2020

PROFESSIONAL CONVERSATION VALIDATION

Preservice teacher Professional Experience Course Date
Madeleine Green EDUC 4206: Professional 15/09/2020
Experience 4
Professional conversation with Lesson/learning experience
Skye Baldwin – Mentor Teacher Behaviour Expectations within the classroom

Professional conversation focus: APST focus areas addressed:

How to address the issue of behaviour in the class – Standard 3: Focus Area: 3.5
focusing on the expectations for the remainder of the
placement book.
Summary of conversation

Focusing on the recent behaviour of the students in the classroom, Skye and I discussed the different approaches to assist students to
refocus their attention to be more productive whilst in class. We discussed the use of Dojo points as students have the incentive of building
their points to purchase different awards. This strategy was the most favourable due to positive mindset of rewarding good behaviour,
rather than constantly pointing out the negative behaviours.
We also agreed that I would need to have a discussion with the students so they can reflect on their recent choices regarding behaviour
and to collaboratively construct new expectations moving forward.

During the class discussion I asked the students to sit down on the carpet and I asked them to reflect on their recent behaviour and after
some time, asked for them to share whether they were happy with what they were doing. The students responded well by being very
honest and together we worked through the expectations from them and myself. Including the use of Dojo Points.

After the class discussion, Skye and I had a conversation about what worked well, and she included that my approach and voice was calm
and soft which was highly ideal as the students responded in a similar tone. She agreed with me that their feedback about themselves was
very honest and the message resonated with each individual.

Explanation of how this demonstrates APST focus area graduate level

Standard 3: Focus Area 3.5: Evaluate and improve teaching programs

Use effective verbal and non-verbal communication strategies to support student understanding, participation,
engagement and achievement

The conversation demonstrates the focus area 3.5 being achieved as I recognised the issue in the class and use effective verbal
communication to support my students make better choices about their behaviour. That conversation has proven successful as students are
more motivated with their work with higher engagement and participation levels, leading to more students achieving the success criteria for
their lessons.
The conversation also demonstrated the non-verbal communication of awarding students with Dojo Points when they are presenting good
qualities. This non-verbal strategy is highly effective as there is an incentive for students to go beyond expectations with their behaviour
and it shows that I am supporting their choices.

15/09/2020 15/09/2020
Feedback provider sign/date Pre-service teacher sign/date