1. Circle of Courage Positive learning framework
Mastery – Students feel they have talent through tangible experiences.
Mastery – Students feel they have talent through tangible experiences.
Mastery – Students feel they have talent through tangible experiences.
Mastery – Students feel they have talent through tangible experiences.
Mastery – Students feel they have talent through tangible experiences.
Mastery – Students feel they have talent through tangible experiences.
Mastery – Students feel they have talent through tangible experiences.
Circle of Courage
Positive learning framework
Grounded in positive modern psychology
My teaching philosophy draws upon the many experiences I’ve had in life and is shrouded and expressed through a Positive learning framework called the “circle of courage”. Grounded in positive modern psychology the circle of courage does not rely on one theory alone rather it considers multitudes of influences and contemporary models of classroom management.
Independence - Students feel like they have power when they are given opportunities to be responsible.
Mastery - Students gain mastery and feel they have talent through tangible experiences.
Generosity - In helping others young people feel that they have the power to influence there world in a positive way.
Generosity - Students feel they belong and can trust others
Contemporary models of classroom management
Source: specialedpost.com
Mc Donald, T. (2010). Classroom Management: Engaging students in learning. South Melbourne, Vic, Oxford University Press.

2. Mastery
“Students feel they have talent through their tangible experiences”.
Mc Donald, T. (2010). Classroom Management: Engaging students in learning. South Melbourne, Vic, Oxford University Press.
Through science, technology and design I’m able to use the Circle of Courage as a framework to engage and inspire students to be the best that they can be and achieve in the realm of Mastery......This is where students feel they have talent through their tangible experiences.
Mastery – Students feel they have talent through tangible experiences.
Mc Donald, T. (2010). Classroom Management: Engaging students in learning. South Melbourne, Vic, Oxford University Press.

3. Mastery.. Well prepared Organised and on time Communicating
To help students develop a sense of mastery - I have had to develop a sense of mastery within myself.
As a teacher This requires me to have sound self management practices which include;
Well preparing teaching practices and educational material,
Organised and on time
Communicating well with colleagues and students on a daily basis.
Creative and energised.
Being efficient
Also committed to administrative responsibilities.
Communicating

4. Creativity and art is born - Mastery
Developing a sense of mastery is also about being recognised as being good at something.
Feeling like you are good at something helps to give you confidence to take on more complex projects.
Mc Donald, T. (2010). Classroom Management: Engaging students in learning. South Melbourne, Vic, Oxford University Press.

5. So where does it begin? Desire and a will to achieve Freedom to create
something
So where does it begin? - The journey begins with providing the materials.....as simple as a pile of scrap steel, an idea and a willingness to give it a go.

6. The classroom - Belonging
Create a safe environment
Including OH &S
Personal Protective Equipment
Culturally safe
environment
Consistent sound
classroom management practice.
As the work begins my natural ability and instinct is to develop a rapport with the students as fast as possible . Making these fast deposit means that - Respect and trust is built quickly - Clear expectations and Boundaries are laid and understood. It also forms the foundation of a safe learning environment where students feel like they belong.

7. New skills are taught... Independence
Professional work expertise and experience
Being a father
Emerging adults exhibit a heightened desire for autonomy and push the limits of adult boundaries. Therefore
skills, knowledge and wisdom are being taught so that students begin to work maturely and independently.
Being a father of teenagers combined with formal study helps me to understand and appreciate adolescent development.
Students also can take advantage of my years of life experiences and professional work expertise.
Mc Donald, T. (2010). Classroom Management: Engaging students in learning. South Melbourne, Vic, Oxford University Press.

8. Reflection helps inderpendence
Through positive teaching practices. Students are encouraged even when they make mistakes as it is part of the learning journey. As we reflect and learn from our mistakes the faster we all become independent.
Cultural awareness and safety

9. Generosity... Life has purpose Become appreciated Collaborate
Share opinions
When students feel a sense of mastery and belonging generosity also occurs, then students feel like there life has purpose and efforts become appreciated. Students then feel like they can give back something to other students.
Students also learn to collaborate, share opinions and attempt to see the world from another perspective.
Mc Donald, T. (2010). Classroom Management: Engaging students in learning. South Melbourne, Vic, Oxford University Press.