Artefact 4
Note the focus area and
standard descriptor/s the
artefact / document reflects
4.1
Support student
participation
Identify strategies to support
inclusive student participation
and engagement in classroom
activities.
4.2
Manage classroom activities
Demonstrate the capacity to
organise classroom activities
and provide clear directions.
4.3
Manage challenging
behaviour
Demonstrate knowledge of
practical approaches to
manage challenging behaviour.
6.3
Engage with colleagues and
improve practice
Seek and apply constructive
Note the type of artefact /
document
This artefact is a reflection
of a lesson I did for a year
2 Art class.
In the lesson, students
were to use their
knowledge of ducks (from
other KLAs) to complete
an alphabet dot-to-dot
outline of a duck, label its
key physical features and
then using tissue paper,
create a collage
background.
Describe the artefact / document and indicate the possible Describe how the artefact /
impact or result on teaching and/ or student learning document
met the standard descriptors you
have identified.
This reflection of the Art lesson undertaken in a team-teaching This reflection of the Art lesson
approach reflects on student achievement, my delivery and demonstrates that I know strategies for
also reflection for action. The impact of this reflection on my supporting student participation,
teaching means that I can determine what strategies I used including ensuring tasks are within the
work well and also not so well, in order to improve my zone of proximal development by
teaching and, subsequently, improve the learning experiences going over the necessary knowledge
of my students (Groundwater-Smith, Ewing & Le Cornu, needed to complete a task before
2006). getting students to complete it, as well
as setting high behavioural
For example, in this reflection, I note how ensuring all students expectations on how students interact
having the appropriate knowledge needed to complete the with each other about their work to
individual exploration task was critical to ensuring successful ensure everyone is being supportive
achievement. This is because ensuring all students have the and not negative [APST: 4.1].
knowledge necessary to access a task enables students to fully
engage with it, as it is not outside their zone of proximal My mentor teacher wrote (Street,
development (Berk, 2013). As this is the case, I can note 2014):
recalling knowledge needed to complete a task before asking Chloe has worked enthusiastically to
students to do it as a strategy to use in my future teaching that ensure her lesson plans are applicable
supports student participation. to the needs and abilities of the
students in this class.
In addition to this, my reflection also highlights a range of
aspects of behaviour management. I note how listing the The reflection also identifies I know a
instructions on the board so students always know what they range of strategies listing instructions
are supposed to be doing is effective for keeping students on on board, using incentives as
task (Marsh, 2010), whilst also note that using incentives to motivators, praising desired

feedback from supervisors and
teachers to improve teaching
practices.
Artefact 4
finish work such as being allowed to move onto the fun part
of the lesson is effective for motivating students to complete
their work in a timely manner. I further note how praising
students demonstrating desired behaviour as opposed to
reprimanding students doing the wrong thing is an effective
reinforcer for positive behaviour (Groundwater-Smith, et al.,
2006). As these strategies were seen to be successful in
managing behaviour, I can note these as strategies to use in the
future.
Being reflective also highlighted areas of my behaviour
management I can improve, such as setting expectations about
how students treat each other and their creativity. I note how
including this in my teaching would have been a preventative
strategy that could have avoided students being discouraging
of each other, which is needed to ensure students dont become
disengaged from their self-esteem diminishing (Groundwater-
Smith, et al., 2006).
Lastly, this reflection allowed for me to reflect for action
what will I do next time differently, and where to next
(Groundwater-Smith, et al., 2006) and take this to my mentor
teacher for constructive feedback to ensure the continual
improvement of my practice. It also allowed for me to bring to
attention with my mentor teacher areas I self-identified as
needing improvement, raising awareness with her the areas I
specifically needed her support to positively develop and
ensure the best learning environment for students.
behaviours, setting high expectations
to use in the classroom to effectively
manage behaviour and organise
activities [APST: 4.2, 4.3].
My mentor teacher wrote (Street,
2014):
Set clear expectations and left
children with clear parameters.
Chloe has dealt well with challenging
behaviours and has developed a
repertoire of strategies to establish and
maintain classroom discipline.
Furthermore, the reflection also
demonstrates my active engagement
with my mentor teacher, seeking her
feedback to apply to my teaching and
improve my practice [APST: 6.3].
My mentor teacher wrote (Street,
2014):
Chloes reflections demonstrate an
understanding of how to try different
teaching strategies to improve student
learning.
Chloe has been very receptive to
feedback and has applied suggestions
to follow-up lessons, making necessary
Artefact 4

adjustments.
Artefact 4
Artefact 4