RTC 7

Promote a collaborative, inclusive and supportive learning environment 

demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga foster trust, respect and cooperation with and among ākonga  7th August 2015 (Friday) Positive Praise (Manage students behaviour positively) Reading a short article on positive praise, written by Lauren Lowry, Hanen SLP and clinical writer has reminded me on the importance of how to praise students effectively that doesn't diminish their motivation for learning, or affects their own self-esteem. The phrases heard all too often like; "Good job!", "Gimme five!", "Awesome!", “What a beautiful picture!" are examples that can affect a students motivation to learn, because the learner becomes dependent on praise and shows that the teacher is comparing their achievement level of learning of others. It is argued that the most effective way to praise children learning to maintain focus, engagement and motivation is through process praise. Process praise has been believed to have encourage children to develop a flexible mindset, confront their weaknesses, and take on challenges Examples of Process praise "you tried really hard" or "I see how carefully you are building that tower." Where to from here? - First of all change my mindset on how I promote praise.  - Ensure the praise given is effective where student learning will be challenged, motivation maintained and a flexible mindset.  Link to other PTC's: 2.1, 4.3, 9.3,  Link to ARTICLE: http://www.hanen.org/Helpful-Info/Articles/Good-job!-Is-Praising-Young-Children-a-Good-idea.aspx A range of strategies are used to promote successful engagement and motivation for all learners both inside and outside of the classroom environment.  Role plays, jingles, ICT, physical education warm up activities, debating, group, whole class and peer discussions.  The example activities listed above encourage all students to develop trust, respect and cooperation between themselves as individuals and their classroom peers and wider school peers. Below are some examples that shows students practicing this.  Students successfully engaging and collaborative discussions and activities with one another.  Students from other classrooms sharing their successful learning with my students. This encourages students to learn from and develop positive relationships with one another.  At the start of term 3, we reminded ourselves of the schools values and what we can do to achieve and meet those expectations. Through these collaborative discussions, students then personalised their own cap expressing what the school vision meant to them personally.