Learning-focused Culture

Learning-focused culture 

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

Elaboration of the Standard

• Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning. 
• Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks. 
• Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs. 
• Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety. 
• Create an environment where learners can be confident in their identities, languages, cultures and abilities. 
• Develop an environment where the diversity and uniqueness of all learners are accepted and valued. 
• Meet relevant regulatory, statutory and professional requirements.

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Feb 2018

At the beginning of this year, to support me to get to know my students and their parents, and to provide me with some insight as to what parents want for their kids, I created a parent survey asking parents these questions:

1. What their goals for the child were for this year
2. What their child is good at/what their strengths are
3. What their child's weaknesses are/ what they need to get better at
4. If there was anything else I should know about their child in order to be a better teacher to their child.

This provided some very insightful information for me about my students but also allowed me to help them set their goals. 2/3 of parents completed this survey, and whilst I was disappointed that more parents couldn't take the time, it was awesome to hear from those that did. It was great to learn a few more things about some of the kids but also really nice to give the parents the chance to share their thoughts and feelings with me. 

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End of Term 1 2018

It is obvious from the pictures below that our class is print rich and the students have a large amount of ownership of the walls and displays. It presents their learning, as well as modelling that we have created together to support them in using tools and techniques etc that they have  learnt. It has areas of 'help' for them to use when they are stuck, and presents a wide range of their learning including art, key competency approaches, science learning and collected data, class guidelines and expectations and ways to support their thinking. This classroom certainly is a joint team effort environment, one that both myself and the students are proud of and enjoy.

 

 

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April 2018

Setting and reflecting on goals is a large part of the learning process and in Room 5 we set goals regularly and work hard to achieve these, reflecting on our progress and pushing ourselves to gain success. We usually have academic goals around reading, writing and or math, as well as key competency goals, where we look at ourselves as a person and as a learner. 

Here is some examples of the student's reflections, to which I feedback either congratulating them on their success and/or support them to work harder towards achieving their goal or set new ones.