~ Isabel Fernandez ~
Standard II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
A big part of my teaching philosophy includes having a community of learners that feel safe in my classroom through clear expectations of respect and inclusivity. I plan, and have experience implementing some of these techniques during my practicum and student teaching, to create classroom routines and expectations so that my students and I can focus simply on being the most successful we can. My students will know that I, as their teacher, will always provide them with opportunities for success. My lessons always are created so that anyone no matter their ability or background can succeed. For example, all my lesson provide student choice to implement their interests or personal connections, my lessons always have differentiation plans for students who may need extra help and those who are advanced, and I always do my best to include diverse types or art or artist from differing cultural backgrounds. I would rate myself as proficient in this standard because I would love to grow a practice in finding artists and new art practices from diverse backgrounds not in the western view.
Element A: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
Starbucks Mode was a classroom routine I implemented in a 7th grade classroom. Everyday we reviewed the expectations when Stabucks Mode was in play. This classroom routine reminded students that they are expected to have their voices off during sketchbook warmup for ten minutes every class. Along with Starbucks mode, I presented a classroom timer on the projector so that students knew how long they were expected to be in Starbucks Mode, in addition to how they are expected to be behaving during this time. This silly way of reinforcing student behaviour always got a laugh out of students, and having clear expectations reinforced that I'm not out to catch them doing something wrong, which in turn builds our relationships.
Element B: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.
This artifact is from a Collaborative Lesson in which I had facilitated students to create their own collaboration expectations in which they will follow when they are working on their own in groups. Often times, I have students create their own expectations because each class I teach is going to have different needs and come from different backgrounds. With the understanding that my students have differing needs and backgrounds, I have them define what they need in order to be successful and work together as a comunity of learners.
Element C: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
This artifact withholds sentence starters I created for my students preemptively and with the understanding that I would
have a few individuals who would need help with writing a letter. I have a firm belief and lots of practice with creating differentiation in my lessons because my students abilities should always be a strength. A student's writing ability should not hinder their successs in planning expectations, therefor creating sentence starters and teacher examples will always be a method I wil use to support my student success. This project itself engaged studets as individuals through its facilitation in students recognizing an individual in their lives that they feel should be commemorated.
Element D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
I chose to include this artifact because my why for teaching includes getting to be that safe adult that notices my students when others might not. I reached out to other safe adults, the school counselor, to work collaboratively and talk about what she already new about this student, as well as create a plan together so that my interactions with this students are beneficial. I ended up following her advice and this student stuck to me like glue on my last day, and I felt I built a strong relationship.