The classroom should be a safe environment where all students feel comfortable. Teachers play a major role in shaping the culture that is created within a classroom going beyond the physical environment. Relationships are crucial to maintaining safe and supportive learning environments. As supported by Jones and Jones (2009), I believe that positive teacher-student, teacher-parent and student-student relations remain one of the most significant factors in generating successful social and academic outcomes for students. I will plan to facilitate these relationships through effective communication and establishing positive engagements to encourage cohesion and support. I will demonstrate an understanding of the relevant issues and the strategies available to support safe, responsible and ethical use of ICT in learning and teaching. I will empower learners to utilise ICTs in meaningful, challenging and enlightening ways and enhance their ability to apply safe practice (Eadie, 2001). My future classroom will foster a supportive learning culture and environment by establishing and communicating clear expectations; giving students responsibility and autonomy over their learning; fostering positive attitudes towards learning, participation, achievement and the school; creating trusting, positive relationships with my students; and, create a physical environment that is appealing, fun, educational and safe. 

I demonstrated my ability to create and maintain a supportive and safe learning environment in a private single-sex girl’s school situated in Brisbane. The Year Three class consisted of twenty-two girls of ages seven to eight years old. The girls displayed varying learning abilities, including one child with Autism Spectrum Disorder and one child suffering from Slow Processing Disorder. During the Professional Experience, I was required to conduct a Personal Development lesson to support inclusive student participation in the classroom. I worked collaboratively with the student’s to identify their feelings towards their relationships with their peers. Throughout the lesson, I was able to demonstrate my competence in focus areas 4.1, 4.2, 4.3 and 4.4.

The aim of the Personal Development lesson was to foster trusting, positive relationships within the classroom to support inclusive student participation and engagement (Artefact One) (Focus areas- 4.1 and 4.2). Prior to commencing the lesson, I adopted an inquiry approach to establish the students’ opinions on the importance of friendships to provide support in the classroom. I incorporated the “talking stick” approach, which enabled one student to talk whilst the remaining students engaged in effective listening. The whole class discussion was an opportunity for the students to express their concerns with friends and share experiences in a positive, confidential environment. Each student was then provided with a blank template in the shape of a heart, collage materials and colourful pencils. The class was required to collage the heart template to resemble their emotions towards their friends and how to treat others to establish positive relationships.  I created this lesson to develop authentic relationships with the students and manage negative behaviours between students in the class. 

Engaging in the Personal Development lesson provided the Year Three students with an opportunity to self-reflect on their beliefs of friendships and the strategies to maintain effective relationships. This experience also offered me a chance to identify the prerequisites to establish positive relationships with the students; as a result I was able to facilitate student-student and teacher-student relationships. Artefact two provides evidence of my ability to foster relationships with the students in the classroom to effectively manage behaviour and maintain student safety (Focus areas- 4.1, 4.3 and 4.4).  I found this activity beneficial to address relevant social issues in the classroom indirectly. The student's felt safe to discuss any concerns in an environment free of judgment and criticism.   

Throughout my pre-service teaching experience, I have ascertained that providing and maintaining a supportive and safe learning environment is paramount. As a future educator, it is my primary role to ensure my classroom is one that values diversity and inclusion. This may include students from different cultures, socio-economic backgrounds and special needs. I will make certain that each student, regardless of their abilities or experiences, are accepted and treated equally (Hyde, Carpenter & Conway, 2010). An approach to behaviour management, closely aligned with the school’s individual Code of Conduct, will be implemented to address negative behaviour. Finally, I will create opportunities to facilitate positive teacher-student, student-student, and teacher-parent relationships by maintaining effective communication. 

Eadie, J. (2001). The Impact of ICTs on Schools: Classroom Design and Curriculum Delivery. Retrieved from ERIC database.

Hyde, M., Carpenter, L. and Conway, R.N. (2010). Inclusive Education: The Way to the Future. In Diversity and Inclusion in Australian Schools. Melbourne, VIC: Oxford University Press

Jones, V. & Jones, L. (2009). Comprehensive Classroom Management, (9^th ed.). Retrieved from Wiley database.