Standard 4: Create and maintain supportive and safe

learning environments
4.1 Support student participation: Identify strategies to support
inclusive student participation and engagement in classroom activities.
Some inclusive strategies included:
Allocating students in pairs, instead of letting them choose their
always partners and discussing the expectation of working in pairs
Catering for all learning styles, such as hands on activities
Physical activity (Brain gym, moving around the class or outside)
Making learning into games, for example, around the world top
promote fast recall of times tables.
ICTs
Music in the background or to supplement lesson content
Visual imagery to support content, such PowerPoint presentations,
videos or Youtube.
Peer tutoring/small group allocation
For further examples, please refer to Standard 1.
4.2 Manage classroom activities: Demonstrate the capacity to
organise classroom activities and provide clear directions.
(Please refer to evidence Classroom Management Plan, Appendix 1: LEP
and Place value LEP)
4.3 Manage challenging behaviour: Demonstrate knowledge of
practical approaches to manage challenging behaviour.
As the engagement level of the learners corresponds with their behaviour
and therefore, their achievement levels, .. 10 essential skills includes a
lot of beneficial strategies to ensure on-task behaviour is maintained.

Allow opportunities for physical movement between breaks to break

up lessons. For example, time students to do a lap around the oval
and set the expectation that when they return, they need to come
back into the room in a settled manner.
Maintain a positive rapport with the students.

Create a positive and supportive learning environment.

Encourage students to practice using specific Habits of Mind to

promote positive behaviour.

Present clear and concise expectations.

Collaboratively establish rules with the students. Keep classroom

rule short and comprehensive.

Give clear instruction.

Wait and scan after giving instruction before elaborating on what is

expected.

Cue with parallel acknowledgement, for example choose to

acknowledge an individual or group who is on-task and in close
proximity to the students/s displaying off-task behaviour.

Use body language to encourage. Set students to task. Immediately

move around the room to non-verbally signal to students that they
should be working on the task. Walk near all members of the class.

Descriptive encouraging. Describe the appropriate on-task

behaviour as it is displayed. This group is on-task.
Selective attending. Intentionally acknowledge students displaying
on-task behaviour.
Redirecting to the learning. Give verbal and non-verbal redirection
to instructions to students that are off-task, for example, Josh, what
question are you up to?
Give a choice. Give a choice when, despite redirection, the student
has remained off-task and is disturbing other students, or the period
of off-task behaviour has become extended.

Follow through. Follow through to a consequence if off-task

behaviour continues.
(Essential Skills for Classroom Management)
It is the certainty of the consequence rather than the severity of the
consequence that is important (Rogers 1995, p 38).

I plan consistently with the class and school behaviour management

programs to maintain regularity of behavioural expectations. (Please refer
to the Classroom Management Plan and Responsible Behaviour Plan)

4.4 Maintain student safety: Describe strategies that support students

well-being and safety working within school and/or system, curriculum and
legislative requirements.
All staff employed by the Director General are responsible for the care,
safety and protection of children. This responsibility extends to the
identification and timely response to concerns regarding the possible
sexual, physical, psychological and emotional abuse or neglect of a child
(Child protection policy)
All employees and visitors in a state school have a responsibility to
respond when it is suspected that a student, or an unborn child, has been
harmed or is at risk of harm. Employees also have a responsibility to
comply with mandatory reporting obligations.
Mandatory reporting
The following are mandatory reporting obligations specified in legislation
Under s.365 & s.365A of the Education (General Provisions) Act 2006
(Qld) a school staff member must immediately give a written report to the
principal or principals supervisor when they become aware or reasonably
suspect the sexual abuse or likely sexual abuse of a student under 18
years.
Under s.13E of the Child Protection Act 1999 (Qld) a teacher or registered
nurse must give a written report when they reasonably suspect a child has
suffered, is suffering or is at risk of suffering significant harm caused by
physical or sexual abuse and may not have a parent able and willing to
protect the child from harm.
Non-mandatory reporting
Under s.13A of the Child Protection Act 1999 (Qld), any person may make
a report when they reasonably suspect:
a child has suffered, is suffering or is at risk of suffering significant harm
and may not have a parent able and willing to protect the child from harm,
or
an unborn child may be in need of protection because the child will be at
risk of suffering significant harm after birth and may not have a parent
able and willing to protect the child from harm.
4.5 Use ICT safely, responsibly and ethically: Demonstrate an
understanding of the relevant issues and the strategies available to
support the safe, responsible and ethical use of ICT in learning and
teaching.
Some online issues that children are often faced with are:
Balancing online time

Offensive or illegal content

Protecting personal information
Cyberbullying
Online gaming
Trolling
Sexting
Unwanted contact
Digital reputation
Photos, videos and social media
Social networking

It is essential that all students are aware of the dangers and safety
precautions prior to accessing any online material. This can be achieved in
many ways including accessing some teaching materials from the safety
website below.
https://esafety.gov.au/education-resources/classroom-resources
The teacher should also carefully scaffold the learning in a way that is safe
and manageable for the learners. She should also ensure that all content
has been previewed prior to allowing students access to any online
material.