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
Artifact One
Student Project: Play the Part
Performance Indicator 4L: 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;
During my CI 402: Teaching in Diverse Middle Schools course, I created a project aimed to teach middle school students about various important historical figures in World History. The project is meant to motivate students by stimulating their creativity, and to promote positive interactions between classmates during the presentation of their projects.
Performance Indicator 4L: 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;
During my CI 402: Teaching in Diverse Middle Schools course, I created a project aimed to teach middle school students about various important historical figures in World History. The project is meant to motivate students by stimulating their creativity, and to promote positive interactions between classmates during the presentation of their projects.
Reflection on Student Project: Play the Part
This project, aimed to teach middle school students about important and influential figures in World History, is meant to show my ability to meet Standard Four of the Illinois Professional Teaching Standards: Learning Environment. With the provision of a list of historical figures from a variety of countries, who fought for a plethora of differing issues, students are given the opportunity to research and present a project about an individual they can identify with, bringing their own cultural and linguistic perspectives to the table in the creation of the project. I chose this to use this artifact to demonstrate this standard because not only does the assignment promote cultural responsiveness by requiring students to research activists, but students are also given guidelines for maintaining mutual respect and having positive social interactions during this activity.
I feel that the 'Play the Part' project is an appropriate representation of this standard because it contains various aspects that foster a positive learning environment for students. Getting time in the computer lab and having a chance to create a visual presentation allows students to use their creativity and technological skills in the project, motivating them further in their learning. The listening component of the project promotes respectful and positive behavior between students, creating a comfortable environment for them to present their projects in. A handout is provided that requires students to make notes on their peers' presentations, ensuring that students are more motivated to listen to and respect their peers. With this handout and using classroom discipline strategies such as proximity to encourage students not paying attention to others to be respectful, an environment of mutual respect was created. In creating this project for students, I feel that I have grown as a teacher as I have learned more about about the multiple dimensions of planning involved in a project like this. While academic learning is undeniably vital, it is not the sole objective of teachers, and the emotional and well-being of students is just as important.
I feel that the 'Play the Part' project is an appropriate representation of this standard because it contains various aspects that foster a positive learning environment for students. Getting time in the computer lab and having a chance to create a visual presentation allows students to use their creativity and technological skills in the project, motivating them further in their learning. The listening component of the project promotes respectful and positive behavior between students, creating a comfortable environment for them to present their projects in. A handout is provided that requires students to make notes on their peers' presentations, ensuring that students are more motivated to listen to and respect their peers. With this handout and using classroom discipline strategies such as proximity to encourage students not paying attention to others to be respectful, an environment of mutual respect was created. In creating this project for students, I feel that I have grown as a teacher as I have learned more about about the multiple dimensions of planning involved in a project like this. While academic learning is undeniably vital, it is not the sole objective of teachers, and the emotional and well-being of students is just as important.
Artifact Two
Collective Bargaining Facilitation
Performance Indicator 4K: 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;
During my time student teaching at a school in a small urban community, I had the opportunity to facilitate a collective bargaining activity planned by my cooperating teacher. This activity requires students to take on the roles of business owners and union representatives and negotiating a contract for working conditions in groups. I directed the students in this activity and facilitated meaningful group work and positive social interactions during the completion of this activity.
Performance Indicator 4K: 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;
During my time student teaching at a school in a small urban community, I had the opportunity to facilitate a collective bargaining activity planned by my cooperating teacher. This activity requires students to take on the roles of business owners and union representatives and negotiating a contract for working conditions in groups. I directed the students in this activity and facilitated meaningful group work and positive social interactions during the completion of this activity.
Reflection on Collective Bargaining Facilitation
My facilitation of a collective bargaining activity is meant to demonstrate Standard Four of the Illinois Professional Teaching Standards: Learning Environment. In facilitating this activity, I had to create an appropriate environment for students to interact positively within. Not only did students have to collaborate with one another effectively, but they also had to effectively compromise with others while maintaining mutual respect. I chose to use this artifact because it demonstrates my ability to create a smoothly functioning classroom in which students can work independently as well as collaborate with each other to engage in meaningful learning. I used various strategies to help groups that had trouble comprising with each other and acted as a facilitator, while simultaneously walking around and encouraging students who speak less in class to participate. Using these tactics, a more comfortable learning environment was created for students.
I feel that this facilitation is an appropriate representation of the learning environment standard because it highlights the skills I have gained that are required in maintaining a classroom with a positive and welcoming environment in which mutual respect is present. In this activity, I ensured students effectively collaborated with their group members, while simultaneously maintaining respectful negotiations between groups. As a whole, this artifact is a demonstration of my growth as a teacher and it shows how I have developed my abilities to manage a classroom and ensure that my classroom provides a healthy, positive, and stimulating learning environment for all of my students.
I feel that this facilitation is an appropriate representation of the learning environment standard because it highlights the skills I have gained that are required in maintaining a classroom with a positive and welcoming environment in which mutual respect is present. In this activity, I ensured students effectively collaborated with their group members, while simultaneously maintaining respectful negotiations between groups. As a whole, this artifact is a demonstration of my growth as a teacher and it shows how I have developed my abilities to manage a classroom and ensure that my classroom provides a healthy, positive, and stimulating learning environment for all of my students.
© 2016 Yulia Cook | Last Updated: May 2016