During my teaching practice, I focused on creating an inclusive and positive learning environment where students could engage actively and respectfully both with each other and with me. Before the practice began, I took the initiative to help my mentor teacher decorate the classroom and prepare it to welcome the students. This was not only a way to give them a visually appealing welcome but also to establish a space where they would feel comfortable and motivated to learn.

As the semester progressed, I added details that promoted respect and empathy within the classroom. This included positive messages on the walls, visual resources that reflected the class values, and posters promoting inclusion and respect for differences. Additionally, during daily activities, I made sure to foster an environment where all students felt heard and valued. I created spaces for students to share their opinions and experiences, establishing a place for exchanging ideas where differences were celebrated, not criticized.

A key aspect of creating this environment was the way I promoted open communication and empathy. Whenever disagreements or conflicts arose, I ensured I intervened calmly and fairly, helping students express their emotions and listen to one another. I also encouraged teamwork activities where students could support each other, fostering collaboration and joint problem-solving. When assigning group tasks, I made sure to balance the strengths and weaknesses of each member so that they could complement each other and learn from one another, creating a supportive atmosphere.

Moreover, I worked to establish trusting relationships with my students, demonstrating that I was there to support them academically and emotionally. This created an environment of respect and care, where students felt safe to express their ideas and ask questions without fear of being judged.

On the other hand, I was also mindful of the importance of classroom behavior management. I set clear expectations from the beginning, which were discussed and regularly reviewed, to ensure that everyone understood the boundaries and norms of conduct. These rules were established in a positive and proactive manner so that students could actively participate in creating a respectful environment.

The environment I created also reflected my inclusive approach, as I ensured that all students, regardless of their abilities or backgrounds, had opportunities to participate actively in learning. For example, I adapted activities for students with special needs by providing additional support or adjusting materials so they could participate effectively. This adaptation allowed me to address the diverse needs of my students, creating a space where everyone felt included and valued.

By the end of the semester, I was able to observe how the environment of respect, trust, and collaboration I had fostered reflected in the behavior and performance of the students. They felt comfortable working together, supported each other, and most importantly, were motivated to learn in an environment where they felt safe and respected.

My mentor teacher and the practice coordinator identified this competence as one of my strengths. Both highlighted how creating a positive and collaborative environment was key to the classroom’s success, as students responded well to this environment and showed significant growth both academically and personally. This feedback was an important recognition of my ability to manage the classroom effectively and establish a learning climate that was inclusive and respectful.

Creating a learning environment that promoted positive social interaction and active participation was an essential aspect of my teaching practice. Through an integrated approach that included classroom decoration, behavior management, promoting mutual respect, and adapting activities, I was able to establish an environment where students not only learned but also grew as respectful and empathetic individuals.

To demonstrate mastery of this fifth competency, which involves creating a learning environment, I am sharing the final work I completed as a requirement for my EING 4007 class: Workshop in the Preparation of Materials for Teaching English to Spanish Speakers, during the first semester of 2022-2023.

With this evidence, I demonstrate my full command of various skills integral to this competence. Creating a healthy and beneficial learning environment for our students entails fostering positive student-student and teacher-student relationships. To illustrate this, I presented the final work completed for one of my classes, which involved designing a game to promote fun and constructive learning in the classroom. During this educational activity, students engaged in spinning the roulette wheel and carrying out the selected activity to accumulate points, thereby fostering healthy competition and serving as a review of previously discussed topics.

To demonstrate the relevance of this evidence to the competence, it's essential to highlight the significant learning acquired through implementing this educational game in the classroom. Some notable learnings include discovering the potential for creating positive social interactions that encourage student participation. Observing how my colleagues enjoyed and enthusiastically engaged in this activity has inspired me to develop similar activities for my students in my professional practice.