Artifact 1- Classroom Learning Enviornment
ELEMENT F: Teachers create a learning environment characterized by acceptable student behavior, efficient use of time and appropriate intervention strategies.
The first piece of evidence to support Teacher Quality Standard 2 is my classroom-learning environment. My classroom is designed to meet the needs of primary students. Brain breaks and musical influence are very common in a typical day. We learn to spell with the beat of a drum. We make up sound spelling songs, as well as math strategy songs. The room is bright, has visuals and it is simple yet informative. We use sign language, which adds to our efficient use of time by not interrupting the lesson by raising a hand to ask to get a drink, get a pencil or use the restroom. There is a behavior chart that resembles a traffic stoplight. If a student is not making the right choice, their name is silently moved and they are quickly encouraged to make the right choice and get it moved right backup. We use a timer for small group differentiation so we can manage our time efficiently. The learning environment is fun, but students are held to high expectations and there are consequences, after-all we are focused on acceptable student behavior. We have a “rainbow table” where students can go if they need to collect their thoughts or just want to be by themselves while they work it out in their head. There is also a “conflict corner” where students can go and solve problems peacefully, on their own. We have procedures set to line up, walk in the halls and head to “carpet time.”
This evidence supports Standard 2, element F. I provide clear expectations to guide student classroom behavior. We have our “Pride Promise” which is essentially our class guidelines and rules, hanging at the front of the room. I refer to it often to hold students accountable because, as a class, we all signed it at the beginning of the year. Procedures are clearly practiced and students adhere to those procedures on a daily basis so we can maximize the use of instructional time. We have made up “lineup songs” or procedures to clean up and make it to carpet by the end of a short song played on the stereo. We maintain a safe and orderly environment and the students stay on task. Students follow the classroom rules, and are consistently encouraged to help other students stay on task.
When I started teaching last year, I came up with many of these strategies and found them to be very helpful! Iknew I needed management strategies that encouraged them to do their best and do what they are suppose to be doing, but I also needed to find a way to efficiently use my instructional time. That’s when we came up with sign language and implementing it throughout the day. This has been a huge management piece that creates a peaceful and successful learning environment. I almost never need to stop my instruction because all I do is give them simple thumbs up when they throw me a sign. We incorporate many brain breaks throughout the day and the students get to come up with the breaks as a class. I have found they work very well together to decide peacefully on each week’s “secret” brain break. We have fun, but they are also held to high expectations and know that mistakes are a great way to learn. Encouraging mindfulness and exploring creativity is something I believe needs to be in every primary classroom. There are lively plants, a rock salt lamp and a quiet reading nook with a bright colored sofa chair. Our classroom encourages learning, growth and development. Integrating growth mindset-oriented learning processes into the classroom and can have a beneficial impact ontheir learning.
ELEMENT F: Teachers create a learning environment characterized by acceptable student behavior, efficient use of time and appropriate intervention strategies.
The first piece of evidence to support Teacher Quality Standard 2 is my classroom-learning environment. My classroom is designed to meet the needs of primary students. Brain breaks and musical influence are very common in a typical day. We learn to spell with the beat of a drum. We make up sound spelling songs, as well as math strategy songs. The room is bright, has visuals and it is simple yet informative. We use sign language, which adds to our efficient use of time by not interrupting the lesson by raising a hand to ask to get a drink, get a pencil or use the restroom. There is a behavior chart that resembles a traffic stoplight. If a student is not making the right choice, their name is silently moved and they are quickly encouraged to make the right choice and get it moved right backup. We use a timer for small group differentiation so we can manage our time efficiently. The learning environment is fun, but students are held to high expectations and there are consequences, after-all we are focused on acceptable student behavior. We have a “rainbow table” where students can go if they need to collect their thoughts or just want to be by themselves while they work it out in their head. There is also a “conflict corner” where students can go and solve problems peacefully, on their own. We have procedures set to line up, walk in the halls and head to “carpet time.”
This evidence supports Standard 2, element F. I provide clear expectations to guide student classroom behavior. We have our “Pride Promise” which is essentially our class guidelines and rules, hanging at the front of the room. I refer to it often to hold students accountable because, as a class, we all signed it at the beginning of the year. Procedures are clearly practiced and students adhere to those procedures on a daily basis so we can maximize the use of instructional time. We have made up “lineup songs” or procedures to clean up and make it to carpet by the end of a short song played on the stereo. We maintain a safe and orderly environment and the students stay on task. Students follow the classroom rules, and are consistently encouraged to help other students stay on task.
When I started teaching last year, I came up with many of these strategies and found them to be very helpful! Iknew I needed management strategies that encouraged them to do their best and do what they are suppose to be doing, but I also needed to find a way to efficiently use my instructional time. That’s when we came up with sign language and implementing it throughout the day. This has been a huge management piece that creates a peaceful and successful learning environment. I almost never need to stop my instruction because all I do is give them simple thumbs up when they throw me a sign. We incorporate many brain breaks throughout the day and the students get to come up with the breaks as a class. I have found they work very well together to decide peacefully on each week’s “secret” brain break. We have fun, but they are also held to high expectations and know that mistakes are a great way to learn. Encouraging mindfulness and exploring creativity is something I believe needs to be in every primary classroom. There are lively plants, a rock salt lamp and a quiet reading nook with a bright colored sofa chair. Our classroom encourages learning, growth and development. Integrating growth mindset-oriented learning processes into the classroom and can have a beneficial impact ontheir learning.
Below is a video showing what some of our classroom learning environment looks like, including sign language, line up song, brain breaks, solving problems peacefully and classroom transitions.