Standard Four | Learning Environment
The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.
Artifacts
Fall 2010 | Strategies to Use Digital Media for Cultural Awareness
Performance Indicator D: The competent teacher analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect, positive social relationships, student motivation, and classroom engagement.
Performance Indicator D: The competent teacher analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect, positive social relationships, student motivation, and classroom engagement.
Fall 2011 | Classroom Expectations
Knowledge Indicator A: The competent teacher understands principles of and strategies for effective classroom and behavior management.
Performance Indicator C: The competent teacher uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities.
Knowledge Indicator A: The competent teacher understands principles of and strategies for effective classroom and behavior management.
Performance Indicator C: The competent teacher uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities.
classroom_management.docx | |
File Size: | 96 kb |
File Type: | docx |
Reflections
Fall 2010 | Strategies to Use Digital Media for Cultural Awareness
Here, I tested out several different digital tools, adapting them for educational use. My ultimate goal was to create the beginnings of some multi-media resources which I would use to bolster a unit of study designed to facilitate my students' cultural awareness, respect, and curiosity.
The first artifact is a VoiceThread presentation is made up of two Wordle word clouds and several screenshots taken by Jing. It will serve as the introduction to a prolonged project my students will be involved in: throughout the year, they will be pen pals with students in Zomba, a town in Malawi, Africa - and Urbana's sister city. I will use the VoiceThread tools to introduce students to life in Malawi and Africa, as well as allow them to share their own thoughts through commenting online directly on the presentation.
The second artifact is an Animoto slide show. Using this program, I created a sample presentation showcasing Zomba and Malawi through images and music. (The images on the slides are Jing screenshots, taken from Google Image searches, and the music clip was found on YouTube and converted for use here through VidtoMP3.com.) After viewing it, my students will have a better sense of what it's like to actually live in this part of Africa.
Through this project, I am helping my students broaden how they envision the world, therefore strengthening their global citizenship. Additionally, I am teaching good digital citizenship, as they will be learning how to collaborate in an online space.
Fall 2011 | Classroom Expectations
Through this Classroom Behavior Management plan (which will be given to students in handout form, discussed in class, posted on the classroom wall, and referenced frequently throughout the year), I am making clear to students the standards to which they will be held in order to create a safe and fruitful learning community. The three “Be” statements and the explanations that go along with them, all phrased in positive and constructive ways, make it obvious that I am holding students to logical and high standards, and that I know each of them is capable of learning in my classroom. (A Rationale for my expectations is also provided in the above document, on the second page.)
Each of my three statements are aimed at creating positive interactions and a personal responsibility for learning, habits that are essential to students being lifelong learners. “Be prepared” demands a readiness with materials and also with students’ mental states – they should enter the classroom ready to think and discover. “Be respectful” establishes emotional and social stability for all students, giving them the safety they need to learn from our texts and from others around them. This respect also extends to incorporate honesty, as students’ own thoughts are valued and plagiarism is unacceptable. Finally, “Be engaged” establishes the precedent for openness to new ideas and experiences, as well as further cementing that autonomy of learning students need to develop by encouraging questions and independent thinking. Overall, these Classroom Behavior Management plan lays the groundwork of a vibrant learning community by focusing on the safety and individuality of each student.
Here, I tested out several different digital tools, adapting them for educational use. My ultimate goal was to create the beginnings of some multi-media resources which I would use to bolster a unit of study designed to facilitate my students' cultural awareness, respect, and curiosity.
The first artifact is a VoiceThread presentation is made up of two Wordle word clouds and several screenshots taken by Jing. It will serve as the introduction to a prolonged project my students will be involved in: throughout the year, they will be pen pals with students in Zomba, a town in Malawi, Africa - and Urbana's sister city. I will use the VoiceThread tools to introduce students to life in Malawi and Africa, as well as allow them to share their own thoughts through commenting online directly on the presentation.
The second artifact is an Animoto slide show. Using this program, I created a sample presentation showcasing Zomba and Malawi through images and music. (The images on the slides are Jing screenshots, taken from Google Image searches, and the music clip was found on YouTube and converted for use here through VidtoMP3.com.) After viewing it, my students will have a better sense of what it's like to actually live in this part of Africa.
Through this project, I am helping my students broaden how they envision the world, therefore strengthening their global citizenship. Additionally, I am teaching good digital citizenship, as they will be learning how to collaborate in an online space.
Fall 2011 | Classroom Expectations
Through this Classroom Behavior Management plan (which will be given to students in handout form, discussed in class, posted on the classroom wall, and referenced frequently throughout the year), I am making clear to students the standards to which they will be held in order to create a safe and fruitful learning community. The three “Be” statements and the explanations that go along with them, all phrased in positive and constructive ways, make it obvious that I am holding students to logical and high standards, and that I know each of them is capable of learning in my classroom. (A Rationale for my expectations is also provided in the above document, on the second page.)
Each of my three statements are aimed at creating positive interactions and a personal responsibility for learning, habits that are essential to students being lifelong learners. “Be prepared” demands a readiness with materials and also with students’ mental states – they should enter the classroom ready to think and discover. “Be respectful” establishes emotional and social stability for all students, giving them the safety they need to learn from our texts and from others around them. This respect also extends to incorporate honesty, as students’ own thoughts are valued and plagiarism is unacceptable. Finally, “Be engaged” establishes the precedent for openness to new ideas and experiences, as well as further cementing that autonomy of learning students need to develop by encouraging questions and independent thinking. Overall, these Classroom Behavior Management plan lays the groundwork of a vibrant learning community by focusing on the safety and individuality of each student.