Competence Dossier 03

Me as a Pedagogue

~15 min read3 STARR reflections · 4 evidence items

Competence Definition

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Placeholder. The teacher creates a psychologically safe, inclusive learning environment, builds pedagogical relationships with students, and handles group dynamics and individual needs deliberately.

Development narrative

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Question 1

What knowledge and skills have you gained?

Placeholder. I deepened my knowledge of group formation, de-escalation, and the pedagogical relationship as a condition for learning.

Question 2

How have you applied them, and how will you continue to?

Placeholder. I applied this through explicit routines, restorative conversations after incidents, and deliberate attention to students on the margin of the group.

Question 3

What has this brought you?

Placeholder. I now read a classroom before I read a lesson plan; climate work stopped being interruption and became part of the job.

STARR reflections (3)

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PedagogueReflection 1 of 3

Building routines that create safety

Situation
Placeholder. A restless class lost the first ten minutes of every lesson to unsettled starts.
Task
Placeholder. Establish an opening routine that gives every student a predictable, low-threshold entry into the lesson.
Action
Placeholder. I fixed a start ritual — devices away, agenda visible, two-minute starter task — and held it every lesson.
Result
Placeholder. Start-up time dropped and late arrivals slotted in without disruption.
Reflection
Placeholder. Predictability did the safety work I had tried to do with appeals. The routine held because I never skipped it myself.
Routine description and observation notesWatch fragment
PedagogueReflection 2 of 3

A restorative conversation after an incident

Situation
Placeholder. Two students clashed in class, and one refused to continue working in the group.
Task
Placeholder. Repair the working relationship without public loss of face for either student.
Action
Placeholder. I held separate short conversations, then a joint restorative talk structured around impact rather than blame.
Result
Placeholder. The students agreed on workable terms and finished the block in the same group.
Reflection
Placeholder. Separating the talks first was decisive; the joint conversation would have failed as an opener. I drew here on de-escalation theory.
Feedback
Placeholder. My coach observed the joint conversation and noted the impact-over-blame framing kept both students in the room; she advised naming the repair agreement explicitly at the end, which I now do.
Anonymised conversation plan
PedagogueReflection 3 of 3

Including the quiet margin of the class

Situation
Placeholder. A handful of students never volunteered, never asked, and were easy to overlook in a lively group.
Task
Placeholder. Give these students structural ways into participation that do not depend on volunteering.
Action
Placeholder. I used think-pair-share, written check-ins, and deliberate low-stakes turns distributed by me rather than by hands.
Result
Placeholder. All students produced visible contributions each lesson; two of the quiet students began volunteering unprompted.
Reflection
Placeholder. Participation is a design property of the lesson, not a personality trait of the student. I want to make this a standard check in my planning.
Participation design notesCheck-in forms (anonymised)Watch fragment