Australian Professional Standards for Teachers

Sitting and listening


About this Illustration of Practice

A pre-service teacher recognises that she must use a range of teaching strategies to respond to the age and learning characteristics of her students. She plans her lesson in short spans to take account of their cognitive and physical characteristics, realising that too much sitting and listening would be inappropriate. She also anticipates classroom management issues in positioning students in the room, by using clapping to gain and regain their attention, and through songs. On reflection with her teacher mentor, she comes to an understanding that a less teacher centred approach may been more engaging for all students and have improved the students' learning outcomes.

Standard 1
Know students and how they learn
Focus area 1.1
Physical, social and intellectual development and characteristics of students
Career stage
Graduate
Descriptor
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
Other descriptors
Standard 4
Create and maintain supportive and safe learning environments
Focus area 4.2
Manage classroom activities
Career stage
Graduate
Descriptor
Demonstrate the capacity to organise classroom activities and provide clear directions.
  1. How do you cater for the needs of specific groups or individuals in your class?
  2. How is it possible to observe or know whether a student's, or students', physical, social or intellectual development is affecting their learning?
Learning area
English
Year level
Foundation
Australian Curriculum content descriptions
ACELT1580
School
Ross Park Primary School
Northern Territory
Year level
Year 1
Stage of schooling
Primary
School type
Government
School location
Remote
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Ross Park is the oldest government primary school in Alice Springs. It has almost 400 students of which 25 per cent are Indigenous. At the school, a pre-service teacher from Charles Darwin University is in her final round of teaching practice. During this period, she has been able to teach a group of younger students a literacy unit using a text based on the story of the gingerbread man. 

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.