Professional Learning Goals: PSII/III

After the first two weeks of teaching, you should be ready to craft two inquiry questions to guide
your professional learning through the practicum. (There will be an opportunity to revise your
goals as you transition into the PSIII portion of the practicum if necessary).

Inquiry question, goal #1

Inquiry How can I implement effective classroom management strategies that are
Question: related to Restorative Practices? (emphasizing the importance of fostering
positive, healthy classroom climates and helping students to learn from their
mistakes.)

Learning To implement effective classroom management strategies that coincide with

Goal: Restorative Practices.

Related TQS: 1: A teacher builds positive and productive relationships with students,
parents/guardians, peers and others in the school and local community to
support student learning.
- a: acting consistently with fairness, respect and integrity
- b: demonstrating empathy and a genuine caring for others;

2: A teacher engages in career-long professional learning and ongoing critical

reflection to improve teaching and learning.
- c: building capacity to support student success in inclusive,
welcoming, caring, respectful and safe learning environments

4: A teacher establishes, promotes and sustains inclusive learning

environments where diversity is embraced and every student is welcomed,
cared for, respected and safe.
- b: using appropriate universal and targeted strategies and supports to
address students’ strengths, learning challenges and areas for growth
- f: employing classroom management strategies that promote positive,
engaging learning environments;

Strategies: General classroom management

- Try to meet students at the door at every class to greet them with a
smile, talk to them about a personal interest, sports game, class
activity, etc. So that when any issues arise I will already have a
personal rapport with the student.
- Use the students' names positively whenever I can. (saying hi in the
hallway, cheering them on at school events, when they make a great
contribution in class, etc.)
- Use effective communication. E.g. remaining neutral and calm when
an issue arises, using a quiet voice to make requests, using closer
proximity when giving instructions, verbally reinforcing students

1
 when they cooperate, etc.

When behavioural issues arise

- Low key interventions
- Pause the lesson and wait for them to stop
- Move closer to them
- Make eye contact with them
- Use their name in the instructions
- Offer them help.
- Semi-low interventions
- Approach the student, quietly make a verbal request to stop,
remain unemotional, give them time to stop, and thank them.
- Providing reasonable and positive choices (“you can work
quietly in a group or you can work independently at your
desk”)
- Take time to talk to the student in an informal environment
(not sitting at the teacher's desk)
- Plan logical consequences that are helpful, not hurtful and
involve the student.

Resources, BOATS by the ATA 2007

Support Supporting Positive Behaviour in Alberta Schools: An Intensive
Required: Individualized Approach by Alberta Education 2008
Supporting Positive Behaviour in Alberta Schools: A Classroom Approach
by Alberta Education 2008

Evidence of Every week I will reflect back on my classroom management practices and
Success: add a short reflection below. This will focus on questions such as “how was
my communication with students this week?”, “How did I deal with low-key
behaviours?”, “How can I improve my classroom management strategies for
next week?” I will also ask my TM and UC if they can pay specific attention
to this goal when observing my lessons so that I can receive some feedback.

Timeline: Continuing until the end of PS3, but most likely this will be something that is
continually worked on throughout my teaching career.

Reflecting on learning
Inquiry question: How can I implement effective classroom management strategies that are
related to Restorative Practices? (emphasizing the importance of fostering positive, healthy
classroom climates and helping students to learn from their mistakes.)
Learning Goal: To implement effective classroom management strategies that coincide with
Restorative Practices.
Weekly Reflections:

2
Reflection at midway point:
After reflecting on how I am implementing different management techniques over the past 8
weeks I really do think I’ve grown. The relationships with the students that are the ones that
most often have behavioural issues are growing and that has helped when dealing with any
issues that arise in class. Furthermore, some of the behaviours have mostly subsided,
especially the lateness of a few students which is awesome. I still think that I need to improve
upon the communication aspect. I think that working towards switching my wording to you
need to stop x, I should switch it to you need to stop x and do x instead. I think this would help
a bit more when issues arise. I also think that increasing my communication with certain
students would help to build some relationships in a positive way. For example, taking an
interest in their hobbies or extracurricular activities. Basketball is starting next week so going
to some of those games will definitely help build some of the relationships with the students as
well. Overall, I think that my work so far on this goal is great but, I think I can improve in a
few more ways.
Achievements In progress Future considerations
I am very confident using Although I have been able to There is always room for
these low key interventions: keep my voice neutral for growth, and I think a certain
pausing the lesson and almost all interactions, I think area that could be of focus in
waiting for them to stop, I still need to work a bit on the future is the
moving closer to them, keeping my facial expressions semi-low/moderate
making eye contact with neutral, as sometimes bahavioural interventions. Of
them, using their name in the students behaviour can be course, you’re not going to
instructions, and offering rather surprising. Also, I have run into situations that require
them help. I have also been been able to be more direct in these types of behaviour
successful in greeting my wording on a several interventions often, but taking
students at the door whenever occasions, but I still think time to build my toolbox of
possible, as well as using there is room for growth to skills that I can use will be
their name positively in become more confident in my something I look to do in the
various environments. verbal requests. future.
Reflection at the end of practicum:
Over the past 12 weeks I’ve noticed a significant decline in the number of behavioural
distractions that occur every class. Specifically in my options classes I’ve noticed that a few of
the students that had the most behaviourally challenging issues, really started to settle down as
time went on. I think that working to build relationships with these students really helped when
dealing with behavrioual issues. For example, one of the students in my art class was having a
really difficult week, so in art class, I hung up one of her sketched on the ‘art wall’ I have set
up in the room where I display some student art. Just this small act really changed some things,
as the rest of the week she wasn’t late once. I really think that as I continue in my career, these
relationships will be more important when dealing with behaviour than any of the low-key
behavioural interventions. Furthermore, I’ve learned that it is really important after you deal
with a behavioural issue in class to take some time that same day to check back in with the
student and see how they’re doing. Overall, I am happy with the progress I have achieved in
this professional learning goal, but I think there is more room to grow in the future.