Context Description Annotations

Note the focus area and standard

descriptor/s the artefact / document
reflects

Note the type of artefact /

document

Reflect on the document / artefact and indicate the possible impact or result of the artefact / document on
teaching and/ or student learning. Draw upon the teaching and learning in this unit. References can be used to
substantiate the reflection.

4.3 Manage challenging behaviour

Demonstrate knowledge of practical
approaches to manage challenging
behaviour.

This artefact was

obtained through contact
with my local school and
further clarification was
acquired from a current
teacher of how it is can
be correctly used to
manage behaviour.

A responsible behaviour plan for students has been put in place by Moggill State School, which
has been based on the code of conduct of school behaviour. Through a one-day observation of a
year 2 class at our local school, I got to ask some questions on how the behaviour zones were
utilised in the classroom. Firstly the behaviour zones are used as a reinforcement tool throughout
the whole school, where every class has one displayed at all times. Secondly the colours are an
indictor of the zones and displays how each students behaviour performance is currently rated.

4.4 Maintain student safety

Describe strategies that support
students well-being and safety
working within school and/or
system, curriculum and legislative
requirements.
7.1 Meet professional ethics and
responsibilities
Understand and apply the key
principles described in the code of
ethics and conduct for the teaching
profession.

For APST 4.3, I observed throughout the lesson, the zones of behaviour being manipulated to
challenge the performance of just a few of the students who pushed boundaries. There was
always a warning before a move between the zones, which had provided a two part management
process, firstly it is a warning and a non-judgemental indicator which then creates a choice for
the student, secondly it also it reinforces expectations (Churchill, 2013). APST 4.4, The
Pathways of Peace is a series of procedures that add value to the schooling of the students who
attend Moggill State School. Through the procedures of this document it provides the
opportunity to build a safe and supportive school and looks after the wellbeing of all students
through positive reinforcement. This is done through four fundamental representations of
behaviour;
Context Peaceful environments create peaceful behaviours.
Perception People with positive self-perception tend to behave positively.
Cognition The way people think.
Attitude The way people choose to behave
For APST 7.1, Being a pre-service teacher it is a important to be able to apply the code of
conducts that are professionally ethical while considering your own personal beliefs. Each state
within Australia has there own codes and statements (Churchill, 2013). Queensland college of
teachers has a code of ethics that describes the six values that support the teaching profession
(QCT, 2016).
Integrity
Dignity
Responsibility
Respect
Justice
Care

References
Australian Institute of Teaching and School Leadership. (2016). Australian professional standards for teachers. Retrieved from:
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Churchill, R., Godinho, S., Johnson, N., Keddie, A., Letts, W., Mackay, J., . . . Vick, M. (2013). Teaching: Making a difference (3rd ed.). Milton, Qld: John Wiley &
Sons.
Moggill State School, (2016). Responsible Behaviour Plan for Students. Retrieved from:
https://moggillss.eq.edu.au/Supportandresources/Formsanddocuments/Documents/Policies/Moggill-State-School-Responsible-Behaviour-Plan-2014.pdf
Queensland College of Teachers, (2016). Code of Ethics. Retrieved from: http://www.qct.edu.au/standards-and-conduct/code-of-ethics