Student Support
7.1 Meet codes of ethics and conduct established by regulatory authorities, systems and schools.
7.3 Establish and maintain respectful collaborative relationships with parents/carers regarding their children’s learning and well- being.
A key component of my role this year has been providing students mentoring and support, either students from one of my regular classrooms, or students I have been asked to assist on a one on one basis. In working with young education support students, I am regularly required to assist students in distress, including resolving issues collaboratively with the student and their carers and/or parents. Significant issues that arise are often resolved in case conferences with parents, involving other teachers, senior management and well-being team members where necessary.
I have become regarded as someone who is very capable of succeeding with difficult students in a one on one situation, which I take as a massive compliment to my teaching and nature, and regard as a genuine benefit to students that have experienced trauma in life, or in other areas of the school. I am trusted to meet the requirements of the Department’s Code of Conduct with students at risk and I believe this demonstrates the confidence that my senior staff hold in my personal and professional integrity.
Currently a large portion of my timetable has been attributed to mentoring one year 11 boy. This year many different attempts have been made to include him in a regular classroom environment, but due to his high level of anxiety in these situations, these efforts have not been able to work. Consequently this boy has been attributed to assist me in running the Revamp Bike Program, is now part of our outdoor education program CALM and completes his more academic work with me in our team office. I find this boy to be a likeable if highly sensitive young man, and I make every effort to help him learn how to be more comfortable with himself and others, and to experience success. I have been asked to mentor other students of a similar nature and many of these boys also assist me in my external programs.
In developing and running these programs I have been required to ensure that they are legally and ethically sound, fully covering such aspects as student safety and insurance liability, and ensuring they are responsibly designed in their programming. As part of the function of our external programs is to mentor students, I have included much content that focuses on being responsible in society. In CALM lesson activities this has varied from responsible use of BBQ facilities to considering pedestrian safety when riding a bike. Finally parents and careers are provided with clear information on these programs, and are key partners in preparing their children for positive experiences.
7.3 Establish and maintain respectful collaborative relationships with parents/carers regarding their children’s learning and well- being.
A key component of my role this year has been providing students mentoring and support, either students from one of my regular classrooms, or students I have been asked to assist on a one on one basis. In working with young education support students, I am regularly required to assist students in distress, including resolving issues collaboratively with the student and their carers and/or parents. Significant issues that arise are often resolved in case conferences with parents, involving other teachers, senior management and well-being team members where necessary.
I have become regarded as someone who is very capable of succeeding with difficult students in a one on one situation, which I take as a massive compliment to my teaching and nature, and regard as a genuine benefit to students that have experienced trauma in life, or in other areas of the school. I am trusted to meet the requirements of the Department’s Code of Conduct with students at risk and I believe this demonstrates the confidence that my senior staff hold in my personal and professional integrity.
Currently a large portion of my timetable has been attributed to mentoring one year 11 boy. This year many different attempts have been made to include him in a regular classroom environment, but due to his high level of anxiety in these situations, these efforts have not been able to work. Consequently this boy has been attributed to assist me in running the Revamp Bike Program, is now part of our outdoor education program CALM and completes his more academic work with me in our team office. I find this boy to be a likeable if highly sensitive young man, and I make every effort to help him learn how to be more comfortable with himself and others, and to experience success. I have been asked to mentor other students of a similar nature and many of these boys also assist me in my external programs.
In developing and running these programs I have been required to ensure that they are legally and ethically sound, fully covering such aspects as student safety and insurance liability, and ensuring they are responsibly designed in their programming. As part of the function of our external programs is to mentor students, I have included much content that focuses on being responsible in society. In CALM lesson activities this has varied from responsible use of BBQ facilities to considering pedestrian safety when riding a bike. Finally parents and careers are provided with clear information on these programs, and are key partners in preparing their children for positive experiences.