2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:
a. Organizes, allocates, and manages the resources of time, space, and attention;
My collaborating teacher’s classroom is organized so that students’ tables are in the shape of an “U” and there are two to three students at each table. This makes it easier for my CT and myself to help more than one student at a time and to make sure all the students are staying on task. Each table has a storage bin with 6 drawers that are used to organize the students’ materials that are used throughout the day, such as writing folders, math notebooks, poetry notebooks, science notebooks, and daily five folders. The classroom arrangement is organized, allocated, and managed so that students can easily access their daily materials, ask a buddy for help before asking the teacher, and asking for assistance from my collaborating teacher or myself. Also, by having all their materials in the storage bin, it saves transition time because the students don’t have to rush to their backpacks to retrieve their materials.
http://jilliancampos.weebly.com/ede-4504/seating-chart-connect-and-reflect-blog
By using several attention getting strategies, I am able to make sure my students are not wasting learning time, and my lessons are organized and not chaotic. By simple saying “Flat tire,” the student know to turn their attention towards me or my CT to listen for instructions.
http://jilliancampos.weebly.com/ede-4504/trying-an-attention-getting-strategy
My collaborating teacher’s classroom is organized so that students’ tables are in the shape of an “U” and there are two to three students at each table. This makes it easier for my CT and myself to help more than one student at a time and to make sure all the students are staying on task. Each table has a storage bin with 6 drawers that are used to organize the students’ materials that are used throughout the day, such as writing folders, math notebooks, poetry notebooks, science notebooks, and daily five folders. The classroom arrangement is organized, allocated, and managed so that students can easily access their daily materials, ask a buddy for help before asking the teacher, and asking for assistance from my collaborating teacher or myself. Also, by having all their materials in the storage bin, it saves transition time because the students don’t have to rush to their backpacks to retrieve their materials.
http://jilliancampos.weebly.com/ede-4504/seating-chart-connect-and-reflect-blog
By using several attention getting strategies, I am able to make sure my students are not wasting learning time, and my lessons are organized and not chaotic. By simple saying “Flat tire,” the student know to turn their attention towards me or my CT to listen for instructions.
http://jilliancampos.weebly.com/ede-4504/trying-an-attention-getting-strategy
b. Manages individual and class behaviors through a well-planned management system;
I practice managing classroom behavior every day in my internship classroom more than anything because I am in kindergarten, but one way I practice is by lining the students up for lunch and for recess. As I said in my lining up connect and reflect blog, I use a well-planned management system by calling the student to line up in small groups. I also make sure I tell the student that their voices should be at a “level zero.” Then to motivate the students to stay quiet, I pick a “secret student” to watch while we are walking in the halls. If that specific student behaves the way they should, then I allow them to move their clip up when we get back to the classroom.
http://jilliancampos.weebly.com/ede-4504/line-up-connect-and-reflect-blog
b. Manages individual and class behaviors through a well-planned management system;
I practice managing classroom behavior every day in my internship classroom more than anything because I am in kindergarten, but one way I practice is by lining the students up for lunch and for recess. As I said in my lining up connect and reflect blog, I use a well-planned management system by calling the student to line up in small groups. I also make sure I tell the student that their voices should be at a “level zero.” Then to motivate the students to stay quiet, I pick a “secret student” to watch while we are walking in the halls. If that specific student behaves the way they should, then I allow them to move their clip up when we get back to the classroom.
http://jilliancampos.weebly.com/ede-4504/line-up-connect-and-reflect-blog
c. Conveys high expectations to all students;
In this blog, I demonstrated how my CT and myself convey high expectations for all of the students. Although some students go to other classrooms for most of the day because they need the extra help with math or reading, when I do my lessons, I expect them to do the same work as all the other students even if they need me to help them a little more.
http://jilliancampos.weebly.com/blog/behavior-in-the-classroom
Another way I demonstrated high expectations to all students is when the students are lining up. The students know that my collaborating teacher and I expect for every student to remain at a “level zero” voice throughout the hall way and the students should act appropriately in the halls. They are also expected to line up in ABC order based on their last name.
http://jilliancampos.weebly.com/ede-4504/line-up-connect-and-reflect-blo
In this blog, I demonstrated how my CT and myself convey high expectations for all of the students. Although some students go to other classrooms for most of the day because they need the extra help with math or reading, when I do my lessons, I expect them to do the same work as all the other students even if they need me to help them a little more.
http://jilliancampos.weebly.com/blog/behavior-in-the-classroom
Another way I demonstrated high expectations to all students is when the students are lining up. The students know that my collaborating teacher and I expect for every student to remain at a “level zero” voice throughout the hall way and the students should act appropriately in the halls. They are also expected to line up in ABC order based on their last name.
http://jilliancampos.weebly.com/ede-4504/line-up-connect-and-reflect-blo
d. Respects students’ cultural linguistic and family background;
In order to be a successful teacher, I strongly believe that we should know our students background and the community that they live in. To demonstrate this, I conducted a community search to find out where the students in my CT's classroom live and the community that surrounds the school I am interning at.
http://jilliancampos.weebly.com/ede-blog/community-project-reflection
Also, during my experience at the Boys and Girls Club, I was able to get to know the students on a more personal level as well as connect my experience with these students to the weekly readings we were assigned to read. Through the readings and my experience, I became more aware of cultural and family background inside and outside of the classroom.
http://jilliancampos.weebly.com/alternative-experience-blog/week-3-blog
http://jilliancampos.weebly.com/ede-4504/morning-routine-connect-and-reflect-blog-4
d. Respects students’ cultural linguistic and family background;
In order to be a successful teacher, I strongly believe that we should know our students background and the community that they live in. To demonstrate this, I conducted a community search to find out where the students in my CT's classroom live and the community that surrounds the school I am interning at.
http://jilliancampos.weebly.com/ede-blog/community-project-reflection
Also, during my experience at the Boys and Girls Club, I was able to get to know the students on a more personal level as well as connect my experience with these students to the weekly readings we were assigned to read. Through the readings and my experience, I became more aware of cultural and family background inside and outside of the classroom.
http://jilliancampos.weebly.com/alternative-experience-blog/week-3-blog
http://jilliancampos.weebly.com/ede-4504/morning-routine-connect-and-reflect-blog-4
e. Models clear, acceptable oral and written communication skills;
To model clear, acceptable oral and written communication skills, I made visual aids/ examples for my lessons. I made these so my students were clear on what I expected them to do. For this lesson, I taught them about idioms. For the activity, they were supposed to pick out their favorite idiom but they could not tell anyone what idiom they chose. Before they chose their idiom, I went over a list of them and explain what each one means. They folded a piece of paper in half to make a booklet. Then I had them illustrate their idiom on the front of the booklet and inside they had to write the idiom and the hidden meaning. When everyone was finished, each student showed the class their picture and the class had to guess what idiom they picked.
http://jilliancampos.weebly.com/blog/teaching-idioms
http://jilliancampos.weebly.com/internship-blog/connective-lesson-reflection
e. Models clear, acceptable oral and written communication skills;
To model clear, acceptable oral and written communication skills, I made visual aids/ examples for my lessons. I made these so my students were clear on what I expected them to do. For this lesson, I taught them about idioms. For the activity, they were supposed to pick out their favorite idiom but they could not tell anyone what idiom they chose. Before they chose their idiom, I went over a list of them and explain what each one means. They folded a piece of paper in half to make a booklet. Then I had them illustrate their idiom on the front of the booklet and inside they had to write the idiom and the hidden meaning. When everyone was finished, each student showed the class their picture and the class had to guess what idiom they picked.
http://jilliancampos.weebly.com/blog/teaching-idioms
http://jilliancampos.weebly.com/internship-blog/connective-lesson-reflection
f. Maintains a climate of openness, inquiry, fairness, and support;
In order to maintain a climate of openness, inquiry, fairness and support I decided to choose one student from my CT class to focus on. I focused on what this student struggles with and how I can support him to succeed. This is a picture of some of the evidence I collected over the weeks on my focus student. I also have written about him in these blogs.
http://jilliancampos.weebly.com/blog/helping-josh
http://jilliancampos.weebly.com/blog/my-focus-student
josh.html
http://jilliancampos.weebly.com/ede-4504/morning-routine-connect-and-reflect-blog-4
In order to maintain a climate of openness, inquiry, fairness and support I decided to choose one student from my CT class to focus on. I focused on what this student struggles with and how I can support him to succeed. This is a picture of some of the evidence I collected over the weeks on my focus student. I also have written about him in these blogs.
http://jilliancampos.weebly.com/blog/helping-josh
http://jilliancampos.weebly.com/blog/my-focus-student
josh.html
http://jilliancampos.weebly.com/ede-4504/morning-routine-connect-and-reflect-blog-4
g. Integrates current information and communication technologies;
In this lesson, I incorporated technology to help better the overall instruction of my lesson. By incorporating the app Plicker, I was able to teach the students a short math review on two and three digit multiplication and long division problems to prepare them for their math test. By using Plicker I was able to collect their answers to each question and see who answered them correctly or incorrectly. This showed me who still needed help and who mastered the material.
http://jilliancampos.weebly.com/ede-blog/technology-infused-lesson-and-reflection
http://jilliancampos.weebly.com/internship-blog/reflect-and-connect-blog-2
In this lesson, I incorporated technology to help better the overall instruction of my lesson. By incorporating the app Plicker, I was able to teach the students a short math review on two and three digit multiplication and long division problems to prepare them for their math test. By using Plicker I was able to collect their answers to each question and see who answered them correctly or incorrectly. This showed me who still needed help and who mastered the material.
http://jilliancampos.weebly.com/ede-blog/technology-infused-lesson-and-reflection
http://jilliancampos.weebly.com/internship-blog/reflect-and-connect-blog-2
h. Adapts the learning environment to accommodate the differing needs and diversity of students; and
When I plan my lessons, I try to think about all of my students and their needs. Some students need more help than others. Below is a link to one of the assignments I had my students do after I taught them their vocabulary words. In the picture, I drew lines on the students foldable to help him write straight and legible. He has very bad handwriting and most of the time my CT and myself can not read what he wrote. In this blog, I uploaded a picture of the foldable I made for him.
http://jilliancampos.weebly.com/ede-blog/differentiating-instruction
During my experience at the Boys and Girls Club, I was able to pay more attention to the students interests and I was able to incorporate these interests into different activities that I did with them each week. I also created a lesson plan where I was able to differentiate my instruction based on the students interests and there different needs.
http://jilliancampos.weebly.com/evidence/differentiated-lesson-plan
Last year I was given the chance to create a lesson using technology and the app I decided to use was Plicker. By using plicker, I was accomidating the differing learning needs since most students enjoy anything that involves technology.
reflect-and-connect-blog-2.html
h. Adapts the learning environment to accommodate the differing needs and diversity of students; and
When I plan my lessons, I try to think about all of my students and their needs. Some students need more help than others. Below is a link to one of the assignments I had my students do after I taught them their vocabulary words. In the picture, I drew lines on the students foldable to help him write straight and legible. He has very bad handwriting and most of the time my CT and myself can not read what he wrote. In this blog, I uploaded a picture of the foldable I made for him.
http://jilliancampos.weebly.com/ede-blog/differentiating-instruction
During my experience at the Boys and Girls Club, I was able to pay more attention to the students interests and I was able to incorporate these interests into different activities that I did with them each week. I also created a lesson plan where I was able to differentiate my instruction based on the students interests and there different needs.
http://jilliancampos.weebly.com/evidence/differentiated-lesson-plan
Last year I was given the chance to create a lesson using technology and the app I decided to use was Plicker. By using plicker, I was accomidating the differing learning needs since most students enjoy anything that involves technology.
reflect-and-connect-blog-2.html
i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.
By completing my seating chart blog, I was able to learn why my CT sets up her classroom this way and why it is benifical for her students. She carfully planned out where each student is going to sit and who they are going to sit with to make sure every student is able to learn.
http://jilliancampos.weebly.com/ede-4504/seating-chart-connect-and-reflect-blog
By completing my seating chart blog, I was able to learn why my CT sets up her classroom this way and why it is benifical for her students. She carfully planned out where each student is going to sit and who they are going to sit with to make sure every student is able to learn.
http://jilliancampos.weebly.com/ede-4504/seating-chart-connect-and-reflect-blog
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