FEAPS a. Organizes, allocates, and manages the resources of time, space, and attention c. Conveys high expectations to all students e. Models clear, acceptable oral and written communication skills f. Maintains a climate of openness, inquiry, fairness and support h. Adapts the learning environment to accommodate the differing needs and diversity of students I have one student in my class who has ADHD. Whenever they are asked to complete a topic independently, they lose focus and cannot complete the task in the time allotted to them. They have an educational plan that requires that they have additional time given to them during testing. Every week, I work with this student in a small group to try and get them to complete the assignments given to them. Although this student has a disability, they are still expected to complete the assignments in class. My CT gives special accommodations, but tries to make it as fair as possible. One day, I was working with this student at my small group table. We were focusing on using a strategy called “Topic, Point, Evidence” to write a paragraph about what we were reading in social studies. This student amazed me with their participation and effort to write the paragraph. With the struggles this student has had on focusing, having them write half a page worth of work was a huge accomplishment. I believe that this growth goes along with my first teaching belief of my teaching platform that all students are capable of learning and growing. Any type of growth is an accomplishment that should be celebrated!
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FEAPS 2e. Models clear, acceptable oral and written communication skills 2d. Respects students’ cultural linguistic and family background 2f. Maintains a climate of openness, inquiry, fairness and support Making sure that students feel a sense of belonging in the classroom is just as important as the topics we teach them. Based on our classroom discussions and readings, I have come to the conclusion that when a student feels like they are in a safe and connected community classroom environment, their behavior will be more positive. According to our text, the idea of unconditional acceptance plays an important role in student behavior (Levin & Nolan, 2014). Unconditional acceptance means a teacher’s affection and concern for students comes unconditionally, regardless of behavior. This shows students that the teacher cares for everyone and she won’t stop caring just because of behavior. The picture above shows a seating chart of all of the students in my class and notes I have taken on them based on their academic learning. Each student is unique in their own way. Making sure that our students feel like they belong and are cared about is extremely important for their academic growth.
References Levin, J., & Nolan, J. F. (2014). Principles of Classroom Management: A Professional Decision-Making Model. New Jersey: Pearson Education, Inc. FEAPS 2a. Organizes, allocates, and manages the resources of time, space, and attention 2b. Manages individual and class behaviors through a well-planned management system 2c. Conveys high expectations to all students 2e. Models clear, acceptable oral and written communication skills Above are children stacking chairs during the dismissal routine. After observing my CT multiple weeks in a row, my CT has let me take control of the routine on dismissing students at the end of the day. At the end of the final lesson of the day, I used my attention getter that the students know and are comfortable with (which is "Holy mole, Guacamole!"). Once I had students' attention, they were instructed to put all of their belongings away and "pack and stack" for dismissal. “Pack and stack” is there they “pack” their backpacks and then “stack” their chairs in appropriately sized stacks throughout the room. According to our text, it is imperative to establish clear expectations to support successful teaching and learning (Levin & Nolan, 2014). The classroom procedure of dismissal was taught to the students at the beginning of the year and practiced until it was learned successfully. Because this procedure is done with such success less time is required at the end of the day to set up for dismissal, which in turn leads to more meaningful use of class time for learning.
References Levin, J., & Nolan, J. F. (2014). Principles of Classroom Management: A Professional Decision-Making Model. New Jersey: Pearson Education, Inc. FEAPS 2d. Respects students’ cultural linguistic and family background 2e. Models clear, acceptable oral and written communication skills 2g. Integrates current information and communication technologies This is an email that I drafted to send to parents right before report cards came out. The email was short and concise, getting directly to the point. My collaborating teacher said that from her experience, shorter emails are better that way words do not get misconstrued through text. The email started with a positive note about the class and then went into informing parents about report cards, and then finally explaining what is expected of students. According to our text, building proactive family relationships leads to students achieving higher grades, better attendance, and an overall positive attitude about school (Levin & Nolan, 2014). Keeping parents informed about report cards not only holds students accountable, but keeps parents and teachers on the same team, which is ultimately to make sure that students are successful. Having parents continued support in the classroom is important for student success.
References Levin, J., & Nolan, J. F. (2014). Principles of Classroom Management: A Professional Decision-Making Model. New Jersey: Pearson Education, Inc. |
AuthorDanyelle Estill Archives
December 2016
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