Final Reflection

My Final 350/386 Reflection...

At the beginning of the semester, I envisioned my classroom as a welcoming and safe space where every student would feel like they belonged. I wanted my classroom to look like a community—filled with pictures, books, and artwork that represented each with my students unique identities, and a sense of collaboration as they engaged with their own work and with each other. I imagined it sounding like students’ voices leading conversations, offering encouragement, asking questions, and using inclusive language to create a supportive environment. Most importantly, I wanted my classroom to feel like a safe haven where students knew they were cared for, capable, and free to express themselves without fear of judgment. That vision remains at the heart of what I want for my future classroom.

Now, as the semester comes to an end, that vision has grown deeper and more defined. Through my experiences in EDUC 350/386 and our reading of These Kids Are Out of Control, I’ve learned that creating a classroom that looks, sounds, and feels this way requires more than just good intentions—it requires intentional actions and systems that prioritize equity, inclusivity, and student ownership.

One of the biggest shifts in my thinking has been understanding the importance of co-creating classroom norms with my students. In the beginning, I thought about setting clear expectations to ensure everyone felt respected and safe. Now, I see how involving students in creating those norms fosters a stronger sense of ownership and community. These Kids Are Out of Control emphasized how this collaborative approach makes students feel like active participants in their learning environment, which aligns with my goal of creating a classroom where the students voices are the leaders in their learning.

Another area of growth has been my understanding of how to create equitable and adaptive learning environments. I’ve always believed in meeting students where they are, but this semester showed me how to actively implement strategies to support diverse needs. For example, the book highlighted the importance of culturally responsive teaching and persistent practices, such as checking in with students regularly and building relationships. These ideas reminded me that creating a safe space isn’t just about what the room looks like—it’s about consistently showing students that they are valued and supported, both as learners and as individuals.

Some of my original ideas have stayed the same, like my belief that the art room should feel like a space where students can freely express themselves and take risks without fear of failure. What’s changed is my understanding of how to make that happen. These Kids Are Out of Control provided practical strategies for fostering an inclusive environment, such as using restorative practices to address conflict and creating opportunities for students to connect their personal identities to the curriculum. These tools have given me a clearer understanding for building the kind of classroom I envisioned at the start of the semester.

Looking ahead, I want my classroom to look like a space where students see their identities reflected on the walls and in the curriculum, sound like encouragement and curiosity in my students voices (as well as my own), and feel like a community where every student knows they belong. This semester has reinforced my belief that all students are capable of success, and it’s given me the tools and confidence to help them see that too. I’m excited to continue growing as an educator and turning this vision into reality for my future students.