PTC7 - Learning Environment

Criteria Seven: Promote a collaborative, inclusive and supportive learning environment

Key Indicators:

- Demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga. 

- Foster trust, respect and co-operation with and among ākonga.

Link to the New Zealand Curriculum:

The curriculum has meaning for students, connects with their wider lives, and engages the support of their families, whanau and communities (p.9).

The curriculum offers all students a broad education that makes links within and across learning areas, provides for coherent transitions, and opens up pathways to further learning.

The teacher provides effective management of the learning setting through trust, respect and the building of relationships.    

RTC 7 & e-learning - guiding question:

How do I promote a collaborative, inclusive, and supportive learning environment that embraces e-learning and engages learners?

Questions I have asked myself:

- Do I understand the effective pedagogy section of the NZ Curriculum?

- What does effective learning setting management look like?

- What are successful motivation strategies?

- How have I incorporated motivation strategies into my planning and execution of lessons?

- How do my teaching styles foster trust, respect and co-operation?

- How do I manage learning setting behaviour?

- How do I learn from others' practices, both positive and negative?-

- How does my teaching practice promote an environment where learners feel safe to explore ideas and respond respectfully to others in the group?

Strategies that have helped me:

- Teaching observations focussing on the effective learning environment.

- Use of equipment in the learning setting. • Involvement in professional development - individual, staff and community.

- Professional discussions.

- Actively seeking feedback on performance in this criteria area.

- Understanding questioning techniques. • Information recorded for reflection.

- Effective planning.

- Visits to observe other teachers. 

- Understanding and using co-operative and inquiry learning.

- Learning setting environment and structure (seating plans).

- Established routines.

Reflections:

- What do I do well?

- How do I obtain feedback to ensure this is occurring?

- Who might I ask for critical feedback?

- Who can advise me in this area?

Evidence that might support this:

- List of professional development undertaken - notes on opportunities taken to learn or practise skills.

- Examples of planning based on promoting an effective learning environment and classroom observations/ feedback discussions.

- Examples where staff, students, parents or the local community have appreciated my interest, interactions with parents, whānau.

- Teacher has effective support - regular meetings with mentor.

- Group learning, class discussion, student feedback/survey, student work displays noted in observations.

- Appropriate classroom resources, good environment in the classroom.

- Lesson planning, classroom management, positive role model(s), clear expectations, issues resolved promptly.

- High expectations of the learners, students engage in learning, differentiated learning, classroom culture of inquiry, through classroom observations.