Classroom Map Link

The following classroom map helps highlight the practice of competency number 20, organizing for effective teaching. The map shows the classroom I worked in throughout my student teaching experience. All desks face forward, focusing on the smart and white board where most of the class instruction takes place. There is a smaller desk located up front to organize materials such as handouts, assessments to hand back, office materials, and lesson plans for quick access throughout most instruction time. The even numbering of rows and columns of desks allow for appropriate grouping strategies aligned with social students goals. Some work is required independently from students, however, sometimes students may move 2 desks together to complete "partner work" with only 2 people, the "partners". Students may also move desks into groups of 4 in order to work in small groups of 4 students for activities

Pacing Guide -- Unit Calender -- Lesson Transitions (pg 4)

The following pacing guide, unit calender, and lesson step by step with transition times are examples of competencies numbers 21 and 22, demonstrating use of effective routines and procedures and demonstrating efficent and effective use of time. Pacing guides and unit calenders help maintain appropriate pace throughout weeks, months, and the year. Laid out in full discretionary time and unexpected moments can be planned for more carefully over the large layout of the schedule. In other words, everything in one place illuminates holes, mistakes, and lack of variation in a schedule that then needs to be adjusted. Lesson plan transitions are important in order to cover content as well as maintaining classroom management success. Specific timing for activities are listed on each lesson plan by the activity. The sum time of the class is listed at the top of the plan. Procedures different from anything typical daily routine (and even some of those) are written step by step to prevent any confusion and plan for efficiently for each class/group/student's personality.

The classroom behavior management plan, that not only contains classroom rules but also an explanation into those rules, is an example of competencies numbers 23 and 24, maintaining a physically and emotionally safe learning environment for all students and responding appropriately and equitably to student behavior. As a future educator, the rules would be clearly displayed, and provided to the students in parents in hard copy on the first day of class. Students will be required to maintain respect for not only others, but themselves as well. The teacher will have to remain consistent and model appropriate behavior in order to expect students to follow suit. Student and teacher rules require all to respect and celebrate diversity and differences. Classroom rules point out that inappropriate behavior outlined in the school policy will be addressed in accordance to the school rules and procedures consistently, fairly, and overall, with respect.

Supervisor's Observation -- Personal Reflection March 8

The following observation evaluation and personal lesson reflection provide examples of competency number 19, to build positive rapport with and among students, fostering an environment that values and encourages respect for diversity. The university supervisor's observation evaluation points out that I seem to be able to "read" my students well, and motivate them to participate in the lesson. Reflections show that perhaps my enthusiasm in the classroom that was observed is translating into student visits. Slowly, our classroom became a larger part of the school community as more students frequented our room in their free time.