The artifacts presented represent how the teacher creates a positive learning environment through discussion of expectations at the start of each term and use of a "B+" poster and "Great Group Work" handout. These emphasize being positive, contributing to groups, and maintaining focus. Over time, the teacher learned to share responsibility for the classroom with students by involving them in setting routines and expectations, creating ownership. This mutual respect leads to a structured, respectful environment. The teacher realized they are a "control freak" but that strict rules alone do not work; a balanced approach that includes student input is more effective for the desired outcome.
The artifacts presented represent how the teacher creates a positive learning environment through discussion of expectations at the start of each term and use of a "B+" poster and "Great Group Work" handout. These emphasize being positive, contributing to groups, and maintaining focus. Over time, the teacher learned to share responsibility for the classroom with students by involving them in setting routines and expectations, creating ownership. This mutual respect leads to a structured, respectful environment. The teacher realized they are a "control freak" but that strict rules alone do not work; a balanced approach that includes student input is more effective for the desired outcome.
The artifacts presented represent how the teacher creates a positive learning environment through discussion of expectations at the start of each term and use of a "B+" poster and "Great Group Work" handout. These emphasize being positive, contributing to groups, and maintaining focus. Over time, the teacher learned to share responsibility for the classroom with students by involving them in setting routines and expectations, creating ownership. This mutual respect leads to a structured, respectful environment. The teacher realized they are a "control freak" but that strict rules alone do not work; a balanced approach that includes student input is more effective for the desired outcome.
The artifacts presented represent how the teacher creates a positive learning environment through discussion of expectations at the start of each term and use of a "B+" poster and "Great Group Work" handout. These emphasize being positive, contributing to groups, and maintaining focus. Over time, the teacher learned to share responsibility for the classroom with students by involving them in setting routines and expectations, creating ownership. This mutual respect leads to a structured, respectful environment. The teacher realized they are a "control freak" but that strict rules alone do not work; a balanced approach that includes student input is more effective for the desired outcome.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 3
ARTIFACT EVIDENCE AND REFLECTION
WTS #5 ARTIFACT DESCRIPTION: B+ My Only Classroom Rule; Great Group Work The artifacts presented here represent evidence of how I have created an environment that fosters learning, respect and an appreciation for the concept of team and belonging in order to maintain focus on moving forward positively. I have instituted a discussion at the start of each term that involves the idea of being positive when we arrive to the room and in how we approach engagements with materials, learning and others in the learning space. This approach is presented here with a recent photograph taken from 2016 summer school in Madison. Typically, I have found that the discussion is quite fruitful in terms of setting expectations and meeting the needs of all in a particular class. The B+ poster I made for summer school this last summer was something that was referred to regularly, by me and my students. Sometimes they called me out when I was admittedly not being positive. It works in all ways with all students. Show up positive and things will naturally work out. The Great Group Work handout is one that carries with it the concept of remaining positive and seeing ways to bring your best to the table and the groups that you work with throughout the school year. This handout is used for formative discussions on group work and expectations that will be shared and focused on as students work together on a variety of projects, activities and common efforts in class. ALIGNMENTS: WI DPI Teacher Standards Standard Five - Teachers know how to manage a classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. The artifacts presented here illustrate that I have experience and a calm approach to setting expectations and rules for behavior in my classroom. There are many ways to establish rules in a classroom, but simply posting them and thinking they will be followed is asking for trouble. My experience has been that rather than detail the acts or omissions of students in a classroom by the posting of rules is to have a more authentic discussion about how the class should run. Expectations for behavior are established and understood. Certain items can be addressed without posting them on a wall, such as bathroom policies and expectations. My approach represents a more holistic approach to the running of my classroom and expectation s for how we will work cooperatively together. My Great Group Work handout is one that is focused on for a class period. I share my experience and students share theirs, including good and bad examples and experiences to highlight what will be acceptable and expected
ARTIFACT EVIDENCE AND REFLECTION
WTS #5
UWP School of Education Knowledge, Skill and Disposition Statement
KSD 2.b. ESTABLISHES A CULTURE FOR LEARNING
The candidate can create a classroom environment that establishes and maintains high expectations for all students to value content of course work, take pride in work by initiating improvements, and help peers.
KSD 2.c. MANAGES CLASSROOM PROCEDURES
The candidate values and has the ability to manage self-motivated students and instructional groups who are productively and independently working at all times with classroom transitions and routines occurring smoothly. The teacher, volunteers, paraprofessionals and students share the responsibility for the classroom environment.
The artifacts presented here illustrate that I have an understanding and
appreciation for establishing a classroom culture that creates quality learning experiences and an environment that encourages all students to be comfortable investing themselves and taking risks in the process of learning and discovery. As students come to appreciate the value in a safe and respectful environment, they will naturally be encouraged to demand the respect of all students in the class for the space. Setting expectations for working cooperatively together also reinforces the commitment to a learning environment and mutual respect for the process of learning. As routines and procedures in the classroom are established and reinforced, the role of each person present becomes valued and appreciated.
REFLECTIONS AND IMPACT ON PROFESSIONAL DEVELOPMENT:
ARTIFACT EVIDENCE AND REFLECTION
WTS #5 What I learned about teaching Over the years, I have learned to be less of a task master and tyrant in the classroom. Sharing the load of establishing routines and expectations with my students creates ownership and accountability for the class. This is often not an easy thing to do. Depending upon the makeup of any particular class of students, letting go of the reins so to speak can be a bumpy road and difficult. The benefit to working toward shared ownership with the students in your class is a mutual respect and desire for a structured, respectful environment. What I learned about myself as an educator I have come to realize that I am kind of a control freak. Chaos and craziness in a classroom make me very uncomfortable. I have also realized that ruling with an iron fist gets you about nowhere. As I struggled with setting rules and getting the kids to toe the line over the years, I have come to realize that there is a happy medium that provide an alternative approach to being the ruling task master. Including the kids in the decision making and enlisting their effort and ideas on creating the environment goes much further than cracking the whip. I have come to the conclusion that my style favors setting reasonable expectations and knowing the product you hope for might be weeks or months into the future. The destination is the goal and remembering that we are all works in progress helps everyone.
Lelutiu-Weinberger, Corina & Pachankis, John E., 2017, Acceptability and Preliminary Efficacy of a Lesbian, Gay, Bisexual, and Transgender-Affirmative Mental Health Practice Training in a Highly Stigmatizing National Context.pdf
