|
This standard requires that I create a learning environment where students
feel safe taking risks to meet learning challenges. It also demands that I provide an environment where clear behavior expectations
grounded in respect are stated and upheld. Meeting students’ social and emotional needs are prerequisites to academic
achievement. Thus, meeting the criteria in this domain requires that promote fairness as I establish and maintain rapport
with my students. In addition, I must help students believe that they can learn and can meet challenges.
|
|
|
|
 |
|
Artifacts
Reminder Slips
When faced with an unruly class, I instituted a classroom management system that
included the following:
-
Group work to determine "ideal" classroom environment
-
Three classroom rules that would help us create such an environment
-
Reminder slips to students who disrupt our classroom
I copied the reminder slips on bright paper and laminated them. When a student
interrupts instruction or disrupts the class, I unobtrusively hand the student a slip. If a student accumulates two
slips during one class period, then he or she must attend a lunch detention.
After a few weeks of this system, I now need only pick up a handful of slips and
my students typically stop their disruptive behavior.
Click here to view slip.
|
|
Email from Counselor
An email I received from a counselor at Northwest High School demonstrates that I establish
and maintain respectful, productive partnerships with families in support of student learning and well-being.
I attended a parent-teacher conference for one of my PAPAs students. I was prepared with
samples of the student's work, her grades for the quarter, and her attendance record. During the conference, I highlighted
the student's strengths, commented on her performance in my class and advised how she can improve that performance.
Click here to view email.
|
|