Standard #5
Manage classrooms structured in a variety of ways to promote a safe learning environment
In order to fulfill this standard, it is imperative to create a student-centered classroom, thus promoting intrinsic motivation so that students can strive to express their learning in a personal matter. ELA educators must create classrooms that are safe, respectable, and conducive towards multiple learning strategies, and literacies.
Each and every student is different, and unique in their own way(s); therefore, in order to touch upon these diversities, we must be sure to implement diverse learning opportunities. Classroom management, and instructional practice must be incorporated in a variety of ways so that all students are supported and have the chance to acquire new "learning."
In the year 2013, "teaching" should no longer entail an all knowing, one-person led classroom, but in effect, education should resemble a multi-faceted persona. Students and teachers alike should learn, and grow from each other. In addition, the roles should be co-constructed; whereas, each party of the classroom has equal opportunity to voice, express, and put forth their ideas, and thoughts. Learning should not be a "one way street." The world is ever-changing. Our lives are constantly expanding and knowledge is infinite. Our students should play major roles in our classrooms, where educators propel critically engaging discussing that allows us to learn with our students as well as from them.
Additionally, classroom configurations should be designed in order to stimulate the highest learning potential(s) possible. Of course, circular, or semi-circle structured configurations would be best for English classrooms, hence the necessary "discussion" component this discipline entails. Similarly, vertical rows may work well for testing purposes, and independent work, but when I implement lessons that require group work, the desks are configured into small groupings, where the desks face one another in order to foster positive social interaction.
For example, when I created my gallery walk lesson plan for the three senior classes reading Nickel and Dimed, I discussed how to properly implement effective groupings with my cooperating teacher. Afterwards, I strategically placed students in groups based on who gets along, who works well together, and lastly, made sure there was a proper balance of "ability." By pairing a "weaker," or less "motivated" student with a "stronger," and highly "motivated" student, certain individuals have the chance to take on the "teacher-role" and enrich the others based on their knowledge of the content before them. In my reflection from this lesson plan I wrote, "As I circled the room, I noticed several students in particular who took the lead, basically portraying a "teacher-role" to the others. Some of the discussions were quite deep, and I heard some extremely personal ideas being presented." Throughout many of my lesson, multimodal instruction has allowed me to help my students' discover their different literacy strengths, which is one of my ongoing goals.
Furthermore, during my lesson plan on how to write a process analysis essay, I used a jar of Nutella (which was in place of peanut butter), two pieces of bread, and a plastic knife. I intended to promote a "safe learning environment," which was "student centered" and exhibited an engaging motivational procedure. English classrooms should also be more eccentric and unique, conducive for passionate readers and writers. The atmosphere should be inviting, thus portrayed not only through inspirational posters, but the specific, daily lessons as well. By using a relevant concept, "how to make a peanut butter sandwich" to introduce the topic of process analysis writing, I attempted to create an inviting atmosphere for my lesson. To conclude my lesson, I called upon a student to explain how to download an Application from his smartphone. This lesson allowed for a hands on approach to process analysis writing, thus using a variety of structures to promote a safe, and meaningful learning environment.
Although I did not specifically "working teachers teachers in other content areas," (4.3) I believe the outcomes would be inspiring because history, economics, and politics, could most readily be intertwined into the English discipline. I attempted to present my students' with various opportunities to undergo interdisciplinary learning, but with the aid of multiple educators "important ideas, concepts, and skills within ELA with similar ones in other disciplines," (4.3) I would surely benefit. Furthermore, throughout a majority of my lessons, specifically, in our study of the word "nigger," I made sure to "create opportunities for students to analyze how social context affects language and to monitor their own language use and behavior in terms of demonstrating mutual respect for individual differences of ethnicity, race, language, culture, gender, and ability" (4.4). About half of my student body I have is Black, the remaining half being Hispanic, so this made for an outstanding discussion. Students were asked multiple questions during this class period to help foster their critical thinking skills and the discussion:
1. When, if ever, is the word "nigger" allowed, or acceptable?
2. How do you feel about a Black author using the word nigger?
3. How do you feel about a White author using the word nigger?
4. Does the meaning of the word change in accordance to setting? (classroom, hallways, home, work)
5. What does the word "nigger" mean to you?
During this class period, I first asked students to take several minutes and write down responses to these questions. Then we had an, extremely heated oral discussion. Many students felt the word was nothing more than a way to refer to their buddy; whereas, other felt it portrayed "ignorance, and negativity." I attempted to keep the discussion "respectful" by jumping in here and there once I noticed anyone getting terribly defensive, or "out of control." Most of my students, with the exception of probably five, both Black and Hispanic, use the word "nigger;" therefore, this discussion gave them a chance to analyze their own language and the language used in Huck Finn. In addition, they were able to discuss how "social context," or "ethnicity/ race" affects the acceptability of this one word.
gallery walk lesson plan
lesson plan on how to write a process analysis essay
student sample: How to "Dress To Impress" part I of II
part II of II
Each and every student is different, and unique in their own way(s); therefore, in order to touch upon these diversities, we must be sure to implement diverse learning opportunities. Classroom management, and instructional practice must be incorporated in a variety of ways so that all students are supported and have the chance to acquire new "learning."
In the year 2013, "teaching" should no longer entail an all knowing, one-person led classroom, but in effect, education should resemble a multi-faceted persona. Students and teachers alike should learn, and grow from each other. In addition, the roles should be co-constructed; whereas, each party of the classroom has equal opportunity to voice, express, and put forth their ideas, and thoughts. Learning should not be a "one way street." The world is ever-changing. Our lives are constantly expanding and knowledge is infinite. Our students should play major roles in our classrooms, where educators propel critically engaging discussing that allows us to learn with our students as well as from them.
Additionally, classroom configurations should be designed in order to stimulate the highest learning potential(s) possible. Of course, circular, or semi-circle structured configurations would be best for English classrooms, hence the necessary "discussion" component this discipline entails. Similarly, vertical rows may work well for testing purposes, and independent work, but when I implement lessons that require group work, the desks are configured into small groupings, where the desks face one another in order to foster positive social interaction.
For example, when I created my gallery walk lesson plan for the three senior classes reading Nickel and Dimed, I discussed how to properly implement effective groupings with my cooperating teacher. Afterwards, I strategically placed students in groups based on who gets along, who works well together, and lastly, made sure there was a proper balance of "ability." By pairing a "weaker," or less "motivated" student with a "stronger," and highly "motivated" student, certain individuals have the chance to take on the "teacher-role" and enrich the others based on their knowledge of the content before them. In my reflection from this lesson plan I wrote, "As I circled the room, I noticed several students in particular who took the lead, basically portraying a "teacher-role" to the others. Some of the discussions were quite deep, and I heard some extremely personal ideas being presented." Throughout many of my lesson, multimodal instruction has allowed me to help my students' discover their different literacy strengths, which is one of my ongoing goals.
Furthermore, during my lesson plan on how to write a process analysis essay, I used a jar of Nutella (which was in place of peanut butter), two pieces of bread, and a plastic knife. I intended to promote a "safe learning environment," which was "student centered" and exhibited an engaging motivational procedure. English classrooms should also be more eccentric and unique, conducive for passionate readers and writers. The atmosphere should be inviting, thus portrayed not only through inspirational posters, but the specific, daily lessons as well. By using a relevant concept, "how to make a peanut butter sandwich" to introduce the topic of process analysis writing, I attempted to create an inviting atmosphere for my lesson. To conclude my lesson, I called upon a student to explain how to download an Application from his smartphone. This lesson allowed for a hands on approach to process analysis writing, thus using a variety of structures to promote a safe, and meaningful learning environment.
Although I did not specifically "working teachers teachers in other content areas," (4.3) I believe the outcomes would be inspiring because history, economics, and politics, could most readily be intertwined into the English discipline. I attempted to present my students' with various opportunities to undergo interdisciplinary learning, but with the aid of multiple educators "important ideas, concepts, and skills within ELA with similar ones in other disciplines," (4.3) I would surely benefit. Furthermore, throughout a majority of my lessons, specifically, in our study of the word "nigger," I made sure to "create opportunities for students to analyze how social context affects language and to monitor their own language use and behavior in terms of demonstrating mutual respect for individual differences of ethnicity, race, language, culture, gender, and ability" (4.4). About half of my student body I have is Black, the remaining half being Hispanic, so this made for an outstanding discussion. Students were asked multiple questions during this class period to help foster their critical thinking skills and the discussion:
1. When, if ever, is the word "nigger" allowed, or acceptable?
2. How do you feel about a Black author using the word nigger?
3. How do you feel about a White author using the word nigger?
4. Does the meaning of the word change in accordance to setting? (classroom, hallways, home, work)
5. What does the word "nigger" mean to you?
During this class period, I first asked students to take several minutes and write down responses to these questions. Then we had an, extremely heated oral discussion. Many students felt the word was nothing more than a way to refer to their buddy; whereas, other felt it portrayed "ignorance, and negativity." I attempted to keep the discussion "respectful" by jumping in here and there once I noticed anyone getting terribly defensive, or "out of control." Most of my students, with the exception of probably five, both Black and Hispanic, use the word "nigger;" therefore, this discussion gave them a chance to analyze their own language and the language used in Huck Finn. In addition, they were able to discuss how "social context," or "ethnicity/ race" affects the acceptability of this one word.
gallery walk lesson plan
lesson plan on how to write a process analysis essay
student sample: How to "Dress To Impress" part I of II
part II of II