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Strength-Based Approach In The Classroom

476 Words2 Pages

Standard 3 talks about leaning goals, planning, structure, learning programs, teaching strategies, using resources, classroom communication and engaging with parents. All these points need to be implemented when becoming a teacher. It is important to not only have a good relationship with your students but also with the parents. During my lesson my observing teacher gave me some useful feedback (Lesson Feedback), we discussed my strengths, which included, I was patient, beginning to build great relationships with my students and was showing good communication skills ensuring my students knew my expectations and boundaries. By having the supervising teacher observing me and giving me feedback really helped, it gave me a wider view, allowed me …show more content…

This is known as the ‘Strength based approach’ (McCashen, 2005). This approach is about working with students and promoting their strengths and positive behaviour towards school and their classwork (McCashen, 2005, p.16). When I conducted these two lessons, there were a lot of online exams going on at the time which meant the use of online resources were very limited, instead I used the smart whiteboard and got the students to work together as a whole class (3.4) where we all contributed in a class discussion. As stated in standard 3 it is also very important to have a positive relationship with the students parents (3.7). As teachers we do not just have interaction with the students, we also interact with the community other staff, board members, school administrations and the hardest of all the students parents (McCachen, 2005). When I was doing placement at Wodonga South Primary School, I got the opportunity to speak with a small number of parents. This was a great opportunity as I got to discuss with the parent what the student thought of me and my teaching. After my lessons, it was important to reflect upon how they all went and outlined areas in which I need improving

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This conforms to the notion of “hand over principle”, Dunphy and Dunphy (2003). When the students work independently, the teacher should have his strategies to deal with frustrations ready. He has to make sure that the contents of the task fall within the students ZPD and a good interaction with the students is provided, Wood, Bruner and Ross (1976). Students should be given meaningful feedback which is a very crucial point, particularly a verbal one as it allows a dialogue through talk. Misunderstanding can be picked up and addressed.

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With a happy smile and a warm greeting, Mr Bridgeman my mentor teacher welcomes every student and parent’s to his year 3 graders classroom at the start of the day. His students know what the daily routine is and what is expected of them when they get to class. Mr Bridgeman would always be strategic and engage in one-to-one interactions with children, families and all other teachers within the school and community. He would get down on the children’s level and communicate face-to-face with them; this created a positive and trusting relationship between Mr Bridgeman and the students. During the day the students were engaged in exploratory tasks/activities and were asked a range of questions throughout the lesson, when the children answered

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I work hard in my classroom to build positive relationships with all, acknowledging them as individuals and allowing for their different ways, expectations and capabilities. I offer choices in approaches to their work including a choice of content, method of presentation, and the choice to work as individuals or a group. This approach underlies all aspects of my classroom programme, allowing ākonga to access prior learning and making learning more relevant to their interests and capabilities, acknowledging the wider reality of their lives . Engagement with stakeholders is another aspect of cultural responsivity and one which I look forward to improving through this role. I believe I have a good relationship with the parents of my students who wish to be engaged, and make myself available beyond the requirements of the current framework that Kaimai School operates.

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