Artifacts: Class Rules, Positive Reward Sheet and Portion of Expectations from Video Lesson.
Highlights
- - Classroom Organization and Management
- - PBIS Point System (ClassDojo and Raffling)
- - Interactive Token Board
- - Class Accomplishments Website
Description for CSTP 2: Creating and Maintaining Effective Environments for Student Learning.
Element 2.1 - Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully; Element 2.2 - Creating physical or virtual learning environments that promote student learning, reflect the diversity, and encourage constructive and productive interactions among students; Element 2.3 - Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe; Creating a rigorous learning environment with high expectations and appropriate support for all students; Element 2.5 - Developing, communicating, and maintaining high standards for individual and group behavior; Element 2.6 - Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn; Element 2.7 - Using instructional time to optimize learning.
Element 2.1 Evidence
Positively greeted students in-person and online; responded to inappropriate behavior with class rules/expectations; asked students to express their feelings verbally or non-verbally.
Artifacts: (Full Video Lesson) Positive Environment - 4th Grade Students Sharing Feelings About Returning to School.
Element 2.2 Evidence
Technology was used for lessons such as the use of authoring programs, coded webpages, and other 3rd party applications (Kahoot!, Nearpod, etc.); Provided classroom accommodations per IEPs to address student needs; academic vocabulary was used; classroom rules were consistently displayed and maintained/revised especially after long breaks.
Artifacts: Portion of Blind Contour Drawing Lesson & Text-Analysis Drawing.
Artifacts: Reflection of Blind Contour Drawing.
Artifacts: Zombie Apocalypse Lessons & Website (Hybrid and Distance), Screens of Teams chat environment & communication.
Element 2.3 Evidence
Communicated with gen ed teachers on seating arrangements based on IEPs; I used a gentle and caring soft voice when addressing students with positive remarks and happy facial expressions; used student choice; used various technologies in the classroom to assist with instruction, such as an iPad.
VIEW PICTURE
Artifacts: iPad Snapshot.
Artifacts: Teams Admin Meeting, Professional Planning and Parent Consent Form for Returning to School Survey.
Artifacts: Collaboration with Paraprofessional on Teams, RSP Schedule and Collaboration with Gen. Ed Teacher with Contour Drawing Lesson.
Element 2.4 Evidence
I use scaffolds for instructions that address gaps; I differentiate instruction with small groups and lessons tailored to the needs of the student; I use supplemental activities whenever possible (such as having students develop webpages or conduct a lesson using Minecraft); I create and send out activity packets to students to fill out for their IEP goals; iPad is used as an instructional tool for differentiation/multiple means of representation and expression.
VIEW PICTURE
Artifacts: iPad Snapshot.
VIEW PICTURE
Artifacts: Picture of small group.
VIEW PICTURE
Artifacts: Picture of Minecraft Educational Version.
Element 2.5 Evidence
I use checklists for 1:1 or small group support, which promote student and teacher accountability and behavior management (i.e., checklist GO); I use clear expectations conveyed orally and visually; I review standards with expected positive behavior requirements to the students; I model positive behavior; use silent signals to describe levels of appropriate behavior; I use an award system and have rules/expectations and consequences posted and used.
VIEW PICTURE
Artifacts: Picture of small group.
VIEW PICTURE
Artifacts: Picture of classroom rules and award system.
Artifacts: Classroom Management Plan (Video) and Supports.
Element 2.6 Evidence
I post classroom goals/learning targets and consequences; I have seamless transitions when moving from whole-group to small group while in the general education classroom; I model fairness and respect and maintain routines in an inclusive setting.
VIEW PICTURE
Artifacts: Picture of classroom rules and award system.
Element 2.7 Evidence
When I enter the inclusive classroom, I immediately start to work with each student on my caseload and help those who also need help; I provide extended activities for fast-paced learners; I use digital and visual timers to help with transitions.
VIEW PICTURE
Artifacts: Picture of classroom timer.