The document discusses strategies for building constructive relationships with students, effective classroom management, and using technology like interactive whiteboards. It notes the importance of greeting students, asking questions, and setting clear routines and consequences. It also describes strategies observed like using hand signals to regain focus. The author feels they have started building relationships and aims to further develop this through conversations with others. They plan to continue observing classroom management strategies and applying practices around time, materials, and space usage. The interactive whiteboard allows for clear visual and oral instructions as well as collaborative learning, which the author successfully implemented. They will observe more IWB strategies and continue using the technology in Phase 2.

2. Strength: Establish constructive relationships with children
that promote positive attitudes towards learning.
During professional experience, I observed my SBTE welcome students in the morning (appendix 2.0).
Observations indicated that this is a significant time to build constructive relationships with
students. This is possible by:
- asking students personal questions.
- asking students to complete small tasks.
On occasions, the SBTE was out of the classroom when students entered. This gave me the
opportunity to take on the SBTE’s role and form constructive relationships by:
– saying good morning to students
– asking how they were going
– asking general questions of interest.
I believe I have initiated constructive relationships with many of the students, however I definitely need
to extend on this during phase two. I intend to further develop constructive relationships with
students by:
– talking to teachers, students, parents
– further observations during class and lunch time

3. Goal: Effectively use teaching time, materials, physical space
and behaviour management strategies to create an
engaging, safe and supportive environment
While observing classroom management (appendix 3.0) I learnt the following:
– Established behaviour management strategies:
• Clapping pattern and 1,2,3 rhyme – used to regain focus
• Begin counting in tens until students are on task. Students will make time up at lunch
time – regain focus
– Established routines and transitions
• Enter after 1st break and begin USSR
• When complete work, place book on back table for marking and return to desk for next
activity
• Book people hand out workbooks when asked
• Giving students a time frame. E.g. When the big hand reaches the 10
As I taught my lessons later during the week, this gave me the opportunity to learn these established
strategies. Therefore, I felt comfortable incorporating them into the lesson and they worked
successfully.
For phase 2, I plan to:
• Continue observing classroom management, also focusing on effective teaching time, materials
and physical space
• Apply classroom management practices, including effective teaching time, materials and physical
space

4. Goal: Use teaching and learning strategies and resources in
which ICT is embedded
By observing my SBTE incorporate the interactive white board (IWB) into teaching and learning, I
learnt many effective strategies (appendix 1.0).
Teaching strategies:
• Giving instructions – incorporates both visual and oral instructions
• Giving demonstrations - students know how to complete tasks
– Learning strategies:
• Correcting answers together as a class – answer is given both visually and orally
• Copying from the board
• Constructing information together as a class.
During the lessons that I taught, I successfully gave instructions and demonstrations using the IWB. I
believe they were successfully implemented as students rarely required extra clarification on how to
complete tasks. This allowed for more time to be spent on the actual learning activity.
During phase two of Professional Experience, I aim to
• Complete further observations on teaching and learning strategies using IWBs
• Implement teaching and learning strategies using the IWB