IGB01 Interactions and Guiding Behaviour

Workplace Observation Assessment

Student name

Student email address

Workplace Supervisor name

Workplace Supervisor contact number

Workplace Supervisor email address

Workplace Supervisor title

Workplace Supervisor Qualification

Qualified Teacher

Cluster Code and Title

IGB01 Interactions and Guiding Behaviour

About this Assessment

This assessment is divided into four (4) tasks:

Task 1 Student Behaviour Assessment

Task 2 Implement Support

Task 3 Review of Support Strategies

Task 4 Acting on Feedback

Assessment resource requirements

Access to two (2) focus students

Access to a Teacher (Workplace Supervisor) who will observe you and supervise you during student interactions

A school to perform the observation tasks

A video recording device or smartphone with video recording capabilities

IGB01- Parental Consent Form

Access to the following policies and procedures from the Acorn College website:

Behaviour Support Policy and Procedure

Inclusion and Diversity Policy and Procedure

Confidentiality Policy and Procedure

Recording Learning Progress Policy

Positive Behaviour Expectations

Acorn College Staff Relationship with Students Policy

Instructions for the Workplace Supervisor

Guidance to supervisors about this task

The purpose of this assessment is for students to demonstrate the skills and knowledge for the following units of competency:

CHCEDS060 Work effectively with students and colleagues

CHCEDS061 Support responsible student behaviour

Students will complete the tasks at their workplace/placement, and ensure that you observe them for all required tasks.

Observing tasks

Use the Observation Checklist in Task 2 to record the outcomes of the student’s performance

Arrangements for redoing the tasks

Where students do not correctly or adequately demonstrate the skills and knowledge required for this task, they will need to be given feedback. Depending on their level of their performance and the types of areas in which they did not show competence, you may:

Let them redo the task immediately after considering the feedback

Request they undertake further learning and redo the task at a later date

Discuss timeframes for reassessment with the student when you tell them the outcome for this task

Please note: A qualified trainer and assessor will review and assess all the submitted comments and assessment evidence to determine the students’ competence and abilities against the unit of competency requirements. A trainer and assessor will ensure each assessment has been sufficiently completed and determine the final assessment outcome.

Task 1 Overview

The purpose of this task is for you to speak directly with the Teacher to understand:

The students you will be supporting.

The appropriate strategies for the needs of the student.

The behaviour expectations of the Teacher.

Task Instructions

Before starting this task, it is recommended that you familiarise yourself with Acorn Colleges:

Staff interaction policies and procedures

Student and staff interaction policies and procedures

Diversity and inclusion policies and procedures

Behaviour support policies and procedures

To complete this task, you must:

Speak with your Workplace Supervisor (the Teacher) and select two (2) focus, students

Using appropriate communication strategies to discuss and understand:

The student’s interests

Situations where students require assistance

Areas of concern for the students

Additional factors and needs that may affect the student's behaviour (e.g., cultural, environmental, health issues etc.)

Any additional needs that may have impacts on behaviour.

The Teacher’s expectations for the behaviour of students

Any relevant details of relevant student documentation, e.g., behaviour management plans, individual learning plans etc.

Record the information from your discussion in the Task 1.1 Student Behaviour Discussion Template. Your Workplace Supervisor will need to sign off this template to verify the tasks were completed in your workplace.

Resource Requirements

Task 1 Student Behaviour Discussion Template

Acorn College:

Behaviour Support Policy

Inclusion and Diversity Policy and Procedure

Positive Behaviour Expectations

Staff Relationship with Students Policy

Relevant documentation for the two (2) focus students, e.g., behaviour management plans, individual learning plans etc.

The Teacher

Student 1

Student’s Age:

Year Level

Student Interests

Additional needs

Areas of Concern

Patterns and behaviours

Frequency

Intensity

Behaviour Expectations

Support Strategies

Student 2

Student’s Age:

Year Level

Student Interests

Additional needs

Areas of Concern

Patterns and behaviours

Frequency

Intensity

Behaviour Expectations

Support Strategies

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments:

Task 2 Overview

The purpose of this task is for you to demonstrate the skills for positive behaviour support and respectful interactions with the student.

Task Instructions

For this task, you are to:

Provide positive behaviour support for one (1) of the focus students.

Under direct supervision, perform the tasks outlined in the Task 2 Observation Checklist

Have your Workplace Supervisor complete and sign the Task 2 Observation Checklist

Based on your observations and interactions with the focus student, complete the Task 2 Behaviour Report and present the results to the Teacher

Resource requirements

Access to a student

Your Workplace Supervisor

Task 2 Behaviour Report

Acorn College:

Behaviour Support Policy

Inclusion and Diversity Policy and Procedure

Positive Behaviour Expectations

Staff Relationship with Students Policy

During this task, did you observe the student:

1. Relay the behaviour expectations to the student ensuring the Teacher’s expectations are clear by:

Communicating in a manner that was appropriate to the student's needs

Instructions are suited to the context of the activity

For example, if the Teacher expects students to line up quietly in pairs before entering the classroom, this won’t be an instruction used during quiet reading time.

Second attempt (if first was not satisfactory)

2. Use active listening techniques to:

Build trust and rapport with the student

Explore the student’s interests where appropriate

Ask clarifying questions and confirm information

Second attempt (if first was not satisfactory)

3. Positively reinforce and acknowledge responsible behaviours using verbal and non-verbal strategies suited for the needs of the student

For example, using encouraging words and speaking in a calm, even tone. Maintaining eye contact and getting down at the student’s eye level. Smiling, giving the student a thumbs up to encourage them.

Second attempt (if first was not satisfactory)

4. Model calm behaviours to the student

For example, speaking in a whisper during quiet reading time.

Second attempt (if first was not satisfactory)

5. Utilise strategies to problem-solve with the student

For example, asking prompting or scenario-based questions

Second attempt (if first was not satisfactory)

6. Anticipate the need for assistance or intervention and redirect behaviours and defuse situations of conflict, frustration or stress:

Using techniques that are appropriate for the student's individual needs

For example, removing the student from the classroom, having the student count to 10, and using grounding techniques.

Ensuring that minimal impact on others occurs as a result of the behaviours

Second attempt (if first was not satisfactory)

7. Adapting or modifying communication strategies to suit the focus student.

For example, age-appropriate language, sentence structure, and specific words and phrases to be used.

Second attempt (if first was not satisfactory)

8. Ensure that the safety of self and others is maintained at all times.

For example, the physical set-up of the room means that there are no trip hazards. Students are supervised at all times. Students are removed if there are aggressive behaviours

Second attempt (if first was not satisfactory)

9. Encouraging self-determination by allowing them to make decisions for themselves and experience the consequences of actions and decisions

Second attempt (if first was not satisfactory)

10. Demonstrate inclusive behaviours, ensuring the diversity and individual background of the student are respected

For example, showing respect for religious beliefs, the privacy of their family circumstances or learning difficulties is maintained

Second attempt (if first was not satisfactory)

11. Implement the support strategies as directed by the Teacher, ensuring they act within their scope of responsibility

Second attempt (if first was not satisfactory)

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments:

Student 1 – Behaviour Report

Student’s Age:

Year Level

Areas of Concern Displayed During Session

Patterns and behaviours

Frequency

Intensity

Behaviour During Session

Response to Support Strategies

Suggestions for future behaviour support strategies

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments:

Task 3 Overview

The purpose of this task is for you to critically reflect on the work you have conducted in this cluster so far and be able to seek feedback to improve your performance.

Task Instructions

For this task, you are to:

Use the Task 3 Reflection Questionnaire to reflect on:

Your interactions with the Teacher and student in Tasks 1 and 2

The support strategies you implemented and their effectiveness

Your own biases and how they may have or may impact your work and the effectiveness of support strategies

Seek feedback on outcomes with your Workplace Supervisor. Your Workplace Supervisor will need to review your answers and provide feedback using questions 11 and 12.

Review your supervisor's feedback carefully, as you will need to implement this in Task 4

Resource requirements

Task 3 Reflection Questionnaire

Your Workplace Supervisor

Reflection Questionnaire

1. Think back to your discussion with the supervisor. Please explain how you used practical communication skills to discuss their expectations and students' needs. In your response, include the different questions you asked throughout the discussion.

2. Explain how your communication methods differed when interacting with the Teacher in comparison to the student

3. In this section, you are to consider your own biases. How do you think they impact your interactions with students and behaviour support strategies?

4. Describe the different inclusive practices you used during the interaction with the student.

5. How did you ensure that behaviour expectations were clear to the student?

6. Describe how you responded to the student’s verbal cues.

7. Describe how you responded to the student’s to non-verbal cues of the students

8. What specific strategies were implemented, and how effective were they?

9. Describe any obstacles you encountered during the interaction.

10. Were there any additional factors you noted that influenced the student’s behaviours?

11. Supervisor – Please provide feedback on the student’s performance.

12. Supervisor – Please provide feedback on support strategy suggestions made by the student in the behaviour report.

13. Reflect on the experience, observations, performance and supervisor feedback. In this section, describe the areas you believe you could improve and what you will do differently.

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments:

Task 4 overview

This task aims to allow you to act on feedback to improve your performance in your interactions with students when interacting with the student and providing positive behaviour support.

Task instructions

To complete this task, you must incorporate the feedback you obtained from your Workplace Supervisor in Task 3 and provide positive behaviour support to the second focus student.

This observation must be:

Conducted under the supervision of your Workplace Supervisor.

Recorded so that your assessor can directly observe you completing the task.

To see an overview of the task requirements, please view the Task 4 Skills Checklist below.

Note: This checklist is for your reference only. It outlines the criteria the assessor will be looking for in your video recording. Ensure that you demonstrate all skills listed in your video.

IMPORTANT: Before you can complete this task, you must obtain parental consent to conduct the video recording. Submit the completed IGB01 Parental Consent Form with this assessment.

Based on your observations and interactions with the focus student, complete the Task 4 Behaviour Report and present the results to the Teacher.

Resource requirements

Your Workplace Supervisor

The Teacher

Focus Student 2

A school environment in which to conduct the activity

Signed IGB01 Parental Consent Form

Task 4 Observation Summary

IGB Video Recording Submission Checklist

Acorn College:

Behaviour Support Policy

Inclusion and Diversity Policy and Procedure

Positive Behaviour Expectations

Staff Relationship with Students Policy

During the activity, did you:

1. Relay the behaviour expectations to the student ensuring the Teacher’s expectations are clear.

2. Use active listening techniques.

3. Positively reinforce and acknowledge responsible behaviours.

4. Model calm behaviours to the student.

5. Utilise strategies to problem-solve with the student.

6. Anticipate the need for assistance or intervention and redirect behaviours and defuse situations of conflict, frustration or stress.

7. Adapting or modifying communication strategies to suit the focus student.

8. Ensure that the safety of self and others is maintained at all times.

9. Encouraging self-determination in the student.

10. Demonstrate inclusive behaviours.

11. Implement the support strategies as directed by the Teacher, acting within your scope of responsibility.

12. Act on and incorporate feedback presented by Workplace Supervisor.

Student 2 – Behaviour Report

Student’s Age:

Year Level

Areas of Concern Displayed During Session

Patterns and behaviours

Frequency

Intensity

Behaviour During Session

Response to Support Strategies

Suggestions for future behaviour support strategies

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments: