Take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe

These are the steps I have taken to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe for all students:

Creating a physically safe classroom:

Class Treaty:
With the class, we co-constructed a class set of guidelines that we thought should underpin everything we do in our class. These were agreed upon by all students and then displayed on the wall for future reference.

Making the classroom not so cluttered to cater for a student with autism:
I have really thought about the layout of the classroom and how I can make it as less cluttered as possible to avoid excess anxiety for my student who has autism. Having designated areas for everything helps her to know that everything has its place within the class and this helps her to feel physically safe.

Removing excess furniture and objects:
I have removed as much furniture as possible to allow students to move freely within the classroom without compromising their safety in any way.

 


Creating a socially safe classroom:

Class Treaty:
See above for description.

Kia Kaha Unit:
As a class, we completed the Kia Kaha unit during Term 1. This allowed students to define what bullying looks like, sounds like, and feels like. From this, the students all agreed that they wanted our class to be a bully free zone so that we can have a socially safe classroom.

 


Creating a culturally safe classroom:

Class Treaty:
See above for description.

Class Korowai Cloak:
As a class, we created a korowai cloak with feathers that represent us as individuals. Students presented their feathers to the class so we could learn more about who they are and what sorts of things they like. Our korowai cloak  celebrates the different cultures and heritages that each student brings to our classroom.

 

 


Creating an emotionally safe classroom:

 

Class Treaty:
See above for description.

 

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Relationships with Whanau and Other Carers of Akonga

  • I regularly email with whanau of the learners about what we are learning and why, as well as communicating about upcoming events in the school. I also send home class newsletters to whanau to keep them in the loop about what is going on at school so they can engage in more meaningful discussions with their child(ren).
  • Make myself available before, during and after school to have discussions with whanau of the students.
  • Reinforce and open door policy within my classroom so that all whanau feel welcome to talk at any time they need to.
  • Using SeeSaw, whanau have access to their students work online. This is aimed to promote a meaningful discussion around learning between the student and their whanau.

 

School Trips:

  • Email parents all details as well as sending out paper copies of all information
  • Make sure to let whanau know that they can email me with any queries or concerns. I aim to have these emails replied to within the day or arrange a time to meet face to face.
  • Send email reminders to parents prior to big events.

Paekakariki Camp 2016

  • Encouraged all whanau to come along to the camp.
  • Build a positive rapport with multiple whanau members of my class and of Room 22 (that I was on camp with) which has been maintained throughout the remainder of the year.

 

Relationships with Teaching Colleagues, Support Staff and Other Professionals

 

  • Attend and engage in meetings around target students within Hongoeka syndicate, looking at specific needs of students (Ako).
  • I engage in informal meetings with other staff members to help solve any problems that arise.
  • I have regular meetings with my teacher aides to continue to find the best way to make learning a success for my all of my students.
  • Keep discussions with other teaching members professional at all times.

Relationships with Akonga

  • I use the time before and after school as well as break times to connect with students. We discuss all parts of their lives – homelife, hobbies, interests, struggles, setting goals etc… This time is especially valuable for students to approach me to discuss any successes or concerns they are having at school or home.
  • Developed relationships with all students by teaching the Kia Kaha unit in Term 1, 2016.
  • Activities to promote a safe learning environment done in class – drama activities, sharing times, trust building PE games.