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.
Artifact 1: Class Rules Essay
Growth in Knowledge Indicator A: understands principles of and strategies for effective classroom and behavior management.
Growth in Knowledge Indicator D: understands factors (e.g., self-efficacy, positive social interaction) that influence motivation and engagement.
Growth in Performance Indicator A: creates a safe and healthy environment that maximizes student learning.
Growth in Performance Indicator B: creates clear expectations and procedures for communication and behavior and a physical setting conducive to achieving classroom goals.
Growth in Performance Indicator D: analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect, positive social relationships, student motivation, and classroom engagement.
The artifact below was written for SPED 405 during the Fall 2012 semester at the University of Illinois. The prompt for the assignment was, "the purpose of this assignment is to have you think carefully about the expectations you have for academic performance and behavior in your classroom. What classroom rules are most critical for creating positive and effective learning environments for your students?" In completing the assignment, I thought critically about how to best achieve the kind of learning environment described in Illinois Teaching Performance Standard Four.
Artifact 1: Class Rules Essay
Growth in Knowledge Indicator A: understands principles of and strategies for effective classroom and behavior management.
Growth in Knowledge Indicator D: understands factors (e.g., self-efficacy, positive social interaction) that influence motivation and engagement.
Growth in Performance Indicator A: creates a safe and healthy environment that maximizes student learning.
Growth in Performance Indicator B: creates clear expectations and procedures for communication and behavior and a physical setting conducive to achieving classroom goals.
Growth in Performance Indicator D: analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect, positive social relationships, student motivation, and classroom engagement.
The artifact below was written for SPED 405 during the Fall 2012 semester at the University of Illinois. The prompt for the assignment was, "the purpose of this assignment is to have you think carefully about the expectations you have for academic performance and behavior in your classroom. What classroom rules are most critical for creating positive and effective learning environments for your students?" In completing the assignment, I thought critically about how to best achieve the kind of learning environment described in Illinois Teaching Performance Standard Four.
Reflection 1:
The above artifact pertains to Standard Four of the Illinois Professional Teaching Standards because it directly deals with the intricacies of creating a safe, healthy, positive, and motivated learning environment. I chose this sample because in it I discuss my general expectations for students and how I will convey them, and then provide and explain my three classroom rules. The standard highlights the need for a classroom environment that fosters "emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting." The collaboration used when I set up general expectations will facilitate an environment of respect, engagement, and well-being; students become self-advocates who know that they are respected but also understand that their participation is key. My expectations and rules are demanding but infused with positivity. The high expectations are paired with support for risk-taking and motivation for goal-setting. Furthermore, by discussing each classroom rule, students will have the chance to ask questions and provide input into how the classroom works. I want them to understand my reasoning, not only knowing the rules but comprehending why they are important. This artifact is also important because it fits with Growth in Knowledge Indicator A, which states that a teacher "understands principles of and strategies for effective classroom and behavior management." This is because I made my classroom expectations and rules as transparent as possible and highlight their importance in an effort to proactively prevent behavior management problems. Although behavior management is an area in which I am seeking improvement, this artifact illustrates my growth as an educator because I have created a plan for a positive and safe classroom environment. I understand that respect, positivity, engagement, and motivation are all aspects of a classroom that minimize the level of disruptive or apathetic behavior, and this document highlights my passion to enact these aspects in my classroom in thoughtful, collaborative ways.
The above artifact pertains to Standard Four of the Illinois Professional Teaching Standards because it directly deals with the intricacies of creating a safe, healthy, positive, and motivated learning environment. I chose this sample because in it I discuss my general expectations for students and how I will convey them, and then provide and explain my three classroom rules. The standard highlights the need for a classroom environment that fosters "emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting." The collaboration used when I set up general expectations will facilitate an environment of respect, engagement, and well-being; students become self-advocates who know that they are respected but also understand that their participation is key. My expectations and rules are demanding but infused with positivity. The high expectations are paired with support for risk-taking and motivation for goal-setting. Furthermore, by discussing each classroom rule, students will have the chance to ask questions and provide input into how the classroom works. I want them to understand my reasoning, not only knowing the rules but comprehending why they are important. This artifact is also important because it fits with Growth in Knowledge Indicator A, which states that a teacher "understands principles of and strategies for effective classroom and behavior management." This is because I made my classroom expectations and rules as transparent as possible and highlight their importance in an effort to proactively prevent behavior management problems. Although behavior management is an area in which I am seeking improvement, this artifact illustrates my growth as an educator because I have created a plan for a positive and safe classroom environment. I understand that respect, positivity, engagement, and motivation are all aspects of a classroom that minimize the level of disruptive or apathetic behavior, and this document highlights my passion to enact these aspects in my classroom in thoughtful, collaborative ways.
Artifact 2: Introduction Letter
Growth in Knowledge Indicator A: understands principles of and strategies for effective classroom and behavior management.
Growth in Knowledge Indicator G: knows strategies to implement behavior management and behavior intervention planning to ensure a safe and productive learning environment.Growth in Performance Indicator B: creates clear expectations and procedures for communication and behavior and a physical setting conducive to achieving classroom goals.
Growth in Performance Indicator C: 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.
The artifact below is the letter of introduction that I wrote to the students and parents that I am currently working with as part of my student teaching placement. I used the letter as a way to establish my expectations for the classroom environment and let students and parents know what I would like the learning atmosphere to be.
Growth in Knowledge Indicator A: understands principles of and strategies for effective classroom and behavior management.
Growth in Knowledge Indicator G: knows strategies to implement behavior management and behavior intervention planning to ensure a safe and productive learning environment.Growth in Performance Indicator B: creates clear expectations and procedures for communication and behavior and a physical setting conducive to achieving classroom goals.
Growth in Performance Indicator C: 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.
The artifact below is the letter of introduction that I wrote to the students and parents that I am currently working with as part of my student teaching placement. I used the letter as a way to establish my expectations for the classroom environment and let students and parents know what I would like the learning atmosphere to be.
Reflection 2:
The artifact that I have embedded above reflects Standard Four of the Illinois Professional Teaching Standards. The language of the standard is directly reflected in my letter to students, as I understand the benefits of creating and sharing expectations for a positive learning environment. The standard states in its description that teachers should facilitate “emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.” My letter calls for students to “be comfortable taking risks, setting goals, staying engaged with the material, and sharing your thoughts and knowledge with me and with your classmates.” I felt that sharing my expectations was necessary for the well-being of students, and I also recognize that it facilitates collaboration and learning. In addition to these benefits, I believe this letter reflects my understanding of how to use preventative measures to keep student behavior positive; Knowledge Indicator A calls for teachers to “understand principles of and strategies for effective classroom and behavior management,” and this letter was a way for me to establish norms for behavior, creating a preventative behavior plan. Performance Indicator B states that a teacher should “create clear expectations and procedures for communication and behavior,” and I highlight in my letter that I expect students to participate and have good behavior, that I am open to communication and feedback from both students and parents throughout the year. Similarly to my letter’s goal to encourage students to advocate for themselves and create a positive and productive classroom community, I wanted the letter to highlight my interest in differentiated instruction. Performance Indicator C states some of these techniques when it calls for “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,” and my letter stresses my philosophy of “creativity, critical thinking, and collaboration.” Finally, by sharing information about myself, I was making a connection with students that helped create an atmosphere of respect and shared interest. My letter worked to share my expectations with students and foster the learning and social environment and classroom community that I will maintain throughout my student teaching experience.
The artifact that I have embedded above reflects Standard Four of the Illinois Professional Teaching Standards. The language of the standard is directly reflected in my letter to students, as I understand the benefits of creating and sharing expectations for a positive learning environment. The standard states in its description that teachers should facilitate “emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.” My letter calls for students to “be comfortable taking risks, setting goals, staying engaged with the material, and sharing your thoughts and knowledge with me and with your classmates.” I felt that sharing my expectations was necessary for the well-being of students, and I also recognize that it facilitates collaboration and learning. In addition to these benefits, I believe this letter reflects my understanding of how to use preventative measures to keep student behavior positive; Knowledge Indicator A calls for teachers to “understand principles of and strategies for effective classroom and behavior management,” and this letter was a way for me to establish norms for behavior, creating a preventative behavior plan. Performance Indicator B states that a teacher should “create clear expectations and procedures for communication and behavior,” and I highlight in my letter that I expect students to participate and have good behavior, that I am open to communication and feedback from both students and parents throughout the year. Similarly to my letter’s goal to encourage students to advocate for themselves and create a positive and productive classroom community, I wanted the letter to highlight my interest in differentiated instruction. Performance Indicator C states some of these techniques when it calls for “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,” and my letter stresses my philosophy of “creativity, critical thinking, and collaboration.” Finally, by sharing information about myself, I was making a connection with students that helped create an atmosphere of respect and shared interest. My letter worked to share my expectations with students and foster the learning and social environment and classroom community that I will maintain throughout my student teaching experience.