire
LSQ: Learning Style

SI: Student Interview

WS: Work sample

Quiz
MT: Mentor Teacher

ROC: Researched Observation Checklist

The above profiling table is a key indicator of the medium of research I

undertook in order to establish my profiling data. In the Matrix you will see a
combination of profiling tools used together in order for me to gather data.
An example of this is SR/ WS/ MT. This combination of research indicates
that I have established the data based on the combination of research
methods. The example above means that I have used the students report,
work samples and discussed and confirmed my conclusions with the mentor
teacher in order to establish a particular set of profiling data.

Journal Task One Profiling Matrix:

Profiling Areas
Student
Details
(Student
Demographics)

Student One: Kortney

Student Two: Chelsea

Student Three: Clay

Student Four: Nathan

Age: 14 25/9/98 -Female

Age: 15 DOB: 4/7/98

Female

Age: 15 DOB: 29/6/98 Male

Age: 14 DOB: 26/10/98 Male

Cultural Heritage:
Australian Anglo English/
Scottish

Cultural Heritage:
Australian Anglo- Irish

Cultural Heritage:
Australian Anglo Irish/
Scottish

Cultural Heritage:
Australian Anglo Irish/
South Sea Islander

Family Dynamics: Single

Mother, 1 younger sibling

Family Dynamics:
Divorced parents, younger
sibling

Family Dynamics: Married

Parents, no siblings

SR/ WS/ MT:

SR/ WS/ MT:

SR/ WS/ MT:

SR/ WS/ MT:

-Creative Writing persuasive

&
figurative language

-Comprehension

-Grammar & Punctuation

-Grammar & Punctuation

-Grammar & Punctuation

-Comprehension

-Confidence when asking

questions
or presenting
-Grammar & Punctuation
-Perseveres with difficult
work

-Essay structure
-Written communication of
textual
analysis

-Comprehension
- vocabulary
-can connect topics with
global
context
-highly motivated to learn

Curriculum learning
outcomes

Curriculum learning
outcomes

Curriculum learning
outcomes

Curriculum learning
outcomes

Semester learning
outcomes

-Knowledge of textual
features
-Skills of analysis

-Knowledge of textual
features
-Skills of analysis

-Knowledge of textual
features
-Skills of analysis

-Knowledge of textual
features
-Skills of analysis

English Curriculum
grade 10

-Creative Writing: persuasive

-Creative Writing persuasive

-Creative Writing persuasive

-Creative Writing persuasive

language
-Verbal presentation of
creative textual analysis

language
-Verbal presentation of
creative
textual analysis

language
-Verbal presentation of
creative
textual analysis

language
-Verbal presentation of
creative
textual analysis

SR/ WS/ MT:

Need Improvement:
-Improve vocabulary
-develop writing structure to

SR/ WS/ MT:

SR/ WS/ MT:

Need Improvement:
-needs to practice and
develop
comprehension

Need Improvement:
-essay writing structure
-needs scaffolding for
analysis has not yet

What does my
Learner Know?

Strengths
(Currently
performing A-C for
English Curriculum
grade 10)

What does my learner

need to know?

Needs

SR/ WS/ MT:

Need improvement:
-to develop writing skills
-encouragement to build
confidence
-needs scaffolding to ensure

reflect the depth of

Family Dynamics: Married

Parents, 2 younger siblings

sufficient amount of
examples and structure

analysis
-needs to learn how to
select appropriate quotes to
support work

-needs encouragement to
build confidence, to ask for
assistance when needed,
presentations &
participation in class

established that analysis is

a process therefore this is
reflected in essays

What does my learner

want to know?

Wants
(Areas that students
want to improve)

How does my
learner best learn?

Learning
Style/Preferen
ces

SI: reading skills

SI: analytical skills

SI: level of grammar

SI: poetic techniques

SI: spelling
SI: essay writing analysis

SI: essay writing structure

SI: vocabulary
SI: confidence in
presentations and class
discussions

SI: analytical skills

SI: ability to remember and
build upon knowledge

LSQ: 3 Strongest
Intelligences:

LSQ: 3 Strongest
Intelligences:

LSQ: 3 Strongest
Intelligences:

LSQ: 3 Strongest
Intelligences:

-Interpersonal
-Linguistic
-Visual / Spatial
LSQ: Visual Learner

-Interpersonal

-Intrapersonal
-Linguistic
-Musical
LSQ: Visual Learner

-Logical
-Intrapersonal
-Visual/ spatial
LSQ: Visual Learner

Q: Likes

Q: Likes

Q: Likes

Q: Likes

-working in groups
-ICT & interactive activities
-creative tasks
-generally enjoys school

-working in groups
-ICT and interactive
activities
-creative tasks
-participate in class
discussions
-enjoys school most of the
time
Q: Dislikes
-homework
-reading if texts are out of
date
- essay writing

-working independently or in
pairs
-ICT & interactive activities
-support of summary notes
-to type notes
-structured learning
activities

-working independently
-ICT & interactive activities
-some group work
-discovery/ problem based
activities

Q: Dislikes
-participating in class
discussions
-oral presentations
-poetry

Q: Dislikes
-learning non relevant
topics

SI: Short Term:

SI: Short Term:

SI: Short Term:

SI: Short Term:

-Win award in school arts

-Do well in school especially

improve in English and
Maths

-Do well in school improve in

Do well in school: score HA

in maths & science
SI: Long Term
Attend university to study
Engineering

Likes & Dislikes

Q: Dislikes
-answering questions aloud
-reading
-oral presentation
(Short term: 3
months)

Personal
festival
&
Academic SI: Long Term:
Finish School
Goals
Other Relevant
Information
(Long term: 3
years)

Wants to Travel

-Musical
-Kinaesthetic
LSQ: Kinesthetic Learner

SI: Long Term:

Become a Fitness Instructor
or Personal Trainer

English and Maths and

Science
SI: Long Term
Attend university to study
Information Technology

Personal
&
academic
Interests

Behaviou
r
(school
citizenship)

SI: Art is favourite subject

because it is creative and
fun

SI: Recreational Sport is

favourite subject because
its fun and interesting

SI:
-Photography
-Contemporary Music
-Fitness
-Food

SI:
-Sports
-Basketball
-Contemporary Music

MT/ OB:

MT/ OB:

MT/ OB:

-arrives to class on time

-brings required equipment
-does not volunteer answers
-mostly completes
homework
-remains focused most of
the
time

-arrives late most lessons

-easily distracted
-doesnt always bring
equipment
-volunteers answers aloud
-inconsistent with homework

-arrives to class on time

-brings equipment
-reluctant to answers
questions
-distracted by surrounding
student
-loses focus/withdraws from
lesson
-hasnt completed some
homework

Student: Kortney

Other Relevant Information: Developmental Domains

SI: Information Technology

is favourite subject because
learner feels confident and
enjoys subject
SI:
-Watching movies & Anime
-Reading graphic novels
-Soccer

SI: Maths is favourite

subject because it is a
logical subject
SI:
-Swimming
-Food
-Contemporary Music
-reading fantasy, Sci-fi,
medieval
MT/ OB:
-arrives to class on time
-brings required equipment
-enjoy class discussion
-volunteers answers aloud
-remains focused and
engaged
-consistent with homework

Student: Clay

Cognitiv
e

Languag
e

ROB / MT/ WS: (ODonnell et al., 2012, p. 98-117)

-displaying a cognitive stage of Formal Operations.
-able to hypothesise & draw her own independent
conclusions
-struggles to engage in the level of in-depth thinking and
inductive
reasoning that is required for grade ten this is exemplified
through her
analytical essays and level of discussion in class.
-still developing the systematic process of thinking and is
in the zone of
proximal development as she requires scaffolding &
guidance.
-needs to improve her metacognition she knows what she
thinks now
she needs to expand on why she thinks in this certain
way using the
appropriate scaffolds

ROB/ MT/ WS: (ODonnell et al., 2012, p. 98-117)

-displaying a cognitive stage of Formal Operations.
-able to hypothesise & draw independent conclusions
-currently engaging with the concepts & literature at a
sound level.
-able to use appropriate justification for his understandings
which is
reflected through his analytical assessments.
-in the zone of proximal development as he is yet to execute
a task
with minimal guidance and scaffolding.
-reluctant to participate in guided development therefore,
limiting his
progression of cognitive thinking.
-engages with his metacognition, he may say little aloud
however, it is
evident that he has reflected on his conclusions through
his written

ROB/MT/WS: (ODonnell et al., 2012, p. 120-128)

ROB/MT/WS (ODonnell et al., 2012, p. 120-128)

- does not have language barriers or impairment

-does not have language barrier or impairment

- has difficulty in expressing herself both verbally and

through written
language thus needs to improve semantics.
-needs explicit language, modelling through paraphrasing
using more
elaborate language and appropriate pausing to assist
with developing
semantics.

-has difficulty verbally communicating due to confidence

rather than
capability and knowledge of semantics.
- written language could be improved through discussing
thoughts and
feelings as it will enhance level of clarity thus improve
syntax
language and writing coherency

Socio/
emotion
al

Physical

ROB/ LSQ/ Q: (ODonnell et al., 2012, p.142-155)

ROB/ LSQ/ Q: (ODonnell et al., 2012, p. 142-155)

-currently at the developmental stage of identity vs. role

confusion
-high level of social attunement and is influenced upon the
reaction of others which is typical behaviour for her age
group.
- currently at the crucial stage of developing an
independent identity
-appears to have a sufficient level of social competence
and model of self as she can recognise differences with
herself and others & can manage the experience without
jeopardising others feelings
- has a large group of friends and appears to be a
supportive class mate

-currently at the developmental stage of identity vs. role

confusion
- Small group of friends and mostly only engages in
conversation with these close friends and generally not the
wider class.
- developing independent identity: c lay may not be very
social however, it is evident through responses, he has a
strong sense of self
-Needs positive reinforcement & encouragement to build a
sense of confidence & trust in his peers to participate and
share in the learning experience. His reluctance could
indicate self- esteem issues therefore, needs positive
reinforcement, encouragement and guidance

ROB/ MT (ODonnell et al., 2012, p. 93-98)

ROB/ MT (ODonnell et al., 2012, p. 93-98)

-has no physical impairments

-recently experienced growth spurt in height
-sufficient in fine and gross motor skills reflected through
PDHPE, Art and handwriting skills
Q: adequate nutrition and in general the required 8 hours
sleep at night

-has no physical impairments

- is smaller in height and build in comparison to males in
class this could have an impact on confidence and selfesteem (ODonnell et al., 2012)
-sufficient in gross and motor skills Q: can be uncoordinated
at times
Q: has adequate nutrition however does not have the
recommended 8 hrs. sleep a night as stays up playing video
games impacts on health/attention

Attitudes & Perceptions Classroom Climate: Feel accepted by Teachers and Peers
Student: Kortney
Q: Kortney does not enjoy
English as a subject
holistically as she finds it
difficult and unexciting.
Therefore, Kortney does
not actively participate in
class discussions and is
often unenthusiastic to
participate learning tasks
such as reading,
comprehension and
writing (passive learner)

SR/ WS: It is evident that

Kortney excels in the
subjects she enjoys. This
demonstrates that
Kortney has the capability
of progressing in the
subject area of English.
Therefore, it is important
that Kortney takes
responsibility for her
attitudes and perceptions
of the subject English.
O: Kortney is currently
transitioning in her
cognitive development

DoL. Strategy

Justification

Strategy1: Help
students
understand that
attitudes and
perceptions
related to
classroom
climate
influence
learning

It is both the student and teachers responsibility to ensure that positive attitudes and
perceptions are continuously maintained in the classroom in order to enrich the
learning experience (Marzano& Pickering 1997).
Kortney needs to develop on focusing on the positive aspects of the subject and
learning tasks. Subsequently, Kortney will develop a positive mentality where she will
enjoy the learning tasks and in turn become an active learner in the classroom.
This process can be guided through implementing a learning activity that involves
presenting the class with hypothetical situations in which both positive & negative
attitudes are enhancing or damaging the learning experience. The class can
collaboratively discuss how we chose and can transform our attitudes. The main focus
would be on the positive attitudes and the successes that derive as a result of these
positive attitudes. It would include celebrities, artists & sport stars that Kortney would
be familiar with due to her interests in order to create an engaging and inspiring
session.
Following this session, each lesson students would be required to think, pair, share
and record their attitudes about the topic &skills in English. Having Kortney reflect &
record her experiences will assist her to become conscious of her attitudes and
perceptions and then enable her to take the responsibility of transitioning them for the
lesson at hand.

Strategy 7: Vary
positive
reinforcement
offered when
students give
the correct
response

It is important that Kortney continues answering questions aloud as this will assist with
the development of her cognition and aid the process of higher order thinking
(Marzano& Pickering, 1997).
Strategies such as praising & then rephrase, apply, summarise Kortneys responses
that need refining would be effective as it conveys to Kortney that her contributions
are valuable to both the teacher and the class, whilst modelling how to effectively
communicate her thoughts. In addition, allocating appropriate wait times will assist
her in clarifying what she would like to contribute before speaking in front of the class.
Once Kortney has developed her confidence strategies such as challenging for
elaboration and requiring her to analyse her own answers will enable her to engage
with her higher order thinking skills. Kortney will eventually develop both confidence
and the ability to clarify and communicate in-depth answers.

therefore, her
understandings of some
concepts in English need
to be developed upon and
considered using higher
order thinking skills.
Kortney often responds to
questions with unclear
answers that need
refining and clarification.
Consequently, Kortney
has become embarrassed
by the activity of
answering questions
allowed.

Strategy 8:
Structure
opportunities
for students to
work with peers

Structuring opportunities for Kortney to engage with her peers to discuss and complete
English structured and guided activities will enhance both her understanding and
experience of English (Marzano& Pickering 1997).Kortney will benefit from group
activities as she can actively build upon her responses within a smaller group building
her confidence and sense of comfort in answering questions. Group work will assist
Kortney progress in her social interaction skills and become aware of her surrounding
peers level of thinking which can guide her cognition. The allocation of clear goals and
allocated roles will provide Kortney with a sense of purpose as she will fulfil varying
positions within a group whilst actively contributing to task.

Attitudes & Perceptions Classroom Climate: Feel accepted by Teachers and Peers
Student: Clay
Q: Clay enjoys English and
it is his second favourite
subject. He enjoys
reading and is continually
developing his
comprehension skills. He
enjoys the subject of
English however, not the
class experiences as his
friends are not in his
class and he doesnt like
working with other
students.

DoL. Strategy
Strategy 5:
Recognise and
Provide for
students
individual
differences

Justification
Catering for students needs and interest creates a more personalised learning
experience that enables a student to feel valued and accepted within a classroom.
Essentially this feeling of acceptance empowers students and enhances their learning
experience (Marzano& Pickering, 1997). Planning pair or small group work would allow
Clay the opportunity to contribute actively without needing to speak in front of the
class until he builds his confidence to do so. Peer work in smaller groups will be less
overwhelming and enable clay the opportunity to develop his socialisation skills and
trust in his peers. Another strategy would be enabling clay to engage in the lesson
through his preferred learning activities. The LM could incorporate ICT collaboration
such as online collaborative mind mapping tools where Clay will instantly feel more
comfortable as his favourite subject is IT. He could type his answer which would appear
on the board. Once he witnesses others positive reactions to his anonymous answer he
will develop his feeling of acceptance. Subsequently, Clay in time will develop both
confidence in speaking aloud and working with others.

O/Q: Clay strongly dislikes

answering questions in
class and even when
asked a question puts his
head down and answers
with a brief response.

Strategy 6:
Respond
positively to
students
incorrect
responses or
lack of
response

This indicates that Clay

needs guidance to build
both his confidence within
himself and trust in his
surrounding peers and
teacher in order to
participate actively in
class and share his
valuable understandings.

Strategy 9:
Provide
opportunities
for students to
get to know and
accept each
other

Students participate in class when they feel as though they can offer answers and
contribute without feeling as though they will be persecuted from both the teacher and
their surrounding peers if they do not answer correctly (Marzano& Pickering, 1997). In
order to develop confidence and the feeling of acceptance by the LM and peers, the
teacher can focus on the positive aspect of the answer. In addition, the LM can request
other students to contribute and develop the answer creating a team environment
which encompasses the feeling of acceptance and will build Clays repour with his
peers. Respecting Clays wish to avoid answering questions is important as forcing the
situation upon him will only cause him to feel distressed. Rather it is important that LM
creates other activities such as pair work for Clay to feel comfortable, whilst
developing his confidence and relationship with surrounding students.
Providing opportunities for students to build a repour through allowing them to get to
know and accept each other is significantly beneficial to the learning experience as it
enables students to feel comfortable and a valuable member of the class.
Subsequently, this creates a positive learning experience for the learner thus
increasing the opportunity for optimal learning to occur (Marzano& Pickering,
1997).The strategy of having the class introduce themselves using a poster of visual
images to convey details about themselves such as goals and interests would allow the
students the opportunity to establish a class bond. In addition, It allows the students to
reflect on and articulate who they are in a crucial stage of developing an independent
Identity. Furthermore, students will become aware of differences thus with the
guidance of a teacher learn how to accept these differences and improve their
socialisation skills. An activity such as this would benefit Clay as he wouldnt
necessarily have to verbally introduce himself and he could improve his self- esteem as
he would establish he is unique however, at the same time be able to visualise that he
would have a lot of similarities as his class mates such as the love of soccer and Xbox
games which would enable him to feel as though he belongs and provides him with
conversation starters.

Attitudes & Perceptions: Classroom Tasks

Student: Kortney

Q: Kortney believes that

English skills are
important and will assist
her with communication
and knowledge now and
in the future but
struggles to value the
subject as she dislikes
most English activities.

Q: Kortney dislikes
English activities as she
finds English difficult and
therefore has little
confidence in her ability
to do well in the subject.

Q: Kortney finds English

difficult as she struggles
to connect with and
justify the relevance of
studying set texts and
completing set tasks

DoL. Strategy
Perceive tasks
as valuable and
interesting
Strategy 3:
Help students
understand how
specific
knowledge is
valuable

Perceive tasks
as valuable and
interesting
Strategy 4: Use
a variety of
ways to engage
students in
classroom tasks

Justification
If students are unaware of the purpose of studying certain topics and tasks they can
become unengaged and prohibited from grasping the true meaning of the given task.
Therefore, students learning experiences are enhanced when the student is aware of
the reasoning that underlines the concepts and activities they are exploring in class
(Marzano& Pickering 1997).
In order to develop an understanding and a sense of value and interest in learning
tasks it is effective to provide an explanation of the given task and concepts. This
explanation should include the outline of how the concept and tasks are connected to
the future learning of the student. In addition explaining and creating parallels to
authentic contexts provides evident justification of the purpose of the learning
experience. Implementing such a strategy will increase Kortneys level of motivation as
she will be able to logically justify why she is required to actively learn the given
concepts and complete required tasks. Kortney will also be able to evaluate the
benefits of participating in a learning task and perceive how it will impact upon her
individual experiences.
Constructing tasks that cater for the needs and interests of learners increases their
level of engagement thus essentially optimising the opportunity for effective learning
to occur (Marzano& Pickering, 1997).
Strategies that could be implemented to create engaging and interesting learning
experiences are creating both authentic and challenging experiences such as discovery
learning and problem based learning activities. Posing an intellectual challenge can
stimulate Kortneys active engagement. Collaborative task will enable Kortney to
develop her thinking and communication skills as she can use her surrounding peers to
guide her. Alternatively, Kortneys contributions will be valued by other team members
will assist in her positive engagement and create an opportunity to develop confidence
in her ability. An authentic discovery or problem based learning activity will enable
Kortney to connect with the subject as active engagement may resinate with a deeper
level of meaning and understanding of the concepts being explored. Giving the
students a choice within the task and incorporating their interests will create a sense of
enthusiasm and freedom amongst the students. Providing Kortney the choice of ITC
and producing a creative presentation will engage Kortney as she enjoys art therefore,
will be able to incorporate her strengths into the subject of English. This will further
develop her appreciation for the learning experience and subsequently the subject of

English.

Understand and
be clear about
tasks
Strategy8:
Help students
realise they
have the ability
to complete a
particular task

Providing positive reinforcement that students have the ability to complete tasks is
beneficial for the learners as they will be encouraged to overcome anxiousness and
feelings of doubt therefore, it is essential that the learning manager assists in
transitioning negative mind frames into positive learning experiences (Marzano&
Pickering, 1997). Kortney would benefit from the strategy of breaking down assessment
tasks into smaller components. This would enable Kortney not to become overwhelmed
by the entirety of the task as she lacks confidence. The smaller components will enable
Kortney to address each component of the assessment and afterwards she will have a
clearer understanding of the holistic concept of the assessment whilst developing her
inductive reasoning skills.

Attitudes & Perceptions: Classroom Tasks

Student: Clay

DoL. Strategy

SR/ WS/ O: Although

Clays work reflects a
sound level of
understanding of
concepts and skills
required in Year 10
English, Clay does not
actively participate and
engage in lessons. He at
times appears as though
his mind is distracted and
occupied with thoughts
other than English. This
indicates that Clay needs
to be aware that his
learning is influenced by

Strategy 1:
Help students
understand that
learning is
influenced by
attitudes and
perceptions
related to
classroom tasks

Justification
Learning is significantly influenced by the level of which students perceive tasks as
valuable and interesting therefore; it is the dual responsibility of the teacher and
students to maintain a positive attitude towards classroom tasks. Students need to
approach tasks with a sense of positivity and value whilst teaches need to ensure that
the purpose and value of the task is conveyed effectively (Marzano& Pickering 1997).
This process can be guided through implementing a learning activity that involves
presenting the class with hypothetical situations in which both positive & negative
attitudes either enhance or hinder the quality of work produced for a classroom task.
The class can collaboratively discuss how they think the positive attitudes improved
the quality of work and alternatively discuss how the negative attitudes hindered the
learning experience. The main focus would be on the positive attitudes and the quality
of work that is produced as a result of a positive attitude. It would include celebrities, &
sport stars such as soccer players that Clay would be familiar with due to his interests
in order to engage him. I as the LM would provide a solid explanation of the learning
outcomes, purpose and overall steps to complete the task to ensure that its value is
transparent to Clay. Giving Clay the opportunity to discuss or independently reflect on

his attitude and

perceptions. Therefore,
with guidance clay needs
to develop the skills to
see purpose and value of
given tasks and the
ability to remain
motivated, engaged and
actively participate in the
class.

his attitudes and perceptions at the commencement of the class will enable him to
assume the responsibility and strive to develop positive attitudes and perceptions of
the given task in order to improve his motivation and encourage him to remain focused
and implement a quality effort.

Perceive tasks
as valuable and
meaningful
Strategy 4: Use
a variety of
ways to engage
students in
classroom tasks

Believe they
have the ability
and resources
to complete
Tasks
Strategy 7:
Teach students
to use positive
self- talk

Using a variety of activities that are interesting and engaging increases the opportunity
for students to remain intrigued by, value and actively participate in the classroom
activity (Marzano& Pickering 1997).
In order to engage Clay I could implement an authentic learning activity that poses
an intellectual challenge. Creating a relevant context will enhance Clays perceived
value in the task which will result in a more enthusiastic approach to the given task.
The intellectual challenge will stimulate Clays higher order thinking skills and deepen
the sense of purpose for the given task. Giving Clay a choice of how to conduct the
task will give him a sense of empowerment and responsibility rather than feel forced to
complete a task he necessarily doesnt want to complete. This opportunity enables him
to shape some aspect of the task whilst exploring his individuality. He can complete the
task in a way he feels comfortable such as using ICT. As the LM I can guide the process
by ensuring Clay has a clear understanding of the purpose and learning outcomes and
he as the student will have the responsibility and freedom to meet these outcomes at a
quality level but in a manner which resinates with Clay essentially enriching his
experience of the task.
Students can become empowered to overcome their learning fears, lack of confidence
and transition their negative attitudes with positive self talk. Positive self -talk
encourages students to participate in tasks whilst enabling them to become conscious
of their attitudes and subsequently transition their attitudes into a more positive state
of mind; when learning occurs best (Marzano& Pickering 1997). I would ask Clay to
keep a journal and record the negative thoughts and things he says to himself over the
week. I would then ask Clay to transition the negative self-talk into positive self-talk
e.g. I cant do this into I can do this or I dont want to into I will try my best.

Attitudes & Perceptions Classroom Climate: Sense of Comfort and Order

Establishing expectations

Reinforce the rule for Riley at each phase of the lesson. Prior to class
questions and engaging in discussions explicitly repeat and explain
purpose of class rule to the entire class without drawing specific
attention to Riley.
Rule: One person talking at a time
Purpose: so we respect and listen to all class contributions
Rule: Students remain in your chair unless otherwise instructed
Purpose: To avoid disrupting other students learning and to avoid
invading the personal space of others

Giving Instructions

Language of Expectation

Scenario one: Riley, a year nine history student at times refuses to complete se tasks and subsequently disrupts
classmates around him. Riley has experienced a growth spurt and is a taller and larger in comparison to his peers. When
Riley refuses to participate and complete class tasks he often gets out of his chair, he can become aggressive in his
mannerisms as he uses his physical presence to intimidate surrounding students.
Essenti Example Response to Scenario
Link to A&P: Sense of Comfort & Order
al Skill

If Riley does not remain seated ask questions which require Riley to
refer to the rules:
Riley, what is the rule in regards to remaining in your chair?
Ensure you have all students attention
Attention class, stop what you are doing, all eyes on the projector
screen, thank you.

Stand at the front and make brief eye contact with Riley and pause if
he is not following instructions
Present class with clear & concise instructions & expectations for
given task
Advise students of purpose and the learning outcomes that are
addressed through completing the task

The Essential Skills for Classroom Management

are likely to help students experience a s sense
of comfort and order as they foster the teachers
ability to manage and implement responsible
behaviour management within the classroom. A
classroom that has clear expectations and
procedures, appropriate acknowledgement and
appropriate correction methods, creates a safe
and consistent positive learning environment for
students (Education Queensland, 2007). Having
a positive learning environment enhances the
opportunity for effective learning to take place
(Marzano& Pickering 1997).

Using the DOL strategy13: collaboratively

forming and discussing the rules and
expectations of classroom behaviour enables all
students to actively contribute to the formation
of their learning environment therefore
acknowledging and conveying what makes them
feel comfortable or uncomfortable. It also
enables the class to collectively take
responsibility in their choice of attitude,
perception and behaviour. Thus if Riley breaks
the rules and does not follow procedures he is

Descriptive Body Language

encouraging
Giving a encouragemen
Selective
choice
attending
t
Following

Language of Encouragement
Language of Correction

Walk around room and interact non verbally with students through
body language
If Riley is not remaining on task, walk slowly next to desk keeping an
appropriate distance and use presence to prompt him to regain
focus
Walking slowly and using the appropriate distance is modelling to
Riley appropriate
social
interaction
behaviour
When
Riley is on task
and
behavingand
well,
acknowledge his good

behaviour through specific - descriptive praise:

Well done Riley, your answer is well structured
Riley, it is great to see you have remained in your chair this lesson ,
well done
Riley you are behaving in an excellent manner today- keep it up

If Riley is being disruptive or making silly remarks in attempt to

distract the class:
Do not respond in an obvious manner
Make brief eye contact using the Vaseline eye strategy, make a
very brief pause to signify to the class that you have acknowledged
the bad behaviour however, refuse to become disrupted and put off
If Riley continues to be disruptive or will not participate in class
activities clarify the rules and logical consequences of the bad
behaviour through calmly and privately acknowledging Rileys
responsibility and choice of behaviour :

If Riley persists with disruptive despite advising him of his choices twice
calmly ask him to go to the Responsible Thinking Centre.
If Riley does not remain in his seat and appears to be standing over the
desk of a student despite a warning calmly however, promptly ask him

The Essential Skills Management creates a

framework for the LM to effectively implement
the DOL strategy: enforcing rules and
procedures quickly, fairly and consistently thus
effectively creates a feeling of comfort & order
within the classroom. Clear communication and
establishment of classroom rules is an effective
way of articulating a sense of order to students
within the classroom (Marzano& Pickering,
1997).
Furthermore, the rules explicitly prevent the
acceptance and tolerance of any threatening
and harmful behaviour to ensure the students
experience a sense of comfort and order
(Marzano& Pickering, 1997).
Rileys aggressive displays of behaviour such as
standing over the desks of class mates could
make other students feel threatened and
intimidated. Therefore, this negative atmosphere
can prevent optimal learning as students could
become distressed and worried for their safety.
The Essential Skills Management enables the LM
to manage this behaviour and reduce the
potential risks of Riley having an aggressive
outburst. It enables the teacher to effectively
model how to deal with disruptive behaviour

Attitudes & Perceptions Classroom Climate: Sense of Comfort and Order

Scenario one: James, a year ten English student constantly calls out inappropriate remarks in an attempt to get the
attention of the class. James behaviour becomes significantly disruptive as he calls out during crucial instruction and
explanation phases of the class.

Essential
Skill

Example Response to Scenario

Link to A & P: Sense of Comfort & Order

Language of Expectation

Establishing
expectation
s

Reinforce the rule for James at each phase of the lesson. Prior to
class questions and engaging in discussions explicitly repeat and
explain purpose of class rule to the entire class.
Rule: One person talking at a time
Purpose: so we respect the learning of our classmates and listen
to all class contributions
If James call comments ask questions which require James to
refer to the rules:
James, what is the rule in regards to calling out whilst I am
speaking?
James, why do we have this rule?

Cuing with
parallel
acknowledg
e
-ment

Scan the classroom regularly and acknowledge through verbal

praise such as:

Katie is doing an outstanding job at following my instructions;

sitting quietly and reading independently

non -verbal praise students or groups that are focused and

engaged on the given task such as smiling

Select a student who is close to James signifying you are only

choosing to pay attention to good behaviour thus James will
understand that his calling out is not disrupting the LMs
focus.
This will model to other students how to respond to James
disruptive remarks.

The Essential Skills for Classroom Management

are likely to help students experience a s sense
of comfort as the guidelines enable the teacher
to manage and implement responsible behaviour
management within the classroom (Education
Queensland, 2007).
Optimal learning takes place in a positive
environment (Marzano & Pickering, 1997). A
classroom that has clear expectations and
procedures, appropriate acknowledgement and
appropriate correction methods, creates a
consistent positive learning environment for
students (Education Queensland, 2007).
Using the DOL strategy of communicating rules
and procedures by discussing their rationale
enhances students understanding of Why these
particular rules are enforced. Requesting James
to refer to the no calling out rule and asking
him to explain the logic of the rule allows him in
this moment to acknowledge and reflect on its
purpose. Explaining the logic that underpins the
rule enable James to not feel as though he is
being forced to behave a way for no particular
reason (Marzano& Pickering, 1997).
In addition having these established rules
ensures that students learning are not
significantly disrupted and assurance that the

Language of Encouragement
Language of Correction

Descriptive
encouragem
ent

Body
Language
encouragem
ent

Selective
attending

When James is listening, on task and behaving well, acknowledge

his good behaviour through specific - descriptive praise:
Well done James, your answer is well structured
James you listened well to the instructions today
James thank you for that excellent response

When James is listening, on task and behaving well, acknowledge

his good behaviour through encouraging body language.
Smile when he is sitting attentively
Nod politely when he is offering a contribution to class
discussions
Touch his work if he is actively completing it
If James is becoming of task slowly walk towards his desk
using your presence to prompt him to get back on task
If James is being disruptive or making silly remarks in attempt to
distract the class:
Do not respond in an obvious manner

Make brief eye contact using the Vaseline eye strategy,

make a very brief pause to signify to the class that you have
acknowledged the bad behaviour however, refuse to become
disrupted and put off task thus modelling the ability to remain
focussed despite surrounding disruptions.

Alternatively selectively attend James good behaviour through

verbal or nonverbal encouragement
If the behaviour persists then it is important to outline the
choices and consequences of persisting with disruptive
behaviour.
Giving
a choice

If James continues to be disruptive clarify the rules and logical

consequences of the bad behaviour through calmly and privately
acknowledging James responsibility and choice of behaviour :
James what are you currently doing?
James, what should you be doing?

teacher has control of the classroom therefore,

the student can focus all of their thoughts on the
given task at hand and not potentially become
distressed if they feel as though they have
missed information or misunderstood
explanations due to other students disrupting
their and the teachers attention ((Marzano&
Pickering, 1997).

Using varying positive reinforcement whilst

cuing with parallel acknowledgement enables
James to visualise what is acceptable behaviour
in order to guide his own without specifically and
consistently pinpointing his incorrect behaviour.
This creates a sense of comfort in the classroom
as it is focusing on positive rather than negative
behaviour
(Marzano& Pickering, 1997).

James, what will happen if you continue to display this

behaviour?
James, you can choose to either modify your behaviour
accordingly or participate in the lesson with your class mates, or
face the consequences of being sent to the Responsible Thinking
Centre if you continue to follow this line of behaviour the choice
is yours James. I would like to see you chose the first option
positive reinforcement
Following
through

If James persists on calling out constant disruptions taking the

students focus away from the instructions and their given tasks
and refuses to modify his behaviour when given two
opportunities to review his choice, James is to be sent to the
Responsible Thinking Centre

References
Marzano, R. J. & Pickering, D. J. (1997). Dimensions of learning: Teachers manual.
Colorado, USA: McREL.

ODonnell, Dobozy, Bartett, Bryer, Reeve and Smith. (2012) Educational Psychology 1st
edition.
QLD: John Wiley and Sons, Ltd.

Queensland Government Education Queensland. (2007). Better Behaviour Better

Learning Essential
Skills for Classroom Management: Core Learning Component. Retrieved from
http://moodle.cqu.edu.au/pluginfile.php/261410/course/section/39447/corelearningessen
tialskills.pdf

Queensland Government Education Queensland Studies Authority. (2013). Australian

Curriculum: English
Year 10 content descriptor. Retrieved from http://www.qsa.qld.edu.au/yr10-englishcurriculum.html