Philosophy of Classroom Management
I believe that classroom management should be a system that optimizes student learning. It should be a cooperative agreement between the teacher and student in which each share responsibility for ensuring its success. In my opinion, students and teachers should work together to decide on the expected behavior that should be seen in the classroom, so that everyone agrees and is on the same page. Once these procedures and rules are established, it is the students' job to meet these expectations, and it is the teacher's job to facilitate and continue to guide students and keep them on track. Thus, it is a partnership, not a dictatorship. I believe that this idea is expressed well in the quote by Linda Albert, “One important tip to remember is that students choose their behavior, and we have power to influence—not control—their choices. The change starts with the teacher; we need to learn how to interact with students so they’ll want to choose appropriate behavior and comply with the rules.” I believe that the cooperative model is the most effective, and thus this is what my philosophy aligns with most. Classroom management systems should be adjusted according to the needs of the students, and according to what is working and what is not. It is a continuing growth process. I believe that it should not be about punishing a student for being wrong, but rather addressing the cause of the misbehavior, and allowing students to be an active part of this process.
Though my philosophy encompasses that of the cooperative model, it also includes some elements of the beyond classroom management system. In my classroom, all students should feel a sense of belonging and community, and students should be involved in decision making. Additionally, involving them in the process of discussing important classroom topics in order to meet students’ needs and promote thinking for others also aligns with my philosophy. According to Alfie Kohns’ “Beyond Discipline,” “He advises teachers instead to work towards developing a sense of community in their classes, where students feel safe and are continually brought into making judgments, expressing their opinions, and working cooperatively towards solutions that affect them and the class.”My peer's words connected perfectly with my model. Terms such as, "Working together," "cooperative" and "community" is exactly what I think my classroom should look like. I believe that my model demonstrated this community with the teacher and the students all connected in a circle, in a cooperative system. This is the system that I would implement in my own classroom, and these words that my classmates used to describe my model is how I would like my students to feel in the classroom.
Charles, C. M., & Barr, K. B. (1989). Building classroom discipline. New York: Longman.
Levin, J., & Nolan, J. F. (2000). Principles of classroom management: A professional decision-making model. Boston: Allyn and Bacon.
I believe that classroom management should be a system that optimizes student learning. It should be a cooperative agreement between the teacher and student in which each share responsibility for ensuring its success. In my opinion, students and teachers should work together to decide on the expected behavior that should be seen in the classroom, so that everyone agrees and is on the same page. Once these procedures and rules are established, it is the students' job to meet these expectations, and it is the teacher's job to facilitate and continue to guide students and keep them on track. Thus, it is a partnership, not a dictatorship. I believe that this idea is expressed well in the quote by Linda Albert, “One important tip to remember is that students choose their behavior, and we have power to influence—not control—their choices. The change starts with the teacher; we need to learn how to interact with students so they’ll want to choose appropriate behavior and comply with the rules.” I believe that the cooperative model is the most effective, and thus this is what my philosophy aligns with most. Classroom management systems should be adjusted according to the needs of the students, and according to what is working and what is not. It is a continuing growth process. I believe that it should not be about punishing a student for being wrong, but rather addressing the cause of the misbehavior, and allowing students to be an active part of this process.
Though my philosophy encompasses that of the cooperative model, it also includes some elements of the beyond classroom management system. In my classroom, all students should feel a sense of belonging and community, and students should be involved in decision making. Additionally, involving them in the process of discussing important classroom topics in order to meet students’ needs and promote thinking for others also aligns with my philosophy. According to Alfie Kohns’ “Beyond Discipline,” “He advises teachers instead to work towards developing a sense of community in their classes, where students feel safe and are continually brought into making judgments, expressing their opinions, and working cooperatively towards solutions that affect them and the class.”My peer's words connected perfectly with my model. Terms such as, "Working together," "cooperative" and "community" is exactly what I think my classroom should look like. I believe that my model demonstrated this community with the teacher and the students all connected in a circle, in a cooperative system. This is the system that I would implement in my own classroom, and these words that my classmates used to describe my model is how I would like my students to feel in the classroom.
Charles, C. M., & Barr, K. B. (1989). Building classroom discipline. New York: Longman.
Levin, J., & Nolan, J. F. (2000). Principles of classroom management: A professional decision-making model. Boston: Allyn and Bacon.
FEAPS
a.Aligns instruction with state-adopted standards at the appropriate level of rigor;
My standard from my lesson plan can be seen here. These standards are state-adopted and aligned effectively with my lesson. Additionally, it was appropriate rigor and pacing for my students.
b.Sequences lessons and concepts to ensure coherence and required prior knowledge;
My lesson plan shows sequenced steps that ensures student understanding before moving on. For example, I have students talk in table groups about a particular topic, have them share out and discuss before I move onto the next step. Additionally, as seen in this lesson plan, I refer to previous lessons in order to ensure that students see the connection between topics.
c.Designs instruction for students to achieve mastery;
This lesson plan reflection shows the use of colorubrics in student mastery. My performance based assessment required students to show their understanding of the properties of rocks and minerals and how they can be used by humans. At 35:00, I constructed a rubric with my students. This was highly effective, as students had an active role is setting expectations for their task. Thus, when students were completing their mineral posters, they often referred to the expectations, and this resulted in 94% of my students meeting all rubric expectations.
d.Selects appropriate formative assessments to monitor learning
My lesson plan shows the various formative assessments that I implement in order to ensure student success. These include thumbs up thumbs down, circulating, checkpoint questions. These allow me to adapt my lesson as necessary.
- Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently: (Taken from Lesson Plans)
a.Aligns instruction with state-adopted standards at the appropriate level of rigor;
My standard from my lesson plan can be seen here. These standards are state-adopted and aligned effectively with my lesson. Additionally, it was appropriate rigor and pacing for my students.
b.Sequences lessons and concepts to ensure coherence and required prior knowledge;
My lesson plan shows sequenced steps that ensures student understanding before moving on. For example, I have students talk in table groups about a particular topic, have them share out and discuss before I move onto the next step. Additionally, as seen in this lesson plan, I refer to previous lessons in order to ensure that students see the connection between topics.
c.Designs instruction for students to achieve mastery;
This lesson plan reflection shows the use of colorubrics in student mastery. My performance based assessment required students to show their understanding of the properties of rocks and minerals and how they can be used by humans. At 35:00, I constructed a rubric with my students. This was highly effective, as students had an active role is setting expectations for their task. Thus, when students were completing their mineral posters, they often referred to the expectations, and this resulted in 94% of my students meeting all rubric expectations.
d.Selects appropriate formative assessments to monitor learning
My lesson plan shows the various formative assessments that I implement in order to ensure student success. These include thumbs up thumbs down, circulating, checkpoint questions. These allow me to adapt my lesson as necessary.
e.Uses variety of data, independently and in collaboration with colleagues, to evaluate student learning outcomes, adjust planning and continuously improve the effectiveness of lessons.
This connected lesson plan shows the ways in which I adjusted planning based on my pre-assessment and student data from my initial lesson. Being able to take this into account, and adjust instruction to meet the needs of my students resulted in a overall higher student success rate.
f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.
The rocks and minerals lesson plan was extremely applicable to real life situations. Students had to put themselves into the shoes on CEOs of companies looking for certain rocks or minerals for a particular purpose. Thus, they applied their knowledge to this, showing that they truly understood the content.
g. Uses diagnostic student data to plan lessons
Plickers are a great way to assess students' knowledge and growth. It is a means of integrating technology, and receiving immediate assessment data. Additionally, this data can help me help students reach their educational goals as I plan for future lessons. For example, It can be used as a pre-assessment in order to inform my instruction according to student data.
FEAP 2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:
2a. Organizes, allocates, and manages the resources of time, space, and attention: Transition Video. This shows that I invited students onto the carpet table by table in order to ensure smooth transition. Additionally, the movement to the carpet is good for those with ADHD, and helps re-engage students. The following blog also demonstrates feap 2a: http://alexisthavenot.weebly.com/blogs/blog-5-behavioral-management-tasks. “Trying a new seating arrangement” involves managing the resource of space. I believe that student seating arrangement can affect productivity, focus, and attention significantly, and thus this is a factor of behavior management that is important. Other tasks including in the blog are organizing and managing manipulatives, table points and so on.
2b. Manages individual and class behaviors through a well-planned management system. An attention Getting Strategy can be seen here. This is a attention getter that is very effective for behavior management. It brings the class back together, and is great for transitions. As seen in this video, it redirects students’ time effectively, and I believe that they enjoy it. Another way that I have implemented this FEAP can be see in http://alexisthavenot.weebly.com/blogs/blog-5-behavioral-management-tasks. The section of writing something on the board describes my implementation of table points as a behavioral management system. Students have been very interested in receiving points, and have been accountable for their other table members. I believe that this accountability encourages positive behavior.
2c. Conveys high expectations to all students: http://alexisthavenot.weebly.com/blogs/management-task-taking-the-lead-on-dismissal. This blog discusses my taking the lead on dismissal. This is a process that requires a lot of procedures that students should abide to, in order to ensure a smooth process. “ I first have all students sit on the carpet, at a voice level of zero. I then call the students to line up in the order that I call, reiterating my expectations: no voice level, and a single file line. There are times where I would have to use an attention getting strategy in order to quiet them, and repeat my expectations once again. Once I am satisfied, I lead them to their dismissal places.” Thus, I believe that this example emphasizes the use of high expectations.
2d. Respects students’ cultural linguistic and family background. In my opinion, one of the best ways to respect students culture and family is having them share about themselves, to show that the classroom is a safe environment in which all students are welcomed and accepted. Thus, http://alexisthavenot.weebly.com/blogs/blog-4-management-post-all-about-the-morning demonstrates FEAP 2D. It describes a morning meeting activity where students shared certain facts about themselves with their classmates. I believe that this really brought a sense of community and belonging, and all students felt respected and important.
2e. Models clear, acceptable oral and written communication skills; I believe that these behavioral management tasks show my modeling of communication skills, particular the section for "planning and implementing a read aloud." During this read aloud, I modeled fluent reading. I was sure to be a good model for students, as real alouds are a great way for them to improve their oral communication skills.
2f. Maintains a climate of openness, inquiry, fairness and support;
I believe that my philosophy of classroom management shows my belief in openness and support. " In my classroom, all students should feel a sense of belonging and community, and students should be involved in decision making. Additionally, involving them in the process of discussing important classroom topics in order to meet students’ needs and promote thinking for others also aligns with my philosophy. According to Alfie Kohns’ “Beyond Discipline,” “He advises teachers instead to work towards developing a sense of community in their classes, where students feel safe and are continually brought into making judgments, expressing their opinions, and working cooperatively towards solutions that affect them and the class.” My peer's words connected perfectly with my model. Terms such as, "Working together," "cooperative" and "community" is exactly what I think my classroom should look like. I believe that my model demonstrated this community with the teacher and the students all connected in a circle, in a cooperative system. This is the system that I would implement in my own classroom, and these words that my classmates used to describe my model is how I would like my students to feel in the classroom."
2g. Integrates current information and communication technologies;
I integrated current issues of social studies here. I believe that this FEAP was satisfied as I used my knowledge and research regarding integrating social studies into other content areas, in order to ensure that students were getting sufficient social studies exposure.
2h.Adapts the learning environment to accommodate the differing needs and diversity of students: Every day, I differentiate for all students, whether they are higher or lower leveled learners. I believe that my inquiry, which is based on meeting the needs of gifted students, shows many examples of ways that I have adapted the environment, instruction and content to accommodate my higher lever learners. Specific examples can be seen in my inquiry checkpoint blogs such as this one.
2i.Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals:
Plickers are a great way to assess students' knowledge and growth. It is a means of integrating technology, and receiving immediate assessment data. Additionally, this data can help me help students reach their educational goals. I use it every content area, and students thoroughly enjoy it
3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
a.Deliver engaging and challenging lessons;
My lesson plan allows students to connect to the real world, and shows the usefulness of the content that they are learning. For example, in the lesson plan hyperlinked, students put themselves in the shoes of advertisers selling their minerals, showing that they truly understood they uses and qualities. This was challenging, and students were completely engaged.
b.Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;
My lesson plan allows students to connect to the real world, and shows the usefulness of the content that they are learning. For example, in the lesson plan hyperlinked, students put themselves in the shoes of advertisers selling their minerals, showing that they truly understood they uses and qualities. Therefore, this was a direct example of students applying the subject matter into situations where it matters.
c.Identify gaps in students’ subject matter knowledge;
Plickers are a great way to assess students' knowledge and growth. It can be used as a pre-assessment in order to identify where students need help, or where they are excelling. The immediate feedback and reports that are provided are effective in order to address misconceptions or weak areas.
d.Modify instruction to respond to preconceptions or misconceptions;
This connected lesson plan shows the ways in which I adjusted planning based on my pre-assessment and student data from my initial lesson. Being able to take this into account, and adjust instruction to meet the needs of my students resulted in a overall higher student success rate. The first lesson allowed me to analyze student responses and data to determine misconceptions, and then adjust as necessary.
e.Relate and integrate the subject matter with other disciplines and life experiences;
I integrated current issues of social studies here. I believe that this FEAP was satisfied as I used my knowledge and research regarding integrating social studies into other content areas, in order to ensure that students were getting sufficient social studies exposure.
f.Employ higher-order questioning techniques;
This lesson plan shows my list of H.O.T questions that I asked my students during the lesson. Having this planned out previously ensures that you are allowing students to do most of the thinking, rather than you simply just telling them.
g.Apply varied instructional strategies and resources, including appropriate technology, to teach for student understanding;
The teaching methods section shows the variety of resources and strategies used for a lesson plan. This is a great way to meet the needs of all student learners. The following is a list of teaching strategies used in a lesson.
This lesson plan , along with all lessons that I implement, include detailed thought of how I can differentiate instruction for all learners - low, high, middle or ELLs. Strategies such as working independently, working with a partner, working in a small group, or choosing a challenging HOT topic, are ways which I can differentiate effectively to meet the needs of all students.
i.Support, encourage, and provide immediate and specific feedback to students to promote student achievement;
The lesson plan began with a probe in order to determine where students stood in the topic of the movement of the moon. I was able to circulate and analyze student responses in order to immediately provide feedback and address misconceptions.
j.Utilize student feedback to monitor instructional needs and to adjust instruction.
The lesson plan began with a probe in order to determine where students stood in the topic of the movement of the moon. I was able to circulate and analyze student responses in order to immediately provide feedback and address misconceptions. Thus, according to these misconceptions, I then determined how to shape the rest of my lesson. For example, I knew what I needed to focus on more, and what I needed to focus on less.
4. Assessment. The effective educator consistently:
a.Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process;
This connected lesson plan shows the ways in which I adjusted planning based on my pre-assessment and student data from my initial lesson. Being able to take this into account, and adjust instruction to meet the needs of my students resulted in a overall higher student success rate. The first lesson allowed me to analyze student responses and data to determine misconceptions, and then adjust as necessary.
b.Examines and uses data-informed research to improve instruction and achievement
I integrated current issues of social studies here. I believe that this feap was satisfied as I used my knowledge and research regarding integrating social studies into other content areas, in order to ensure that students were getting sufficient exposure to social studies content in order become active citizens of society.
c..Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;
This connected lesson plan shows the ways in which I adjusted planning based on my pre-assessment and student data from my initial lesson. Being able to take this into account, and adjust instruction to meet the needs of my students resulted in a overall higher student success rate.
f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.
The rocks and minerals lesson plan was extremely applicable to real life situations. Students had to put themselves into the shoes on CEOs of companies looking for certain rocks or minerals for a particular purpose. Thus, they applied their knowledge to this, showing that they truly understood the content.
g. Uses diagnostic student data to plan lessons
Plickers are a great way to assess students' knowledge and growth. It is a means of integrating technology, and receiving immediate assessment data. Additionally, this data can help me help students reach their educational goals as I plan for future lessons. For example, It can be used as a pre-assessment in order to inform my instruction according to student data.
FEAP 2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:
2a. Organizes, allocates, and manages the resources of time, space, and attention: Transition Video. This shows that I invited students onto the carpet table by table in order to ensure smooth transition. Additionally, the movement to the carpet is good for those with ADHD, and helps re-engage students. The following blog also demonstrates feap 2a: http://alexisthavenot.weebly.com/blogs/blog-5-behavioral-management-tasks. “Trying a new seating arrangement” involves managing the resource of space. I believe that student seating arrangement can affect productivity, focus, and attention significantly, and thus this is a factor of behavior management that is important. Other tasks including in the blog are organizing and managing manipulatives, table points and so on.
2b. Manages individual and class behaviors through a well-planned management system. An attention Getting Strategy can be seen here. This is a attention getter that is very effective for behavior management. It brings the class back together, and is great for transitions. As seen in this video, it redirects students’ time effectively, and I believe that they enjoy it. Another way that I have implemented this FEAP can be see in http://alexisthavenot.weebly.com/blogs/blog-5-behavioral-management-tasks. The section of writing something on the board describes my implementation of table points as a behavioral management system. Students have been very interested in receiving points, and have been accountable for their other table members. I believe that this accountability encourages positive behavior.
2c. Conveys high expectations to all students: http://alexisthavenot.weebly.com/blogs/management-task-taking-the-lead-on-dismissal. This blog discusses my taking the lead on dismissal. This is a process that requires a lot of procedures that students should abide to, in order to ensure a smooth process. “ I first have all students sit on the carpet, at a voice level of zero. I then call the students to line up in the order that I call, reiterating my expectations: no voice level, and a single file line. There are times where I would have to use an attention getting strategy in order to quiet them, and repeat my expectations once again. Once I am satisfied, I lead them to their dismissal places.” Thus, I believe that this example emphasizes the use of high expectations.
2d. Respects students’ cultural linguistic and family background. In my opinion, one of the best ways to respect students culture and family is having them share about themselves, to show that the classroom is a safe environment in which all students are welcomed and accepted. Thus, http://alexisthavenot.weebly.com/blogs/blog-4-management-post-all-about-the-morning demonstrates FEAP 2D. It describes a morning meeting activity where students shared certain facts about themselves with their classmates. I believe that this really brought a sense of community and belonging, and all students felt respected and important.
2e. Models clear, acceptable oral and written communication skills; I believe that these behavioral management tasks show my modeling of communication skills, particular the section for "planning and implementing a read aloud." During this read aloud, I modeled fluent reading. I was sure to be a good model for students, as real alouds are a great way for them to improve their oral communication skills.
2f. Maintains a climate of openness, inquiry, fairness and support;
I believe that my philosophy of classroom management shows my belief in openness and support. " In my classroom, all students should feel a sense of belonging and community, and students should be involved in decision making. Additionally, involving them in the process of discussing important classroom topics in order to meet students’ needs and promote thinking for others also aligns with my philosophy. According to Alfie Kohns’ “Beyond Discipline,” “He advises teachers instead to work towards developing a sense of community in their classes, where students feel safe and are continually brought into making judgments, expressing their opinions, and working cooperatively towards solutions that affect them and the class.” My peer's words connected perfectly with my model. Terms such as, "Working together," "cooperative" and "community" is exactly what I think my classroom should look like. I believe that my model demonstrated this community with the teacher and the students all connected in a circle, in a cooperative system. This is the system that I would implement in my own classroom, and these words that my classmates used to describe my model is how I would like my students to feel in the classroom."
2g. Integrates current information and communication technologies;
I integrated current issues of social studies here. I believe that this FEAP was satisfied as I used my knowledge and research regarding integrating social studies into other content areas, in order to ensure that students were getting sufficient social studies exposure.
2h.Adapts the learning environment to accommodate the differing needs and diversity of students: Every day, I differentiate for all students, whether they are higher or lower leveled learners. I believe that my inquiry, which is based on meeting the needs of gifted students, shows many examples of ways that I have adapted the environment, instruction and content to accommodate my higher lever learners. Specific examples can be seen in my inquiry checkpoint blogs such as this one.
2i.Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals:
Plickers are a great way to assess students' knowledge and growth. It is a means of integrating technology, and receiving immediate assessment data. Additionally, this data can help me help students reach their educational goals. I use it every content area, and students thoroughly enjoy it
3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
a.Deliver engaging and challenging lessons;
My lesson plan allows students to connect to the real world, and shows the usefulness of the content that they are learning. For example, in the lesson plan hyperlinked, students put themselves in the shoes of advertisers selling their minerals, showing that they truly understood they uses and qualities. This was challenging, and students were completely engaged.
b.Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;
My lesson plan allows students to connect to the real world, and shows the usefulness of the content that they are learning. For example, in the lesson plan hyperlinked, students put themselves in the shoes of advertisers selling their minerals, showing that they truly understood they uses and qualities. Therefore, this was a direct example of students applying the subject matter into situations where it matters.
c.Identify gaps in students’ subject matter knowledge;
Plickers are a great way to assess students' knowledge and growth. It can be used as a pre-assessment in order to identify where students need help, or where they are excelling. The immediate feedback and reports that are provided are effective in order to address misconceptions or weak areas.
d.Modify instruction to respond to preconceptions or misconceptions;
This connected lesson plan shows the ways in which I adjusted planning based on my pre-assessment and student data from my initial lesson. Being able to take this into account, and adjust instruction to meet the needs of my students resulted in a overall higher student success rate. The first lesson allowed me to analyze student responses and data to determine misconceptions, and then adjust as necessary.
e.Relate and integrate the subject matter with other disciplines and life experiences;
I integrated current issues of social studies here. I believe that this FEAP was satisfied as I used my knowledge and research regarding integrating social studies into other content areas, in order to ensure that students were getting sufficient social studies exposure.
f.Employ higher-order questioning techniques;
This lesson plan shows my list of H.O.T questions that I asked my students during the lesson. Having this planned out previously ensures that you are allowing students to do most of the thinking, rather than you simply just telling them.
g.Apply varied instructional strategies and resources, including appropriate technology, to teach for student understanding;
The teaching methods section shows the variety of resources and strategies used for a lesson plan. This is a great way to meet the needs of all student learners. The following is a list of teaching strategies used in a lesson.
- Direct Instruction
- Small group discussions
- PowerPoint Presentation
- Individual Work
- In class Investigation
- Rock/Mineral Walk
- Class Presentations
This lesson plan , along with all lessons that I implement, include detailed thought of how I can differentiate instruction for all learners - low, high, middle or ELLs. Strategies such as working independently, working with a partner, working in a small group, or choosing a challenging HOT topic, are ways which I can differentiate effectively to meet the needs of all students.
i.Support, encourage, and provide immediate and specific feedback to students to promote student achievement;
The lesson plan began with a probe in order to determine where students stood in the topic of the movement of the moon. I was able to circulate and analyze student responses in order to immediately provide feedback and address misconceptions.
j.Utilize student feedback to monitor instructional needs and to adjust instruction.
The lesson plan began with a probe in order to determine where students stood in the topic of the movement of the moon. I was able to circulate and analyze student responses in order to immediately provide feedback and address misconceptions. Thus, according to these misconceptions, I then determined how to shape the rest of my lesson. For example, I knew what I needed to focus on more, and what I needed to focus on less.
4. Assessment. The effective educator consistently:
a.Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process;
This connected lesson plan shows the ways in which I adjusted planning based on my pre-assessment and student data from my initial lesson. Being able to take this into account, and adjust instruction to meet the needs of my students resulted in a overall higher student success rate. The first lesson allowed me to analyze student responses and data to determine misconceptions, and then adjust as necessary.
b.Examines and uses data-informed research to improve instruction and achievement
I integrated current issues of social studies here. I believe that this feap was satisfied as I used my knowledge and research regarding integrating social studies into other content areas, in order to ensure that students were getting sufficient exposure to social studies content in order become active citizens of society.
c..Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;
d.Uses a variety of assessment tools to monitor student progress, achievement and learning gains;
The lesson plan shows the variety of assessment tools that I have used to monitor student achievement and progress, including rubrics, checkpoint questions, exit tickets and student data. All of these combined is a true indicator of student progress, achievement, and learning gains.
e.Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;
As seen in this lesson plan, I differentiated for my lower level students, my upper level students, my students who need language support, and my students with learning disabilities. Thus, I have modified the learning environment and assessments for all learning styles.
f..Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and
Below is a letter sent home to inform a parent of a student's progress. This assessment data was shared with the parent in order to inform them of her student's progress and how important the data was and what it meant. This was for her to be able to see where the student stood academically, and what improvements could be made.
http://alexisthavenot.weebly.com/blogs/feap-5d
g..Applies technology to organize and integrate assessment information.
Plickers are a great way to assess students' knowledge and growth. It is a means of integrating technology, and receiving immediate assessment data. Additionally, this data can help me help students reach their educational goals as I plan for future lessons. For example, It can be used as a pre-assessment in order to inform my instruction according to student data.
FEAP 5: Continuous Professional Development
5 a.- Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs.
This reflection shows my goals that I set after watching my vide of teaching a lesson. Some of my goals have included implementing higher order questions, or using more wait time. This is very important for growing professionally, in order to ensure that my students' needs are always being met.
5 b.- Examines and uses data-informed research to improve instruction and student achievement.
I integrated current issues of social studies here. I believe that this FEAP was satisfied as I used my knowledge and research regarding integrating social studies into other content areas, in order to ensure that students were getting sufficient social studies exposure.
5 c.- Uses a variety of data independently and in collaboration with colleagues to evaluate learning outcomes, adjust planning, and continuously improve effectiveness of the lessons.
This connected lesson shows a detailed account of my adjustment of my second lesson based on the data collected from my first lesson. Student data is a wonderful tool that can be used by educators to improve the effectiveness of the lesson, and ensure that you are giving students what they need. The hyperlinked document is evidence of this.
5 d.- Collaborates with the home, school, and larger communities to foster communication and to support student learning and continuous improvement.
I have emailed, sent home letters, and wrote in folders throughout my internship experience. Regardless of what I have done, it has always been professional, and appropriate. Below is a letter sent home to inform a parent of a student's progress.
http://alexisthavenot.weebly.com/blogs/feap-5d
5 e.- Engages in targeted professional growth opportunities and reflective practices, both independently and in collaboration with colleagues.
The following lesson plan shows my reflection that I have undertaken during my internship experiences. I mention that I collaborated with another Science teacher in order to inform my instruction, as I am always trying to improve and make things better. Thus, this part of the lesson plan shows that I am reflective and always aim for professional growth.
5 f.- Implements knowledge and skills learned in professional development in the teaching and learning process.
I believe that this lesson plan truly demonstrates all of the skills that i have learned in my professional development, and how I have applied them to teaching. I have shown knowledge of the rubric, teaching process, and all that it takes to create an environment that fosters learning and growth. My lesson plans includes important teaching practices such as making real world connections, interdisciplinary connections, analogies, and self assessment. These all show that I have applied all the skills and knowledge learned.
FEAP 6- Professional Responsibility and Ethical Conduct
1. Maintains positive and productive relationships with colleagues
I seek collaboration with as many of my colleagues as I can. My CT and I collaborate regarding lesson plans, student behavior, progress, and any arising issies. Additionally, I seek resources from other members of the community for advice, or ideas and input about a particular lesson or situation. I also communicate with other interns collaboratively, as they offer a lot of support and guidance. We have created a facebook page (seen link below) which we use for updates.
http://alexisthavenot.weebly.com/blogs/feap-6-a
2. Adheres to daily schedule and attendance policies
Throughout my internship days, I have arrived on time and been in my classroom at 7:30 am, or earlier. Additionally, I always stay until 3:30 or later, planning and collaborating. Below is the link to my sign up sheet.
http://alexisthavenot.weebly.com/blogs/feap-6b
3. Maintains professional appearance
Internship attire is always professional and appropriate. I have worn dress pants, an appropriate shirt and cardigan and/or jacket, as well as appropriate dress shoes.
4. Demonstrates professional use of communication
I have emailed, sent home letters, and wrote in folders throughout my internship experience. Regardless of what I have done, it has always been professional, and appropriate. Below is a letter sent home to inform a parent of a student's progress.
http://alexisthavenot.weebly.com/blogs/feap-5d
5. Exhibits emotional stability and mature judgement
Regardless of the situation, I always maintain a professional manner and do not let the stress of the day or situation impact my behavior. Additionally, I make judgements based on the benefits of my students at all times.
Philosophy of Classroom Management
I believe that classroom management should be a system that optimizes student learning. It should be a cooperative agreement between the teacher and student in which each share responsibility for ensuring its success. In my opinion, students and teachers should work together to decide on the expected behavior that should be seen in the classroom, so that everyone agrees and is on the same page. Once these procedures and rules are established, it is the students' job to meet these expectations, and it is the teacher's job to facilitate and continue to guide students in order to keep them on track. Thus, it is a partnership, not a dictatorship. I believe that Linda Albert expresses this idea well in the quote, “One important tip to remember is that students choose their behavior, and we have power to influence—not control—their choices. The change starts with the teacher; we need to learn how to interact with students so they’ll want to choose appropriate behavior and comply with the rules.” I believe that the cooperative model is the most effective, and thus this is what my philosophy aligns with most. Classroom management systems should be adjusted according to the needs of the students, and according to what is working and what is not. It is a continuing growth process. I believe that it should not be about punishing a student for being wrong, but rather addressing the cause of the misbehavior, and allowing students to be an active part of this process.
Though my philosophy encompasses that of the cooperative model, it also includes some elements of the beyond classroom management system. In my classroom, all students should feel a sense of belonging and community, and students should be involved in decision-making. Additionally, involving them in the process of discussing important classroom topics in order to meet students’ needs and promote thinking for others also aligns with my philosophy. According to Alfie Kohns’ “Beyond Discipline,” “He advises teachers instead to work towards developing a sense of community in their classes, where students feel safe and are continually brought into making judgments, expressing their opinions, and working cooperatively towards solutions that affect them and the class.” My peer's words connected perfectly with my model. Terms such as, "Working together," "cooperative" and "community" is exactly what I think my classroom should look like. I believe that my model demonstrated this community with the teacher and the students all connected in a circle, in a cooperative system. This is the system that I would implement in my own classroom, and these words that my classmates used to describe my model is how I would like my students to feel in the classroom.
Charles, C. M., & Barr, K. B. (1989). Building classroom discipline. New York: Longman
Levin, J., & Nolan, J. F. (2000). Principles of classroom management: A professional decision-making model. Boston: Allyn and Bacon.
FEAPS
2a. Organizes, allocates, and manages the resources of time, space, and attention: Transition Video. This shows that I invited students onto the carpet table by table in order to ensure smooth transition. Additionally, the movement to the carpet is good for those with ADHD, and helps re-engage students. The following blog also demonstrates feap 2a:
http://alexisthavenot.weebly.com/blogs/blog-5-behavioral-management-tasks. “Trying a new seating arrangement” involves managing the resource of space. I believe that student seating arrangement can affect productivity, focus, and attention significantly, and thus this is a factor of behavior management that is important. Other tasks including in the blog are organizing and managing manipulatives, table points and so on.
2b. Manages individual and class behaviors through a well-planned management system. An attention Getting Strategy can be seen here. This is a attention getter that is very effective for behavior management. It brings the class back together, and is great for transitions. As seen in this video, it redirects students’ time effectively, and I believe that they enjoy it. Another way that I have implemented this FEAP can be see in http://alexisthavenot.weebly.com/blogs/blog-5-behavioral-management-tasks. The section of writing something on the board describes my implementation of table points as a behavioral management system. Students have been very interested in receiving points, and have been accountable for their other table members. I believe that this accountability encourages positive behavior.
2c. Conveys high expectations to all students: http://alexisthavenot.weebly.com/blogs/management-task-taking-the-lead-on-dismissal. This blog discusses my taking the lead on dismissal. This is a process that requires a lot of procedures that students should abide to, in order to ensure a smooth process. “ I first have all students sit on the carpet, at a voice level of zero. I then call the students to line up in the order that I call, reiterating my expectations: no voice level, and a single file line. There are times where I would have to use an attention getting strategy in order to quiet them, and repeat my expectations once again. Once I am satisfied, I lead them to their dismissal places.” Thus, I believe that this example emphasizes the use of high expectations.
2d. Respects students’ cultural linguistic and family background. In my opinion, one of the best ways to respect students culture and family is having them share about themselves, to show that the classroom is a safe environment in which all students are welcomed and accepted. Thus, http://alexisthavenot.weebly.com/blogs/blog-4-management-post-all-about-the-morning demonstrates FEAP 2D. It describes a morning meeting activity where students shared certain facts about themselves with their classmates. I believe that this really brought a sense of community and belonging, and all students felt respected and important.
2e. Models clear, acceptable oral and written communication skills; I believe that these behavioral management tasks show my modeling of communication skills, particular the section for "planning and implementing a read aloud." During this read aloud, I modeled fluent reading. I was sure to be a good model for students, as real alouds are a great way for them to improve their oral communication skills.
2f. Maintains a climate of openness, inquiry, fairness and support;
I believe that my philosophy of classroom management shows my belief in openness and support. " In my classroom, all students should feel a sense of belonging and community, and students should be involved in decision making. Additionally, involving them in the process of discussing important classroom topics in order to meet students’ needs and promote thinking for others also aligns with my philosophy. According to Alfie Kohns’ “Beyond Discipline,” “He advises teachers instead to work towards developing a sense of community in their classes, where students feel safe and are continually brought into making judgments, expressing their opinions, and working cooperatively towards solutions that affect them and the class.” My peer's words connected perfectly with my model. Terms such as, "Working together," "cooperative" and "community" is exactly what I think my classroom should look like. I believe that my model demonstrated this community with the teacher and the students all connected in a circle, in a cooperative system. This is the system that I would implement in my own classroom, and these words that my classmates used to describe my model is how I would like my students to feel in the classroom."
2g. Integrates current information and communication technologies;
I integrated current issues of social studies here. I believe that this FEAP was satisfied as I used my knowledge and research regarding integrating social studies into other content areas, in order to ensure that students were getting sufficient social studies exposure.
2h.Adapts the learning environment to accommodate the differing needs and diversity of students: Every day, I differentiate for all students, whether they are higher or lower leveled learners. I believe that my inquiry, which is based on meeting the needs of gifted students, shows many examples of ways that I have adapted the environment, instruction and content to accommodate my higher lever learners. Specific examples can be seen in my inquiry checkpoint blogs such as this one.
2i.Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals: Plickers are a great way to assess students' knowledge and growth. It is a means of integrating technology, and receiving immediate assessment data. Additionally, this data can help me help students reach their educational goals. I use it every content area, and students thoroughly enjoy it.
Reflective Paragraph
I believe that the main connection between my philosophy and my FEAP evidence is my student centered, cooperative approach to classroom management strategies. In my FEAP 2a blog link, it mentions that I took into account student preference before finalizing seating arrangements. I believe that giving student choices, and respecting their opinions are essential factors for successful behavior management. My evidence for FEAP 2b also shows how I involve students in making decisions. For the table point rewards, students and myself brainstormed in order to decide on appropriate awards. When students are involved in this process, it is more meaningful to them, and thus the strategies end up being more successful. FEAP 2C discusses a partnership between students and myself in order to lead a smooth, successful dismissal routine. As mentioned in my philosophy, students are in charge of meeting my expectations, while I act as a guiding figure through the process. FEAP 2D aligns very closely with the beyond model discussed in my philosophy, as morning meeting activities such as this allow students to feel a sense of community and belonging in the classroom. My philosophy mentions meeting the needs of all students, as no two students are the same. This is linked to FEAP 2h, as I discuss the need to accommodate for all of my leveled students. It is my job to ensure that each student is in an environment that best fits his or her learning styles and preferences. Not only does this increase academic success, but it also aids with behavior management.
Ethics Performance Task
I believe that blocking students' names when posting their student data is an example from this semester in which I was an ethical educator. This is important for student confidentiality, and keeps their personal information safe. I think that it is unethical for students' data to be publicized, especially without their consent. I believe that teachers are responsible for protecting the rights of students, and this is why in which they can do this.
How is each specific example connected to the Code of Ethics?
The code of ethics, ". Shall keep in confidence personally identifiable information obtained in the course of professional service, unless disclosure serves professional purposes or is required by law." aligns with my specific example. Blurring out the name of my student on the worksheet directly connects to the code of ethics, as I am keeping this students personally identifiable information confidential. I will continue to do this in all my practices, unless required by law.
The lesson plan shows the variety of assessment tools that I have used to monitor student achievement and progress, including rubrics, checkpoint questions, exit tickets and student data. All of these combined is a true indicator of student progress, achievement, and learning gains.
e.Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;
As seen in this lesson plan, I differentiated for my lower level students, my upper level students, my students who need language support, and my students with learning disabilities. Thus, I have modified the learning environment and assessments for all learning styles.
f..Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and
Below is a letter sent home to inform a parent of a student's progress. This assessment data was shared with the parent in order to inform them of her student's progress and how important the data was and what it meant. This was for her to be able to see where the student stood academically, and what improvements could be made.
http://alexisthavenot.weebly.com/blogs/feap-5d
g..Applies technology to organize and integrate assessment information.
Plickers are a great way to assess students' knowledge and growth. It is a means of integrating technology, and receiving immediate assessment data. Additionally, this data can help me help students reach their educational goals as I plan for future lessons. For example, It can be used as a pre-assessment in order to inform my instruction according to student data.
FEAP 5: Continuous Professional Development
5 a.- Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs.
This reflection shows my goals that I set after watching my vide of teaching a lesson. Some of my goals have included implementing higher order questions, or using more wait time. This is very important for growing professionally, in order to ensure that my students' needs are always being met.
5 b.- Examines and uses data-informed research to improve instruction and student achievement.
I integrated current issues of social studies here. I believe that this FEAP was satisfied as I used my knowledge and research regarding integrating social studies into other content areas, in order to ensure that students were getting sufficient social studies exposure.
5 c.- Uses a variety of data independently and in collaboration with colleagues to evaluate learning outcomes, adjust planning, and continuously improve effectiveness of the lessons.
This connected lesson shows a detailed account of my adjustment of my second lesson based on the data collected from my first lesson. Student data is a wonderful tool that can be used by educators to improve the effectiveness of the lesson, and ensure that you are giving students what they need. The hyperlinked document is evidence of this.
5 d.- Collaborates with the home, school, and larger communities to foster communication and to support student learning and continuous improvement.
I have emailed, sent home letters, and wrote in folders throughout my internship experience. Regardless of what I have done, it has always been professional, and appropriate. Below is a letter sent home to inform a parent of a student's progress.
http://alexisthavenot.weebly.com/blogs/feap-5d
5 e.- Engages in targeted professional growth opportunities and reflective practices, both independently and in collaboration with colleagues.
The following lesson plan shows my reflection that I have undertaken during my internship experiences. I mention that I collaborated with another Science teacher in order to inform my instruction, as I am always trying to improve and make things better. Thus, this part of the lesson plan shows that I am reflective and always aim for professional growth.
5 f.- Implements knowledge and skills learned in professional development in the teaching and learning process.
I believe that this lesson plan truly demonstrates all of the skills that i have learned in my professional development, and how I have applied them to teaching. I have shown knowledge of the rubric, teaching process, and all that it takes to create an environment that fosters learning and growth. My lesson plans includes important teaching practices such as making real world connections, interdisciplinary connections, analogies, and self assessment. These all show that I have applied all the skills and knowledge learned.
FEAP 6- Professional Responsibility and Ethical Conduct
1. Maintains positive and productive relationships with colleagues
I seek collaboration with as many of my colleagues as I can. My CT and I collaborate regarding lesson plans, student behavior, progress, and any arising issies. Additionally, I seek resources from other members of the community for advice, or ideas and input about a particular lesson or situation. I also communicate with other interns collaboratively, as they offer a lot of support and guidance. We have created a facebook page (seen link below) which we use for updates.
http://alexisthavenot.weebly.com/blogs/feap-6-a
2. Adheres to daily schedule and attendance policies
Throughout my internship days, I have arrived on time and been in my classroom at 7:30 am, or earlier. Additionally, I always stay until 3:30 or later, planning and collaborating. Below is the link to my sign up sheet.
http://alexisthavenot.weebly.com/blogs/feap-6b
3. Maintains professional appearance
Internship attire is always professional and appropriate. I have worn dress pants, an appropriate shirt and cardigan and/or jacket, as well as appropriate dress shoes.
4. Demonstrates professional use of communication
I have emailed, sent home letters, and wrote in folders throughout my internship experience. Regardless of what I have done, it has always been professional, and appropriate. Below is a letter sent home to inform a parent of a student's progress.
http://alexisthavenot.weebly.com/blogs/feap-5d
5. Exhibits emotional stability and mature judgement
Regardless of the situation, I always maintain a professional manner and do not let the stress of the day or situation impact my behavior. Additionally, I make judgements based on the benefits of my students at all times.
Philosophy of Classroom Management
I believe that classroom management should be a system that optimizes student learning. It should be a cooperative agreement between the teacher and student in which each share responsibility for ensuring its success. In my opinion, students and teachers should work together to decide on the expected behavior that should be seen in the classroom, so that everyone agrees and is on the same page. Once these procedures and rules are established, it is the students' job to meet these expectations, and it is the teacher's job to facilitate and continue to guide students in order to keep them on track. Thus, it is a partnership, not a dictatorship. I believe that Linda Albert expresses this idea well in the quote, “One important tip to remember is that students choose their behavior, and we have power to influence—not control—their choices. The change starts with the teacher; we need to learn how to interact with students so they’ll want to choose appropriate behavior and comply with the rules.” I believe that the cooperative model is the most effective, and thus this is what my philosophy aligns with most. Classroom management systems should be adjusted according to the needs of the students, and according to what is working and what is not. It is a continuing growth process. I believe that it should not be about punishing a student for being wrong, but rather addressing the cause of the misbehavior, and allowing students to be an active part of this process.
Though my philosophy encompasses that of the cooperative model, it also includes some elements of the beyond classroom management system. In my classroom, all students should feel a sense of belonging and community, and students should be involved in decision-making. Additionally, involving them in the process of discussing important classroom topics in order to meet students’ needs and promote thinking for others also aligns with my philosophy. According to Alfie Kohns’ “Beyond Discipline,” “He advises teachers instead to work towards developing a sense of community in their classes, where students feel safe and are continually brought into making judgments, expressing their opinions, and working cooperatively towards solutions that affect them and the class.” My peer's words connected perfectly with my model. Terms such as, "Working together," "cooperative" and "community" is exactly what I think my classroom should look like. I believe that my model demonstrated this community with the teacher and the students all connected in a circle, in a cooperative system. This is the system that I would implement in my own classroom, and these words that my classmates used to describe my model is how I would like my students to feel in the classroom.
Charles, C. M., & Barr, K. B. (1989). Building classroom discipline. New York: Longman
Levin, J., & Nolan, J. F. (2000). Principles of classroom management: A professional decision-making model. Boston: Allyn and Bacon.
FEAPS
2a. Organizes, allocates, and manages the resources of time, space, and attention: Transition Video. This shows that I invited students onto the carpet table by table in order to ensure smooth transition. Additionally, the movement to the carpet is good for those with ADHD, and helps re-engage students. The following blog also demonstrates feap 2a:
http://alexisthavenot.weebly.com/blogs/blog-5-behavioral-management-tasks. “Trying a new seating arrangement” involves managing the resource of space. I believe that student seating arrangement can affect productivity, focus, and attention significantly, and thus this is a factor of behavior management that is important. Other tasks including in the blog are organizing and managing manipulatives, table points and so on.
2b. Manages individual and class behaviors through a well-planned management system. An attention Getting Strategy can be seen here. This is a attention getter that is very effective for behavior management. It brings the class back together, and is great for transitions. As seen in this video, it redirects students’ time effectively, and I believe that they enjoy it. Another way that I have implemented this FEAP can be see in http://alexisthavenot.weebly.com/blogs/blog-5-behavioral-management-tasks. The section of writing something on the board describes my implementation of table points as a behavioral management system. Students have been very interested in receiving points, and have been accountable for their other table members. I believe that this accountability encourages positive behavior.
2c. Conveys high expectations to all students: http://alexisthavenot.weebly.com/blogs/management-task-taking-the-lead-on-dismissal. This blog discusses my taking the lead on dismissal. This is a process that requires a lot of procedures that students should abide to, in order to ensure a smooth process. “ I first have all students sit on the carpet, at a voice level of zero. I then call the students to line up in the order that I call, reiterating my expectations: no voice level, and a single file line. There are times where I would have to use an attention getting strategy in order to quiet them, and repeat my expectations once again. Once I am satisfied, I lead them to their dismissal places.” Thus, I believe that this example emphasizes the use of high expectations.
2d. Respects students’ cultural linguistic and family background. In my opinion, one of the best ways to respect students culture and family is having them share about themselves, to show that the classroom is a safe environment in which all students are welcomed and accepted. Thus, http://alexisthavenot.weebly.com/blogs/blog-4-management-post-all-about-the-morning demonstrates FEAP 2D. It describes a morning meeting activity where students shared certain facts about themselves with their classmates. I believe that this really brought a sense of community and belonging, and all students felt respected and important.
2e. Models clear, acceptable oral and written communication skills; I believe that these behavioral management tasks show my modeling of communication skills, particular the section for "planning and implementing a read aloud." During this read aloud, I modeled fluent reading. I was sure to be a good model for students, as real alouds are a great way for them to improve their oral communication skills.
2f. Maintains a climate of openness, inquiry, fairness and support;
I believe that my philosophy of classroom management shows my belief in openness and support. " In my classroom, all students should feel a sense of belonging and community, and students should be involved in decision making. Additionally, involving them in the process of discussing important classroom topics in order to meet students’ needs and promote thinking for others also aligns with my philosophy. According to Alfie Kohns’ “Beyond Discipline,” “He advises teachers instead to work towards developing a sense of community in their classes, where students feel safe and are continually brought into making judgments, expressing their opinions, and working cooperatively towards solutions that affect them and the class.” My peer's words connected perfectly with my model. Terms such as, "Working together," "cooperative" and "community" is exactly what I think my classroom should look like. I believe that my model demonstrated this community with the teacher and the students all connected in a circle, in a cooperative system. This is the system that I would implement in my own classroom, and these words that my classmates used to describe my model is how I would like my students to feel in the classroom."
2g. Integrates current information and communication technologies;
I integrated current issues of social studies here. I believe that this FEAP was satisfied as I used my knowledge and research regarding integrating social studies into other content areas, in order to ensure that students were getting sufficient social studies exposure.
2h.Adapts the learning environment to accommodate the differing needs and diversity of students: Every day, I differentiate for all students, whether they are higher or lower leveled learners. I believe that my inquiry, which is based on meeting the needs of gifted students, shows many examples of ways that I have adapted the environment, instruction and content to accommodate my higher lever learners. Specific examples can be seen in my inquiry checkpoint blogs such as this one.
2i.Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals: Plickers are a great way to assess students' knowledge and growth. It is a means of integrating technology, and receiving immediate assessment data. Additionally, this data can help me help students reach their educational goals. I use it every content area, and students thoroughly enjoy it.
Reflective Paragraph
I believe that the main connection between my philosophy and my FEAP evidence is my student centered, cooperative approach to classroom management strategies. In my FEAP 2a blog link, it mentions that I took into account student preference before finalizing seating arrangements. I believe that giving student choices, and respecting their opinions are essential factors for successful behavior management. My evidence for FEAP 2b also shows how I involve students in making decisions. For the table point rewards, students and myself brainstormed in order to decide on appropriate awards. When students are involved in this process, it is more meaningful to them, and thus the strategies end up being more successful. FEAP 2C discusses a partnership between students and myself in order to lead a smooth, successful dismissal routine. As mentioned in my philosophy, students are in charge of meeting my expectations, while I act as a guiding figure through the process. FEAP 2D aligns very closely with the beyond model discussed in my philosophy, as morning meeting activities such as this allow students to feel a sense of community and belonging in the classroom. My philosophy mentions meeting the needs of all students, as no two students are the same. This is linked to FEAP 2h, as I discuss the need to accommodate for all of my leveled students. It is my job to ensure that each student is in an environment that best fits his or her learning styles and preferences. Not only does this increase academic success, but it also aids with behavior management.
Ethics Performance Task
- What do you see as the purpose of the Code of Ethics and Principles of Professional Conduct of the Education Profession of Florida?
- I believe that the purpose of the Code of Ethics and Principles of Professional Conduct are to ensure that all professionals in the education field have integrity, respect, and professionalism in all aspects of their career, regardless of personal interest, agenda or situations. I believe that these ethics and principles serve as guidlines or benchmarks for all educators to follow, in order to carry out the best, most appopriate practices in all that they do. These practices should follow and abide to these codes and principles so that students, parents, or any other party involved in the education process are never undermined, disadvantaged, judged or mistreated. I believe that the purpose of these are to guide educators to be the best, and most professional that they can be in their career.
I believe that blocking students' names when posting their student data is an example from this semester in which I was an ethical educator. This is important for student confidentiality, and keeps their personal information safe. I think that it is unethical for students' data to be publicized, especially without their consent. I believe that teachers are responsible for protecting the rights of students, and this is why in which they can do this.
How is each specific example connected to the Code of Ethics?
The code of ethics, ". Shall keep in confidence personally identifiable information obtained in the course of professional service, unless disclosure serves professional purposes or is required by law." aligns with my specific example. Blurring out the name of my student on the worksheet directly connects to the code of ethics, as I am keeping this students personally identifiable information confidential. I will continue to do this in all my practices, unless required by law.