In this lesson, all three dimensions of the Quality Teaching Framework [QTF] are used to ensure a pedagogy that promotes quality intellectual, a quality learning environment and ensures that the meaning of their work is known to students (NSW Department of Education and Training [DET], 2003). To guide my practice in meeting the needs of students in this classroom, I focused on substandards 1.4, 1.5, 1.6, 3.1, 3.5, 4.1, 4.3 and 5.2 of the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership [ AITSL], 2011). Intellectual quality is embodied through the elements of deep knowledge and understanding and substantive communication (NSW DET, 2003, p. 10). Throughout the lesson, focus is maintained on key concepts such as cursive writing, spelling, grammar, punctuation and vocabulary. Students are then given the opportunity, both oral and written, to express and demonstrate their understanding and competence. Extension options are also available for students where they can use digital technologies to publish their work or write in calligraphy once they complete the set task. (NSW DET, 2003, p. 11). For students to achieve higher quality outcomes, they must be highly involved and willing to participate (NSW DET, 2003, p. 10). This can be achieved by setting challenging learning objectives within each student's proximal development and providing work that is intellectually stimulating, related to real life and meets the needs of each student in order to gain confidence first and foremost (AITSL, 2011; Berk, 2013, pp 267-268). Since meaning is a key component in the QTF, many elements have been incorporated into this lesson to ensure that students understand why they are doing the work and why I… middle of paper… ..associating their behavior as they have had a lot of practice (NSW DET, 2003, p. 13). The fact that most students demonstrate their ability to self-regulate during the lesson leaves the teacher with the opportunity to better manage challenging behaviors such as Ray's ADHD/ODD, Michael and Kendall's tendency to challenge or be oppositional and to refusing to commit and Bens' inclination to withdraw. Strategies such as using the trust tree and taking time to self-regulate outside or in a quiet corner, colored cups to show moods or sense of urgency, social stories/scripts to assist in new and difficult situations, labeled praise and positive reinforcement or extrinsic motivation, extending activities of interest, ignoring minor inappropriate behaviors, and redirection when possible are used to help manage these behaviors (see lesson plan and Appendix A and B)).