Domain+Two

Domain II: Classroom Environment

Component 2b: Establish a Culture for Learning Description: Educators can communicate the value of content by displaying student work to create pride. This also can reinforce the expectations for learning and achievement to convey high expectations for all students. My first artifact is an example of student-generated work that demonstrated the instructional outcomes of applying poetry text elements through writing limericks. The second artifact is an example of reading non-fiction text to understand the history of Nevada and demonstrating their understanding through creating a Square Set Timber model that was used to bring a level of safety to the mining industry in the 1860's. My Artifacts: Reflection: As a student, I remember the pride that comes with being a part of something larger than yourself. During Student Teaching, the Square Set Timber models that we displayed in the hallway were the 'talk' of the school. They happened to be up during Bartlett's 20th Anniversary Celebration and students were purposeful about using the new content knowledge to explain to their families and community visitors how square set timbering was used during the Gold Rush. As the teacher, I got to experience first hand the benefit of students actively participating in their own learning and taking the initiative to share it demonstrates that the culture for learning is one where students and teachers alike are placing great importance on the content being delivered. It truly is an exhilarating to be a part of establishing that culture! Component 2c: Managing Classroom Procedures Description: Part of an effective learning environment is the management of instructional groups. During Instructional Acceleration (IA), Reading Language Arts, Work Stations, and Math Small Groups, I had to be organized with my lessons, activities, groupings, and materials to facilitate a productive small group instructional time where all students were engaged at all times and assuming responsibility for productivity. My initial artifact is a video of a small group instructional time where students are the benefactors of my management which serves the greater goal of quality instruction.

My Artifact: media type="youtube" key="VAYJiVNZw2Y" height="315" width="420" align="center"

Reflection: This small group time in particular has required me to grow in my management skills due to the time constraint of 25 minutes and the high stakes of having students that are reading below grade level. I've learned that there is a direct correlation between my management of this group time and the amount of content covered. When reflecting on how to maximize this instructional time, I instituted a student helper to set-up the group's supplies prior to their arrival to my classroom and then I have all of the instructional tools (timers, highlighters, strategy aides, etc.) at their finger tips when it is time to transition to the next step of our lesson. Component 2d: Managing Student Behavior Description: The expectations, monitoring, anticipation, and response to student behavior is a plan that establishes a respectful, safe, productive learning environment where growth is the standard for all students. This requires a collaborative effort between students and teachers to ensure 'buy in' on all levels, built in accountability through self and peer monitoring, and consistency. My classroom management philosophy is included as the first artifact below. The following artifact is my Classroom Management Plan that outlines whole group, individual, and team rewards and consequences to provide a comprehensive framework for managment of student behavior. My Artifacts: [|Classroom Management Philosophy] [|Classroom Management] Reflection: The combination of a research-based philosophy and a plan for my classroom's management is certainly the foundation for a successful day and year. It takes time to establish and implement the managment plan but without it, there would be a climate of exasperation that would interfere with learning. By integrating students into the institution and daily implementation of my management plan, we have a respectful, collaborative, and positive classroom that is fertile for learning as a result. I want to raise my student's awareness of metacognitive skills that will serve them for their entire life both in and outside of the classroom.