Kathryn Keays

Proven Relief Education Assistant with a track record of enhancing student safety and promoting active participation at Bannister Creek Primary School. Expert in educational support and creativity, adept at fostering an environment conducive to learning. Demonstrated ability to boost student engagement through innovative classroom management techniques, achieving significant improvements in academic performance.

Full name:  Kathryn Rose Keays

Date of Birth:  12/11/2001

Mobile phone number:  0476 072 339

Email:  kathrynrkeays@gmail.com

E number: 4121619

Availability: Mondays, Tuesdays, Wednesdays, Thursdays and Fridays

Secondary education:  2006 – 2014  Banksia Park Primary School  (Graduated 2014)

2015 - 2019  Leeming Senior High School   (Graduated 2019 - ATAR 77.70)

Tertiary education: 2020 – ongoing

Murdoch University

Bachelor of Education in Primary Teaching

- Minor in Inclusive Education

Volunteer work: 2020-21

Banksia Park Primary School

- Engaged in voluntary work experience in a Pre-Primary (2020) and year 1/2 (2021) classroom to gain more experience with children.

Checks and clearances:

- Working with Children Check

- National criminal history check

- E number

- 3 dose Covid vaccination

Personal Teaching Philosophy:

I am studying a Bachelor of Primary Education, with a minor in Inclusive Education. My philosophy encompasses an inclusive education approach, and a humanistic approach. Humanistic teachers believe that knowledge and feelings go hand in hand in the learning process. The primary goal of humanistic education is human well – being, and the importance of the development of human potential. I strongly believe that every child should be treated equally with respect, and that it is a teacher’s role to cater to every child’s individual needs, whether it be a learning difficulty or a disability. I feel it is crucial for children to feel a sense of belonging and safety when they are at school.

Behaviour management approach:

I believe that non – punitive approaches are an effective way of minimizing inappropriate behaviour and maintaining a safe learning environment. In these approaches students involved in bullying are not punished but are asked to engage in problem solving (Rigby, 2010). An example of this approach is the Method of Shared Concern. This method is where the perpetrator is interviewed by the teacher, with the aim to get them to realise they are hurting someone. An investigation of the effectiveness of this method was conducted in 17 Australian schools (Rigby and Griffiths, 2011). In all cases, the perpetrators acknowledged that the situation had caused distress, and most indicated they were concerned about the victim and would help in some way such as by stopping teasing. The target of the bullying reported that the harassment had stopped in all but 2 cases, creating an 88% success rate (Rigby, 2011).

Behaviour Strategies:

- Set clear expectations

- Establish routine

- Model appropriate behaviour

- Link to PBS

- Positive reinforcement (praise)

- Link to real world example and context for learning

Preventative behaviour strategies:

Active Supervision:

Active supervision is a behavioural management practise designed to teach and reinforce appropriate behaviour and to prevent or reduce misconduct (Guiness, K.). One component of active supervision which is relevant to my educational scenario is interactions, and this links to the Lyford model component of classroom climate. While the class is involved in independent tasks, teachers can have interactions to students that are non – contingent such as a conversation that is not tied to academic performance. This is a good way for teachers to find out students’ interests and hobbies. Teachers can then take this information, and create tasks that incorporate these interests, which in turn increase student participation and engagement, and successful learning.

Inappropriate Behaviour Management:

Punishing problem behaviour without a positive, proactive approach has been shown to increase aggression, vandalism, truancy, and dropouts (Mayer and Sulzer – Azaroff, 1990; Skiba, Peterson and Williams, 1997).

Classroom management approach:

Motivation:

I believe it is important for students to be intrinsically motivated and self-regulated learners as it is beneficial in the long run and is important for students to want to do well at school for their own personal goals. William Glasser in 1998 created the Choice Theory. He stated that students are motivated by 4 basic needs: belonging, power, freedom, and fun. If teachers can create an environment that satisfies these needs, Choice Theory states that students will be able to exercise self – control, therefore eliminating the need for reactive behavioural classroom management strategies. For example if a child is interested in soccer, the teacher can create an activity around this interest.

Response mode:

I believe it is crucial for teachers to provide students with a choice in how they present their work so that they feel more comfortable and confident in completing activities or assignments. Studies have shown that providing alternative modes for completing assignments may reduce behavioural problems (Kern, et al., 1998). Teachers can provide students with alternative ways of completing an assignment, such as an oral presentation, written essay, or a recorded video. Students will be intrinsically motivated towards such as task, as they feel they have control over their learning. This strategy caters to all the different types of learners: visual, auditory, reading and writing, and kinaesthetic learners.

Classroom management strategies:

- Class discussions

- Assessment of prior knowledge

- Build positive relationships with students

- Explicit teaching

- Scaffolding work

- Allow for choice

- Allow for questions

References:

Contacts/ referees:

Prac Mentor teacher at Banksia Park Primary School – Sandra Salisbury - sandra.salisbury@education.wa.edu.au (mobile 0408 811 106)

Prac Mentor teacher at Cloverdale Education Support Centre – Angela Treacy angela.treacy@education.wa.edu.au (mobile 0403 055 119)