APPENDIX A

Transcript of an interview conducted with a primary school teacher

Q. What do you do to support positive interactions between teachers and children, and children and their peers in your classroom?

A. Interactions must be of mutual respect or the interactions between the teacher and

peers will not remain positive. We have a strong belief at our school that they language we

use is imperative to positive interactions and relationships. A toleration of difference is

essential that is why we encourage interactions that ‘Make Jesus Real’. We have MJR cards

that we give out if we see a student ‘Making Jesus Real’ via their interactions with others,

this card gets them into the draw for a treat during assembly on Fridays. We also utilise the

‘Play is the Way’ program that puts students in situations in a safe play environment that

allows for teaching moments on tolerance and respect. Positive reinforcement programs are

in place in the classroom this includes individual program of Dojo and also whole groups

points to encourage team work and healthy classroom interactions. Students are grouped

ability and mixed ability for various programs this allows all students the opportunity to

work together to strengthen their relationships. Creating one on one time with students is

essential to building good relationships with students.

Q. Do you draw on any particular approaches, perspectives or theories?

A. Yes, Barbara Larrivee has great ideas for classroom management that has students at the

centre of the process – allowing for reflective practice from teachers. Her replacing no with

yes is a favourite of mine. Creating a sense of community is essential and Barbara Larrivee

breaks this down beautifully. The ‘Play is the Way’ program also has great theories behind it

including use of language and naming our actions.

Q. Who contributes to your approach?

A. My students and my Co-Teachers. Every year my approach will change based on year

level and students’ needs.

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Q. How do you arrange the physical space to support your approach?

A. Students are generally grouped to support student interactions. I also believe strongly in

peer tutoring – this enables students to have a teacher at their tables as well as me in the

room. We have a place for quiet reading or time to ‘chill out’ and our learning spaces are

throughout the room. We have learning centres filled with assistant tools and

enhancements activities. Rotations are all visually displayed and we try to cater for all

learning styles by having various auditory and visual activities with kinaesthetic activities

throughout the day that allows for us to move around the room. There is also lots of floor

space that allows me to bring groups down to the floor for extra assistance when necessary

and we have a space for daily meditation.

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APPENDIX B

Photographs

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Desks grouped to support student interactions

Quiet reading / ‘chill out’ area

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Visually displayed rotations

Behaviour management chartTeachers’ desk located at the front of the

room facing the class

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Daily meditation / prayer

Learning centres with assistant tools and enhancement activities