Standard 4.2 | My Site 2

Create and maintain supportive learning environments

4.2 Manage classroom activities

Demonstrate the capacity to organise classroom activities and provide clear directions.

I endeavour to provide clear directions to my students before they move to the planned experiences and investigation tables. Each table top activity is explained and a small demonstration is carried out so that they children know what is expected when they go to a particular play space. When setting up an experience, I also set up part of the activity so that in case the instructions are forgotten during the transition time, the children are given a visual guide as to what is happening at that particular table.

For this experience, the students were asked to peg different materials onto the dish racks/table stand with pegs. We were looking at patterns so I encouraged them to also try to continue the pattern I had provided or make one of their own.

Another experience aimed at helping to continue a set pattern or make a pattern of their own was inspired by nature. The students were shown how to make a pattern using leaves and flowers and they had to first continue the patterns that had been made and then make one of their own if they were able to. By providing clear directions as well as modelling expectations, the students were able to see what was expected rather than rely solely on what has been said.

During mat sessions, the students have a certain spot to sit on. This helps to control certain behaviours whilst we are conducting intentional teaching sessions and also gives the them a sense of belonging and ownership within the classroom. Having the students names on their spot provides clear directions to outline where they need to sit on the mat and also helps to keep the mat area organised.

EYLF Outcomes: 1.2.6, 3.2.11

NQS Quality Areas: 1, 2 & 3

Domains: Personal, social, emotional.