Reflection: I feel as though I am accomplished in Teacher Quality Standard 2, because routines, clear expectations and an inclusive environment are some of the most important things to me in my teaching. I highly value a predictable and safe learning environment where each day, students can come in and know what is expected of them, so they can spend time learning and sharing. I also value student relationships as a priority. During my middle school placement, the relationships I built with each individual student helped me to help each student with their specific needs, and allowed us to create a safe and inclusive space. During my elementary placement, we were remote and I tried my best to create relationships, but because of the situations I was unable to to the same degree and definitely felt a difference. Thus, moving forward I will always prioritize that. I also believe it is important to communicate with families and other adults to work as a team to best benefit each student.
Element a: : Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
Artifact: Weekly agenda and class rules for elementary school, and daily agenda with zones for middle school Rational: In order to foster a predictable and consistent learning environment for my students, routines, clear expectations, and keeping students in the loop are important to help students feel prepared and get the most out of the lessons. In my elementary placement, we start every day reviewing out weekly agenda, reminding them of what we have already done, and what we will be doing. We also review the class rules at the start of each class. By keeping it to three simple and concise rules, students know what is expected of them and can feel safe. In my middle school placement, we started each day with a review of the objective for the day, and the agenda. The agenda always consisted of the same 4 zones, to help the class flow predictable and let students know what is expected. Zone 1 was opening, and the do now, Zone 2 was for instruction, Zone 3 was work time, and Zone 4 was closing and clean up. This also helped with things like students needing to use the bathroom, because they already knew they could go during Zone 3.
Element b: Teachers demonstrate an awareness of, a commitment to, and respect for multiple aspects of diversity, while working toward common goals as a community of learners.
Artifact: Pixton classrooms from "Hair Love" and celebrating uniqueness lesson Rational: I believe it is extremely important to create an environment that is safe, allows all students to be vulnerable, and a place where all students are celebrated for who they are. In all of my lessons, I try to leave room for students to make personal connections and express themselves. During my elementary placement, I taught a lesson inspired by the book "Hair Love" and other artists who express uniqueness in their artwork. In the lesson, students used a technology tool called Pixton to make personal avatars of themselves. The tool allowed for options such as non-binary and the option to as accessibility features to your character such as wheelchairs and hearing aids. Students were given the space to create their avatars to represent themselves, and then were added to the Pixton classroom to see how we all come together as a community and can celebrate all the unique differences we bring, physically and internally.
Element c: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students
Artifact: Differentiation and Extension
Rational: Throughout all of my student teaching experience, I worked hard to make sure my lessons could be modified and adaptable to any and all students' needs. For each lesson plan I wrote, I made sure to write options for differentiation and extension within the process of the lesson and the performance. One of the ways in which I could include room for differentiation is by allowing choice within my lessons. I also made and taught lessons specifically for an adaptive specials class which I taught along with my mentor teacher to a group of 18 students within the autism program at my elementary school placement. It is important to offer multiple ways of learning and producing within each lesson because each student is unique and has different needs and methods of learning.
Element d: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
Artifact: Positive email home to family and message to all families about what the day's lesson was and how they can assist their student in uploading Rational: During both of my student teaching placements, I participated in any opportunities that were available to me to engage with other adults. Some of these opportunities were staff meetings and IEP meetings. During my elementary placement, I also interacted with families by sending positive emails home to families of students in our 3rd grade remote class. I find that sending positive emails home helps families feel in the loop, and also more willing to reach out with any specific needs or questions. It also makes the student more motivated when they hear from their families the positivity, and also makes it easier to then share not as positive feedback, and work together to best support their student. I also send messages home to families about the lessons that we were learning, so they could ask any questions or address any issues, and let them know how they can best support their student. I think it is really important to keep families in the loop, and work as a team to help the student be the best they can be.