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About the video observation in this Module, I have the following reflection:

Giving feedback as a coach:

As a coach, I am lucky to observe my colleagues’ classrooms. It helps us to see the blind spot we may neglect in our own classroom. Our colleagues are different mirrors to reflect what things we should improve in our own teaching, also through reflecting and discussing the observation results, we both grow as professional teachers. For example, I said I will research more strategies about how to facilitate classroom discussion, to help my colleagues. This also would help me in my future teaching. I only notice her problem, but I may have no solution immediately. Therefore, we research together and find out the solution together, use the everyday classroom as an experiment. It let me feel excited to see the whole class making progress day by day!

Receiving feedback as a teacher:

I really appreciate my mentor giving me advice about how to give my students more time to talk. Sometimes, as a new teacher, I am easy to get nervous. When I am nervous, as long as I got a response from a student, even just one student, I feel happy and then I will release the results and continue. But I neglect one point, I should allow students to think and engage every one of them into my class, not just a few of them. I realized that by recording video of my teaching is a good way to help me examine my teaching language: did I say anything not proper? Did I talk too much? Did I neglect any students who were eager to speak? Did I repeat some words too much? Did my speech have a clear logic behind?
My mentor also agreed to keep the recording of my teaching and make reflection. It’s a great experience that I can be accountable to someone who is experienced and understand my struggling.

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1. Walk alone may go fast, but walk together go further. It's always benefit to everyone who participate in brainstorm and discussion on the teaching strategies. Both new teachers and veteran teachers can learn something new from each other.
2. We all have blind spot in our teaching. If we don't see what other people doing in their classrooms, we may feel proud and satisfied with our own teaching. When we get used to a certain pattern of teaching, it's hardly to grow further. Therefore, co-planning is a wonderful idea to maintain the whole group keep growing professionally.
3. There are always some students' cases
are challenging and difficult. It would be useful to bring the cases into the co-planning session and discuss with other teachers. We may have similar cases and struggle with similar situation. Sometimes, involving with learning support teacher who know more about dealing with special educational needs students, is helpful to the teaching as nowadays inclusive classrooms are desired by the most of schools.

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1.Define expected behaviour

-Have clear definitions and expectations for students ready to go on the first day of school before a student even steps into your classroom.

-Talk with colleagues to brainstorm and help with creating expectations

2. communicate expected behaviour to students and parents

-Create a handout that can be given to students and parents

-Post the expectations on the walls of the classroom

-Use emails or technology platform like the ClassDojo or the Seesaw to inform parents about the behaviour plan in the classroom

3. Model and Practice expected behaviour for students

-Show students what your expectations look like in action

Ie. (If you expect for students to sit quietly and listen when you are speaking then sit in a chair, face forward, and act like you are listening. It is also a good idea to show them what is wrong behaviour.)

4. Track Students behaviour daily and give rewards/ consequences consistently.

-Use a took to track students’ progress (Class 123 or ClassDojo)

-Have a set rewards system in place so you can motive positive behaviour

-Have set consequences in place so you can correct incorrect behaviour

-Have behaviour contract with students who have disruptive behaviour.

-Have behaviour plan to keep records and follow up with the target students who present challenging behaviour.

5. Review expectations

-Revisiting expectations helps remind students what is expected and emphasises the importance of the expectations set.

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1. Keep positive mutual communication with parents from the first day of school year.
2. Response to parents' inquiries and concerns timely, not longer than 24 hours.
3. Take initiative to outreach parents and keep them posted on what we have learned, what happened in the classroom today.
4. Seize the chance of "back-to-school night" or parent-teacher day, even other informal occasion like carnival, school open day, fun fair to maintain open and friendly conversation with parents.
5. Tell parents about the efforts and progress the child made, instead of only contacting parents when something bad happened.
6. If there is any urgent issue or unpleasant incident happened, take initiative to inform parents at the first moment. Avoid hiding and causing misunderstanding.

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1. Use the No opt-out  strategy that a very effective way in ensuring students who are unable or unwilling to participate are engaged and are experiencing learning in the classroom.
2. It is important that expectations are consistent from class to class! Consistency and routine can provide students with much needed structure and stability as well as stop students who like to test the boundaries.

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1. Give students time limits to prepare their stuff for the next activity.
2. Materials for new activities should be easily available so that the transition time is minimised.
3. Let students practice transitions so that they can do them smoothly. If students mess around during transition, let them do it again.
4. Give students audio or visual cues to prepare them for transitions, and  should stay true to these cues. Giving cues before transitions helps to avoid disappointing students suddenly when they are doing tasks they enjoy.
5. Divide lessons into related and manageable chunks
6. Don't spend too much time writing on the board during a transition.

When transitions don’t work, examine the following questions in order to pinpoint the problem:

1) Were there too few or too many instructions provided?
2) Did the transition surprise the students, were they working on another activity when it happened?
3) Was there something for all of the students to do, or were there kids with nothing to do?
4) Are there any specific students who were disrupting the class?

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1. Welcome kids at the door
2. Establish attention-getting signals
3. Use technology like Class 123 platform, to randomise student seating and participation
4. Teach and model procedures slowly
5. Involving Students in Creating Classroom Norms
6.Keep classroom rules short and simple
7.Rules should be expressed in students' language
8. keep my classroom rules positive and avoid using negative words like ”don’t”
9. Visualise Classroom Rules Poster
10. Setting Classroom Procedures on the First Day
11. Review and adjust the class rules over the time