RTC 2

Criterion 2: Well Being - Belonging Demonstrate a commitment to promoting the wellbeing of all ākonga Cultural competency: Manaakitanga-demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture
Key Indicators	Reflective Questions			Possible  Evidence at Pukete
i,take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe ii, acknowledge and respect the languages, heritages and cultures of all ākonga Iii, comply with relevant regulatory and statutory requirements Pukete School Key Indicators 1, Display a caring attitude towards colleagues and children. 2,Children are supported to develop positive attitudes towards: their peers, challenges associated with learning, self-care, conflict resolution, and independence.	How can I access and use personal information about ākonga to better meet their needs?   What type of emotional climate and learning environment have I created in my classroom?   What are acceptable behaviours for everyone in the classroom and how can these be fostered. What can I do to create a sense of belonging in my classroom?   What routines can be used to provide a sense of safety, stability and predictability for my ākonga?   Do ākonga feel physically, socially, culturally or emotionally safe in my classroom? How can I make my lessons interesting, engaging, relevant, and inclusive?   How do I show in my practice that I actively promote the wellbeing of all ākonga for?			Children are closely monitored with an emphasis on physical, social and emotional needs. Evidence could include; Regular class circle time. Social skill teaching. Direct Virtues Teaching. Contacts parents when required, eg. to arrange parent conferences. Examples of adaptations to meet physical, emotional, and social needs.

My Evidence	Reflection/Notes	Appraiser Feedback/Feedforward
http://andreasteachingjourney.blogspot.co.nz/2017/02/room-2-behaviour-matrix-we-created.html	Room 2 is a happy place to learn and I am really proud at the risk taking that is now happening, especially with my students that had to build trust and a relationship to do so. Spending the first term establishing strong routines and expectations around our PB4L and virtues has been so beneficial and has continued into Term 2. Students in Room 2 are learning with me and they know that. They love to share their learning and their own lives. Lessons are fun, contextual and hands on. Maths has gone from ‘Oh maths time’ to “Yay I love maths’.	Your classroom routines are evident and this provides a safe framework for the children’s day. Your classroom behaviour/virtues matrix is an example of your specific teaching around expectations in different aspects of the school day and routine. Your children are happy and engaged in the tasks you plan and implement.
Digital Citizenship: when working online with all my students I encourage them to think about their safety, to develop the skills to keep themselves safe.  I encourage them to think about and be aware of the impact of their actions online and their role as digital citizens. We use Hectors World as a tool. I try to provide a variety of tasks which are accessible for different learning styles by giving the students the choice in some activities and leveled groups/tasks for others. I am culturally responsive by using students as experts and building on what they come with to our classroom. For example, when one student taught us sign language, another brought his turtle and another shared his fundraising t-towels.