The Classroom Environment

Artifact 1

Sub-Domain 2c: Managing Classroom Procedures

To provide effective instruction and high levels of student engagement, it is essential to have a refined functioning classroom. My Artifact 1 demonstrates how experienced teachers need to have strong management in materials and supplies to provide a minimum of disruption to the flow of instruction. When presenting the materials, I always display in the presentation the materials that are expected in their plastic bags. The materials are always labeled on the screen for students who may require accommodations due to visual impairments or experienced limited English proficiency.

In this Artifact 1, students were to use oil, sand, salt, food coloring, and water to examine and accurately describe the impact of waste products on an aquatic ecosystem using at least two details from the observation. When working together in groups, students are given group jobs. Within each lesson, when collaborating, students strengthen their communicative skills, especially when volunteering for the roles. Group roles can also help disrupt stereotypical and gendered role assignments. By assigning roles during group work, students can participate to stay on task and pay closer attention the task by providing autonomy.

Artifact 2

Sub-Domain 2d: Managing Student Behavior

In a productive classroom, experienced teachers need to be aware of what is occurring in the classroom. When responding to a student's behavior, I follow Grace Dearborn's four categories of leveled consequences in Conscious Classroom Management.

For my Artifact 2, I have included the classroom behavior sheets that are sent home every Tuesday. Students' behaviors are measured as Always, Frequently, Sometimes, Rarely, or Never. The different categories follows the mission and values of Gesu School: Motivation, Awareness, Grit, Independence, and Social Competence (MAGIS). On the back of the sheet, I always attempt to comment positive or negative behaviors that may have occurred in the week. This allows for communication with the guardians and myself. Moreover, when students are able to read the comments and review the performance in key areas, students recognize the expectations in the classroom. For instance, under Motivation, I am to share whether they have shown positive effort in the class. If given Frequently, the students understand that they should take the effort to participate more. If given Rarely, students could communicate with me on various approaches they can take to improve positive effort in class.

Educators try to understand the why behind a students behavior. Therefore, the comment section behind the behavior sheet allows me and the guardian to share the rapport between the teacher and students concerning behavior. This Artifact encourages the students to take an active role in monitoring their own behavior and to reconsider how to meet the standards of MAGIS.