During my first professional experience I quickly realised the importance of meeting

two of the most vital Professional Teaching Standards (2011), Standard 4.3: Manage
challenging behaviours and Standard 4.4: Maintain student safety (APST, 2011).
Having a number of students within my class context with various emotional and
behavioural needs permitted me to learn effective strategies for assisting students to
self-manage. It was apparent that the whole-school approach was to prioritize
student safety and to allow intense situations to deescalate where appropriate before
intervening. Likewise, the 2016 Education Report found that managing student
welfare was rated by schools as the most significant challenge to face in the 21 st
century (cited by Pearson, 2016). Additionally, a recent meta-analysis conducted by
Durlak, Weissberg, Dymnicki, Taylor, & Schellinger (2011) revealed that teaching
social and emotional coping skills lead to an 11% increase in academic achievement
(cited by Pearson, 2016).
 References

Australian Institute for Teaching and School Leadership. (2011). Australian

Professional Standards for Teachers. Retrieved from: http://www.aitsl.edu.au/

Pearson (June, 2016). Social Emotional Learning and Cognition. Pearson Clinical.
Retrieved from:
http://www.pearsonclinical.com.au/filemanager/uploads/Webinar
%20Files/SEL_Cognition.pdf