To ensure effecting teaching and learning, I plan and implement age-appropriate engaging lessons by creating explicit, challenging, and achievable learning goals and activities [APST 3].  Using Wiggins and McTighe (2011) backward planning approach and diagnostic data, I ensure well-structured teaching sequences that cater to students needs and incorporating learning beyond the classroom to make it more engaging.  Strategies used to meet student’s needs include non-verbal cueing, creating routines, minimising glare, and integrating assistive technology for my year 4 hard-of-hearing student, which benefited the whole class [APST 3] (Pagliano, 2018).  Beyond the classroom learning included my preps counting through fishing or outdoor hopscotch, and my year 4s conducting a real-life data collection of soft plastics in the environment for an integrated HASS/Math/Sustainability unit [APST 3].

I embrace flexibility by adapting desk configurations for individual, paired, or group activities, promoting socio-emotional well-being and diverse learning experiences [APST 4] (Flores, 2008).  With my year 4s, we established classroom constructed movement expectations and ready-to-learn routines to ensure supportive learning environments [APST 4] (Goldman et al, 2021).  In Prep, I applied the 10 Essential Skills for Classroom Management and reinforced rules before lessons to create a safe learning environment [APST 4] (Education Queensland, n.d.).  In Prep and year 2, extrinsic rewards were effective, shifting to self-management in year 4 to promote responsible choices.  Encouraging a positive emotional response to learning, I emphasise praise from both peers and me (Churchill et al., 2019).  Lastly, in my predominantly iPad-based year 4 class, I implemented a contract and used ‘Classrooms’ to ensure the safe, responsible, and ethical use of ICT [APST 4].

I use assessment for, as and of learning to inform future lessons and provide feedback to students which informs their personal goals [APST 5].  Effective feedback is an essential component of quality teaching, playing a vital role in enhancing students’ knowledge and skill development (Churchill et al., 2019; Hattie and Timperley, 2007).  I provide prompt, constructive feedback, enhancing transparency and empowering student’s learning journeys [APST 5] (Churchill et al., 2019).  In year 4, students received recorded feedback loops at the diagnostic, planning and drafting phase, while Prep and year 2 received the more appropriate “2 stars and a wish” feedback throughout their units [APST 5].