ARTIFACT EVIDENCE AND REFLECTION

WTS #5
ARTIFACT DESCRIPTION:
B+ My Only Classroom Rule; Great Group Work
The artifacts presented here represent evidence of how I have created an
environment that fosters learning, respect and an appreciation for the
concept of team and belonging in order to maintain focus on moving forward
positively. I have instituted a discussion at the start of each term that
involves the idea of being positive when we arrive to the room and in how
we approach engagements with materials, learning and others in the
learning space. This approach is presented here with a recent photograph
taken from 2016 summer school in Madison. Typically, I have found that the
discussion is quite fruitful in terms of setting expectations and meeting the
needs of all in a particular class. The B+ poster I made for summer school
this last summer was something that was referred to regularly, by me and
my students. Sometimes they called me out when I was admittedly not being
positive. It works in all ways with all students. Show up positive and things
will naturally work out. The Great Group Work handout is one that carries
with it the concept of remaining positive and seeing ways to bring your best
to the table and the groups that you work with throughout the school year.
This handout is used for formative discussions on group work and
expectations that will be shared and focused on as students work together
on a variety of projects, activities and common efforts in class.
ALIGNMENTS:
WI DPI Teacher Standards
Standard Five - Teachers know how to manage a classroom.
The 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.
The artifacts presented here illustrate that I have experience and a calm
approach to setting expectations and rules for behavior in my classroom.
There are many ways to establish rules in a classroom, but simply posting
them and thinking they will be followed is asking for trouble. My experience
has been that rather than detail the acts or omissions of students in a
classroom by the posting of rules is to have a more authentic discussion
about how the class should run. Expectations for behavior are established
and understood. Certain items can be addressed without posting them on a
wall, such as bathroom policies and expectations. My approach represents a
more holistic approach to the running of my classroom and expectation s for
how we will work cooperatively together. My Great Group Work handout is
one that is focused on for a class period. I share my experience and students
share theirs, including good and bad examples and experiences to highlight
what will be acceptable and expected

ARTIFACT EVIDENCE AND REFLECTION

WTS #5

UWP School of Education Knowledge, Skill and Disposition Statement

KSD 2.b. ESTABLISHES A CULTURE FOR LEARNING

The candidate can create a classroom environment that establishes and
maintains high expectations for all students to value content of course work,
take pride in work by initiating improvements, and help peers.

KSD 2.c. MANAGES CLASSROOM PROCEDURES

The candidate values and has the ability to manage self-motivated students
and instructional groups who are productively and independently working at
all times with classroom transitions and routines occurring smoothly. The
teacher, volunteers, paraprofessionals and students share the responsibility
for the classroom environment.

The artifacts presented here illustrate that I have an understanding and

appreciation for establishing a classroom culture that creates quality learning
experiences and an environment that encourages all students to be
comfortable investing themselves and taking risks in the process of learning
and discovery. As students come to appreciate the value in a safe and
respectful environment, they will naturally be encouraged to demand the
respect of all students in the class for the space. Setting expectations for
working cooperatively together also reinforces the commitment to a learning
environment and mutual respect for the process of learning. As routines and
procedures in the classroom are established and reinforced, the role of each
person present becomes valued and appreciated.

REFLECTIONS AND IMPACT ON PROFESSIONAL DEVELOPMENT:

ARTIFACT EVIDENCE AND REFLECTION

WTS #5
What I learned about teaching Over the years, I have learned to be less of
a task master and tyrant in the classroom. Sharing the load of establishing
routines and expectations with my students creates ownership and
accountability for the class. This is often not an easy thing to do. Depending
upon the makeup of any particular class of students, letting go of the reins so
to speak can be a bumpy road and difficult. The benefit to working toward
shared ownership with the students in your class is a mutual respect and
desire for a structured, respectful environment.
What I learned about myself as an educator I have come to realize that I
am kind of a control freak. Chaos and craziness in a classroom make me very
uncomfortable. I have also realized that ruling with an iron fist gets you
about nowhere. As I struggled with setting rules and getting the kids to toe
the line over the years, I have come to realize that there is a happy medium
that provide an alternative approach to being the ruling task master.
Including the kids in the decision making and enlisting their effort and ideas
on creating the environment goes much further than cracking the whip. I
have come to the conclusion that my style favors setting reasonable
expectations and knowing the product you hope for might be weeks or
months into the future. The destination is the goal and remembering that we
are all works in progress helps everyone.