Learning Environment
The competent teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Knowledge Indicators - The competent teacher:
5A. understands principles of and strategies for effective classroom management.
5B. understands how individuals influence groups and how groups function in society.
5C. understands how to help students work cooperatively and productively in groups.
5D. understands factors that influence motivation and engagement and how to help students become self-motivated.
5E. knows procedures for inventorying the instructional environment to determine when and how best to meet a student’s individual needs.
5F. knows applicable statutes, rules and regulations, procedural safeguards, and ethical considerations regarding planning and implementing behavioral change programs for individuals with disabilities.
5G. knows strategies for intervening in situations to prevent crises from developing or escalating.
5H. knows environmental arrangements that promote positive behavior and learning for students with diverse learning characteristics.
Performance Indicators - The competent teacher:
5I. maintains proper classroom decorum.
5J. maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to achieving classroom goals.
5K. uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities.
5L. analyzes the classroom environment and makes decisions to enhance social relationships, students’ motivation and engagement in productive work through mutual respect, cooperation, and support for one another.
5M. organizes, allocates, and manages time, materials, and physical space to provide active and equitable engagement of students in productive tasks.
5N. engages students in and monitors individual and group learning activities that help them develop the motivation to achieve.
5O. demonstrates a variety of effective behavior management techniques appropriate to the needs of all students, including those with disabilities (including implementing the least intrusive intervention consistent with the needs of these students).
5P. modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics.
5Q. uses a variety of approaches to promote social interaction between students with disabilities and students without disabilities.
5R. uses effective methods for teaching social skill development in all students.
5A. understands principles of and strategies for effective classroom management.
5B. understands how individuals influence groups and how groups function in society.
5C. understands how to help students work cooperatively and productively in groups.
5D. understands factors that influence motivation and engagement and how to help students become self-motivated.
5E. knows procedures for inventorying the instructional environment to determine when and how best to meet a student’s individual needs.
5F. knows applicable statutes, rules and regulations, procedural safeguards, and ethical considerations regarding planning and implementing behavioral change programs for individuals with disabilities.
5G. knows strategies for intervening in situations to prevent crises from developing or escalating.
5H. knows environmental arrangements that promote positive behavior and learning for students with diverse learning characteristics.
Performance Indicators - The competent teacher:
5I. maintains proper classroom decorum.
5J. maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to achieving classroom goals.
5K. uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities.
5L. analyzes the classroom environment and makes decisions to enhance social relationships, students’ motivation and engagement in productive work through mutual respect, cooperation, and support for one another.
5M. organizes, allocates, and manages time, materials, and physical space to provide active and equitable engagement of students in productive tasks.
5N. engages students in and monitors individual and group learning activities that help them develop the motivation to achieve.
5O. demonstrates a variety of effective behavior management techniques appropriate to the needs of all students, including those with disabilities (including implementing the least intrusive intervention consistent with the needs of these students).
5P. modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics.
5Q. uses a variety of approaches to promote social interaction between students with disabilities and students without disabilities.
5R. uses effective methods for teaching social skill development in all students.
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Reflection
Artifact: Classroom Floor Plan
PTS 5: Learning Environment: the competent teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Fully state the standard in bold text. Then write a paragraph explaining your knowledge and understanding of that standard—put the standard into your own words.
I believe that this standard wants me to understand the differences in motivation and behavioral strengths of my future students. I believe that this also is trying to get across the importance of building community in the classroom and creating a safe and positive learning environment, and how important that is to engage students in meaningful learning. Similar to these things, I believe that through this Standard an understanding of how the individual affects the group and how the group affects learning is gained. This standard implies how important it is to know your students individually so you can know how best to motivate them to achieve, but not only that it also implies that you need to understand your students as a unit, so you know how best to create the most effective learning environment in your classroom.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
The artifact that I have chosen for this standard is my Classroom Floor Plan which I created as part of a two part project for a class. Within my floor plan I have created my “ideal” classroom and also written a detailed rationale for why I chose to put certain things where they are in the room, and also why I chose to put them in the room in the first place. I feel that this artifact shows that I am competent in this standard because it shows that I understand the importance of the group, but also the individual. For example, in my floor plan I put large group work tables in the room instead of individual desks, I explained in my rationale that I did this because I believed that working in groups this way fostered collaboration and a sense of community better than individual rows of desks did. In the standard one of the knowledge indicator 5C states that the competent teacher “understands how to help students work cooperatively and productively in groups.” I believe that I have shown this very effectively in my floor planning through the use of the large work tables over the individual desks. Another way that I believe that my artifact shows that I understand this standard is that I have several places laid out in my classroom where individual students can work, either at a large table with me or another teacher, or on the carpet, or even at the classroom computer if the need too. In the standard indicator 5H is states that the competent teachers “knows environmental arrangements that promote positive behavior and learning for students with diverse learning characteristics.” I believe that by having these individual spaces, and in my rationale I explained further how and when students would be able to use them, I am demonstrating my knowledge of this indicator. Furthermore, in my artifacts rationale I explain classroom routines about how to use certain items in the classroom and what is expected of the students when their fellow classmates are using study areas or are on the computer. This rationale I think shows that I understand effective classroom management strategies which is 5A of the standards knowledge indicators, further showing that I have a grasp of clear understand on what this standard is all about.
If the artifact has not been used in your practice, i.e., a class assignment, reflect upon how your teaching will be impacted by the assignment.
When creating this assignment I had to think about a lot of things in order to create what I would consider to be my “ideal” classroom. Naturally, I don’t believe that when I go into my first classroom next year that I will be able to have everything that I want, but by creating this floor plan I have a better idea on how to go about the process. I had to think about what kinds of procedures I want to use in my classroom and also what kinds of resources I would be using the classroom. I had to think about my schedule for the day, which I had to create in the first part of the assignment, and I also had to think about how the arrangement of my classroom was going to affect the overall management. Having the experience of creating this floor plan on paper I think opened my eyes to just how many things I will need to think about when constructing my actual classroom and I believe myself to be better prepared because of it.
Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a Diverse Society as a result of satisfactorily meeting the standard.
Having completed this standard I feel more ready to teach and learn in a diverse society because I feel more prepared to deal with students on both the individual and group level. I also feel more ready to deal with classroom arrangement as part of my bigger classroom management goals. I feel more prepared to deal with my classroom on a group individual and material level and am prepared to deal with unforeseen and foreseen differences in student learning.
PTS 5: Learning Environment: the competent teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Fully state the standard in bold text. Then write a paragraph explaining your knowledge and understanding of that standard—put the standard into your own words.
I believe that this standard wants me to understand the differences in motivation and behavioral strengths of my future students. I believe that this also is trying to get across the importance of building community in the classroom and creating a safe and positive learning environment, and how important that is to engage students in meaningful learning. Similar to these things, I believe that through this Standard an understanding of how the individual affects the group and how the group affects learning is gained. This standard implies how important it is to know your students individually so you can know how best to motivate them to achieve, but not only that it also implies that you need to understand your students as a unit, so you know how best to create the most effective learning environment in your classroom.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
The artifact that I have chosen for this standard is my Classroom Floor Plan which I created as part of a two part project for a class. Within my floor plan I have created my “ideal” classroom and also written a detailed rationale for why I chose to put certain things where they are in the room, and also why I chose to put them in the room in the first place. I feel that this artifact shows that I am competent in this standard because it shows that I understand the importance of the group, but also the individual. For example, in my floor plan I put large group work tables in the room instead of individual desks, I explained in my rationale that I did this because I believed that working in groups this way fostered collaboration and a sense of community better than individual rows of desks did. In the standard one of the knowledge indicator 5C states that the competent teacher “understands how to help students work cooperatively and productively in groups.” I believe that I have shown this very effectively in my floor planning through the use of the large work tables over the individual desks. Another way that I believe that my artifact shows that I understand this standard is that I have several places laid out in my classroom where individual students can work, either at a large table with me or another teacher, or on the carpet, or even at the classroom computer if the need too. In the standard indicator 5H is states that the competent teachers “knows environmental arrangements that promote positive behavior and learning for students with diverse learning characteristics.” I believe that by having these individual spaces, and in my rationale I explained further how and when students would be able to use them, I am demonstrating my knowledge of this indicator. Furthermore, in my artifacts rationale I explain classroom routines about how to use certain items in the classroom and what is expected of the students when their fellow classmates are using study areas or are on the computer. This rationale I think shows that I understand effective classroom management strategies which is 5A of the standards knowledge indicators, further showing that I have a grasp of clear understand on what this standard is all about.
If the artifact has not been used in your practice, i.e., a class assignment, reflect upon how your teaching will be impacted by the assignment.
When creating this assignment I had to think about a lot of things in order to create what I would consider to be my “ideal” classroom. Naturally, I don’t believe that when I go into my first classroom next year that I will be able to have everything that I want, but by creating this floor plan I have a better idea on how to go about the process. I had to think about what kinds of procedures I want to use in my classroom and also what kinds of resources I would be using the classroom. I had to think about my schedule for the day, which I had to create in the first part of the assignment, and I also had to think about how the arrangement of my classroom was going to affect the overall management. Having the experience of creating this floor plan on paper I think opened my eyes to just how many things I will need to think about when constructing my actual classroom and I believe myself to be better prepared because of it.
Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a Diverse Society as a result of satisfactorily meeting the standard.
Having completed this standard I feel more ready to teach and learn in a diverse society because I feel more prepared to deal with students on both the individual and group level. I also feel more ready to deal with classroom arrangement as part of my bigger classroom management goals. I feel more prepared to deal with my classroom on a group individual and material level and am prepared to deal with unforeseen and foreseen differences in student learning.