CD Teacher-Made Materials

1. Artifact for Kindness Tree

Artifact: Kindness Tree Display

a. Explanation of Competency: The Kindness Tree was a visual display in our classroom that grew as students performed acts of kindness. Students added leaves to the tree with notes describing their kind acts, fostering a sense of community and encouraging positive behavior. This artifact demonstrates my competency in creating a supportive and inclusive classroom environment. The Kindness Tree not only motivated students to engage in kind behavior but also served as a constant reminder of our community values. The effect on student learning was significant, as we observed an increase in cooperation and empathy among classmates.

b. Modifications for Future Use: For future use, I would expand the Kindness Tree to include recognition of group acts of kindness or community service projects. Additionally, I could incorporate a monthly celebration where students share their contributions, reinforcing the importance of kindness and community involvement. This could further engage students and encourage them to think more broadly about how their actions affect others.

2. Artifact for Greetings

Artifact: Morning Greetings Chart

a. Explanation of Competency: The Morning Greetings Chart was a visual tool that provided various greeting options for students to use each day. Students chose a greeting to share with a classmate during morning meetings, which helped build relationships and set a positive tone for the day. This artifact demonstrates my competency in promoting social interaction and community building in the classroom. The greetings fostered a welcoming atmosphere, allowing students to connect with one another, enhancing their sense of belonging and readiness to learn.

b. Modifications for Future Use: In future iterations, I would like to incorporate cultural greetings from the diverse backgrounds of my students, helping them to learn about each other’s cultures while promoting inclusivity. Additionally, I would encourage students to create and suggest new greetings, making the activity more engaging and relevant to them.

3. Artifact for Job Boards

Artifact: Classroom Job Board

a. Explanation of Competency: The Classroom Job Board outlined daily and weekly responsibilities assigned to students, promoting a sense of ownership and accountability. Jobs ranged from line leader to supply manager, giving students the opportunity to contribute to classroom management and community. This artifact showcases my competency in fostering responsibility and teamwork. By rotating jobs, students gained various skills and felt valued for their contributions, leading to increased engagement and a smoother classroom operation.

b. Modifications for Future Use: In future implementations, I would involve students in creating the job descriptions and responsibilities to encourage ownership and investment in their roles. Additionally, I could implement a reflection component where students share their experiences related to their jobs, reinforcing the skills they develop through these responsibilities and fostering a sense of pride in their contributions.

Morning Meeting - 9/6

Artifact for Morning Meetings

a. Explanation of Competency: The Morning Meeting agenda was a structured outline of the daily activities, including greetings, sharing time, group games, and a brief academic focus. This artifact demonstrates my competency in fostering a positive classroom environment and promoting social-emotional learning. By allowing students to share their thoughts and feelings, I facilitated a supportive community where every voice was valued. The impact on student learning was significant, as students became more comfortable expressing themselves, which enhanced their engagement and willingness to participate in academic discussions throughout the day.

b. Modifications for Future Use: In future morning meetings, I would like to incorporate more student-led elements, such as rotating responsibilities for leading the meeting or choosing activities. This would not only build leadership skills but also ensure that the meeting reflects the interests of the students. Additionally, I would integrate quick mindfulness exercises to help students center themselves before starting academic work, promoting emotional regulation and readiness to learn.

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