Australian Professional Standards for Teachers

Establishing classroom expectations


About this Illustration of Practice

The teacher articulates and demonstrates how it is important to establish consistent classroom routines and practices for primary school students. These routines, she contends, are applicable across the entire day and within any given lesson. At the beginning of the year, the teacher recognised the importance of establishing with her students classroom expectations linked to identifiable behaviours that could be positively reinforced through praise and interventions. These interventions can be identified within her normal teaching practices.

Standard 4
Create and maintain supportive and safe learning environments
Focus area 4.2
Manage classroom activities
Career stage
Proficient
Descriptor
Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.
  1. What steps or procedures do you adopt to ensure that student time is spent on learning tasks?
  2. How might orderly and workable routines need to be adapted to take account of the physical, social and intellectual development of students?
  3. What professional support or mentoring can you identify that could improve or refine your classroom management techniques?
School
Ivanhoe East Primary School
Victoria
Year level
Year 5
Year 6
Stage of schooling
Primary
School type
Government
School location
Metropolitan
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The teacher identifies herself as an experienced educator with 11 years teaching experience, following a number of years working in industry. In her school in Melbourne, she teaches a year 5/6 composite class, with 16 grade 6 and 11 grade 5 students. Within the class, one student is on the autism spectrum while a number of students have auditory issues. Most students in the class are working at or above their curriculum level.

Content provider
Organisation
Education Services Australia

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 31 December 2016, provided you retain this notice and all acknowledgements associated with the material.