Managing Learning
The Third competency is:
CLO3- Utilise a range of effective teaching strategies and demonstrate clear understanding of effective classroom/ learning management.
As evidence for achieving this competency I will use sub-outcome (6) to demonstrate my growth in CLO3.
Evidence-1
Description figure 1
Figure 1, is an astronaut poster as reinforcement for groups in level 8. This poster is like a race between the 6 groups in my class. It consist of ten numbers until the moon. The group who help each other, work together, clean their table and take out their books when I come will move one step up. When they reach the moon each student in the winner group will get a simple present from me.
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Description figure 2
Figure 2, presents a feedback from my MCT and MST about the strategy that I used to manage group work. One of my observations we did this race and she liked the idea of it. She mentioned that it encourages the students to finish their work and help each other if someone is struggling.
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Description figure 3
This figure shows the individual reinforcement that I use it for each students. Each class I gave them points if they finish their work, say brilliant answers, listen to the teacher instruction, improve or any positive attitude.
Justification
In the first week of my training practice in year 4 semester 2 I noticed that some of grade 4 students prefer to work alone and they don't want to help their friends. So I decided to create this group poster to encourage them to work in groups. After using this strategy, I noticed all of the groups start to help each other, organize their tables and finish their work accurately. Their relationship between each other developed too, they became more friendly and love each other.
I did the individual reinforcement to assess each one alone regarding their participation and doing homework. When I started to cut out dojo points from them they did not neglect their homework and participate more. Skinner believes that positive reinforcement improve the behavior by providing consequences. (Lejeune, Richelle, Wearden, 2006).I had one girl who didn't participate at all, so I asked her any easy question and she answer it correctly. I gave her immediately a dojo point to motivate her. Since that class she try to participate more to collect more points.
References
Lejeune, H., Richelle, M., & Wearden, J. H. (2006). About Skinner and Time: Behavior-Analytic Contributions to Research on Timing. Journal of the Experimental Analysis of Behavior. 85(1), 125-42.
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Figure 1: Group reinforcement Astronaut poster
(level 8)
Figure 2: My MCT & MST feedback about the poster
(level 8)
Figure 3: Individual reinforcement dojo points
(level 8)
