https://padlet.com/webbo16655/l8hidtdo2ypu OLIVIA WEBB | 101622175 | All evidence is under reflection en-us 2018-05-22 03:33:15 UTC 2025-12-19 13:56:33 UTC hello@padlet.com webbo16655 https://padlet.com/webbo16655/l8hidtdo2ypu/wish/262556810 Evidence One is an Individual Learning Plan (ILP) developed for a student who suffered undiagnosed learning and behavioral difficulties resulting in performance consistently far below the curriculum standards. While this student had access to well-being support centers and education support through teachers these resources were not being voluntarily utilized. The plan is designed for Year 10 English, and ultimately aims to raise the students learning ability to that of a Year 10 level. ]]> 2018-05-22 03:35:26 UTC https://padlet.com/webbo16655/l8hidtdo2ypu/wish/262556810 webbo16655 https://padlet.com/webbo16655/l8hidtdo2ypu/wish/262578627 Evidence Two is a recount of classroom occurrences in which I dealt with a highly emotional student during class. 'Successful' classrooms maintain a 'pleasant working environment,' a notion that became increasingly apparent throughout my time teaching, and as such, I developed an understanding of the critical importance of disruption reduction in lessons to maintain focus and a nurturing ethos. For this reason as well as the students emotional well-being, I had to manage this students behaviour and did so in accordance with the record below (image).
Next time, when removing an emotional student from class I would send a class aid or peer with them in order to better maintain student safety (AITSL 4.4).
 
AITSL 4.3
The students behavior was challenging as they were disturbing the rest of the class, spurring gossip, speculation and overall distractions. The student was a disruption due to emotional reasons rather than defiant or unruly behaviour, for this reason I did not enact punishment bu instead suggested softly the student take a break and get a drink of water and collect themselves. 
In doing this, I was allowed the opportunity to redirect attention of the class to the task at hand.
When the student returned it was apparent they were remained upset which is when I initiated gentle discussion about the issue.

AITSL 6.3
Comprising an solution for this student was a point of internal contention, they wanted to resit the test while and while I understood the reasoning and circumstance, I was unsure if this aligned with school policy and ethics. I consulted my mentor, wherein we had a discussion regarding the validity of her reasoning and her external circumstances.Collaboration with my mentor regarding this issue furthered my understanding of decision making within schools and improved out communication and collaboration in future scenarios. ]]> 2018-05-22 06:39:35 UTC https://padlet.com/webbo16655/l8hidtdo2ypu/wish/262578627