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Reflective Statement
Reflective Statement
To get to know my students, I designate five minutes at the start of every class to engage in casual conversation with them. I ask about their extracurricular activities they may be involved in, or simply how the weekend was. At the beginning of the school year I have them fill out a "getting to know you" form that helps me understand a little bit about their background. The getting to know you form responses help me understand a certain level of their personal character based on their responses. I encourage students to understand one another and appreciate each others' differences and similarities so they can gain knowledge from their strengths and weaknesses.
Teachers understand student learning and development and respect the diversity of the students they teach.
Teachers understand student learning and development and respect the diversity of the students they teach.
1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.
1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.
1.3 Teachers expect that all students will achieve to their full potential.
1.3 Teachers expect that all students will achieve to their full potential.
1.4 Teachers model respect for students’ diverse cultures, language skills and experiences.
1.4 Teachers model respect for students’ diverse cultures, language skills and experiences.
1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.
1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.
The following evidence indicates that I am able to interpret and implement a standard from Ohio's Social & Emotional Learning Standards. The second piece of evidence shows that I collect responses and data from students to learn certain characteristics about their personality.
The following evidence indicates that I am able to interpret and implement a standard from Ohio's Social & Emotional Learning Standards. The second piece of evidence shows that I collect responses and data from students to learn certain characteristics about their personality.
Evidence
Evidence
Ohios Social and Emotional Learning Standards - Charles Davis.pdfGetting to Know You Form CSN.pdfSocial & Emotional Learning Standard Implementation - Charles Davis.pdfGoogle Sites
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