Artifact 2: Greetings and Good Things
ELEMENT A: Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.
ELEMENT B: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country.
ELEMENT C: Teachers engage students as individuals with unique interests and strengths.
The next piece of evidence that supports Standard II, is a warm greeting into the classroom and beginning the day with "good things." Capturing Kids Hearts is a strategy to win the hearts of students and lead them to their personal best in the classroom . Included in this mission are tools we use everyday to create a positive, welcoming learning environment. The evidence for this standard begins with a greeting and handshake at the door before entering the classroom. The social bond of connection between a student and teacher, along with physical touch, can drastically affect someone’s day. who may have a hard life outside of school, feel comfortable and safe at school. Greetings are one of the basic functions of communication and promotes positive conversations which helps us connect to people on a more personal level and build relationships over time. Affirmations and words of encouragement aide in this type of engagement to create a happy, inclusive learning environment. At the carpet, we start our learning with sharing good things. This is a time where students can share happy things happening in their lives.
This evidence supports element A, B and C. Greeting student’s one by one outside as they line up and again before we enter the classroom door, supports a nurturing and welcoming relationship between the student and myself. Affirmations and encouragement are given to demonstrate my respect and commitment to each student that walks through the door. Element C focuses on teachers engaging students as individuals in their own unique ways. Sharing good things at the carpet allows students, of all backgrounds, to contribute something happening in their lives while others acknowledge the values of each student and their contributions to the classroom. Engaging with students by asking relevant questions and respecting the diversity creates a classroom environment of openness and promotes a positive learning environment for all. Empowering students in their own unique ways provides an opportunity for them to feel included. Students respect the uniqueness of other students and actively engage in classroom activities.
Capturing Kids Hearts is a professional development I attended this past year. It's mission focuses on knowing the child and encouraging them to their personal best. Engagement is the first step in establishing a respectful, inclusive environment and connection with an educator. I created a classroom environment conducive to learning and values diverse perspectives and backgrounds. I make sure to ask appropriate and challenging questions for all students, scaffolding when needed. Inviting and encouraging students to participate is supported by a motivating, positive demeanor. Greeting students at the door has established a nurturing relationship with each one of my students. Over the past year, relationships have blossomed and students respect their classmates and teacher by demonstrating support for one another.
ELEMENT A: Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.
ELEMENT B: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country.
ELEMENT C: Teachers engage students as individuals with unique interests and strengths.
The next piece of evidence that supports Standard II, is a warm greeting into the classroom and beginning the day with "good things." Capturing Kids Hearts is a strategy to win the hearts of students and lead them to their personal best in the classroom . Included in this mission are tools we use everyday to create a positive, welcoming learning environment. The evidence for this standard begins with a greeting and handshake at the door before entering the classroom. The social bond of connection between a student and teacher, along with physical touch, can drastically affect someone’s day. who may have a hard life outside of school, feel comfortable and safe at school. Greetings are one of the basic functions of communication and promotes positive conversations which helps us connect to people on a more personal level and build relationships over time. Affirmations and words of encouragement aide in this type of engagement to create a happy, inclusive learning environment. At the carpet, we start our learning with sharing good things. This is a time where students can share happy things happening in their lives.
This evidence supports element A, B and C. Greeting student’s one by one outside as they line up and again before we enter the classroom door, supports a nurturing and welcoming relationship between the student and myself. Affirmations and encouragement are given to demonstrate my respect and commitment to each student that walks through the door. Element C focuses on teachers engaging students as individuals in their own unique ways. Sharing good things at the carpet allows students, of all backgrounds, to contribute something happening in their lives while others acknowledge the values of each student and their contributions to the classroom. Engaging with students by asking relevant questions and respecting the diversity creates a classroom environment of openness and promotes a positive learning environment for all. Empowering students in their own unique ways provides an opportunity for them to feel included. Students respect the uniqueness of other students and actively engage in classroom activities.
Capturing Kids Hearts is a professional development I attended this past year. It's mission focuses on knowing the child and encouraging them to their personal best. Engagement is the first step in establishing a respectful, inclusive environment and connection with an educator. I created a classroom environment conducive to learning and values diverse perspectives and backgrounds. I make sure to ask appropriate and challenging questions for all students, scaffolding when needed. Inviting and encouraging students to participate is supported by a motivating, positive demeanor. Greeting students at the door has established a nurturing relationship with each one of my students. Over the past year, relationships have blossomed and students respect their classmates and teacher by demonstrating support for one another.
Below is a video showing our morning greetings and sharing good things.