ELEMENT A: Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.
Consistency and routine are very important to the classroom culture. Routine promotes positive behavior and success in the classroom. This artifact is made up of field notes from Sally Thomas’s 7/8-grade visual arts classroom. These are notes taken as I observed her room and add an interesting insight to classroom management and lesson structure. These field notes come from techniques of Doug Lemov’s, Teach Like a Champion 2.0. This book is wonderful at illustrating methods for teachers to better their classroom management and overall student behavior and comprehension. This section of “Lesson Structure” illustrates ways teachers can engage student learning and differentiation. For example the “Do Now” is a helpful activity for the beginning of class to get the students engaged in learning from the first minute.
ELEMENT B: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country.
Understanding the school community is essential for any educator. This Setting and Context paper was one of the first assignments we had for EDUC 350. It’s a targeted investigation into the demographic, culture, and extra curricular activities at Webber Middle School. It is paramount to understand where you work and the community around it. This information is especially important for first year teachers. There is endless information on after school activities and ways for family and community members to get involved in Public School Functions. This paper outlines routine and culture in Sally Thomas’s classroom, as well as my experiences in the hallways during and outside of school hours. Simply searching for information on the Internet led me to important discoveries like gender, race, and age demographic of the school. This allows for a better understanding of the students, teachers, families, and community members of Webber Middle School.
ELEMENT C: Teachers engage students as individuals with unique interests and strengths.
ELEMENT D: Teachers adapt their teaching for the benefit of allstudents, including those with special needs across a range of ability levels.
This artifact is relevant to Teacher Quality II, Element D. This is from the EDUC 386 portion of the teacher prep program. It is required to attend three out-of-class events working with students, teachers, and community members. This event included lesson planning and leading a group of physically and mentally challenged individuals ranging from age 18- 45. The group is called Artistic Abilities 3D and explores creativity in sculpture. This program is very beneficial for the students and allows for creative expression. I worked with these students every week for 5 weeks, which allowed for wonderful relationship building and trust. This experience was very beneficial for me in patience, classroom management, and lesson planning. It gave me new insights and a better understanding of special needs students.
ELEMENT E: Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students.
ELEMENT F: Teachers create a learning environment characterized by acceptable student behavior, efficient use of time and appropriate intervention strategies.
Setting high behavioral expectations in the classroom is important. This is an artifact from the classroom experience at Webber Middle School. These are techniques from Doug Lemov’s, Teach Like a Champ 2.0. Setting students up for success begins with setting expectations for them. If educators don’t set high expectations for the their students they are setting them up to fail. All of these techniques relate to Standard II, Element F. All of these techniques are related to encouraging positive student behavior. Using these techniques are ways to be more an effective teacher in the classroom especially with interventions with students.