Embedded Files
The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.
The competent teacher, "uses a variety of effective behavioral management techniques appropriate to the needs of all students that include positive behavior interventions and supports." (IPTS: 4O) The artifact that I am using for this standard discusses the zones of regulation and how to identify and manage emotions. When the students returned from e-learning after Covid-19, many students struggled to identify and manage their emotions during class time. This artifact gave the student the opportunity to show what they know about zones of regulations as well to identify things that might be triggering and how to calm down after an incident occurs. As a class we had a group discussion about what emotions look like as well as how to identify the sizes of different problems. Students were able to share their answers if they felt confident to do so. When students decided to share about their emotions, triggers, what makes them happy and how they problem solve, we were able to have a deeper discussion with every student.
The zones of regulation taught me how connect with my students on a deeper more personal level. Talking about how to identify and manage emotions allowed me to learn about the different things that might upset my students and how they cope in order to feel better. Because the students opened up and shared their feelings with me and the class, I am able to support them emotionally which will increase their learning in the long run. Attending to the emotional needs of students means eliminating roadblocks that might prevent them from engaging in class. It also means that I am able to help students develop the emotional skills needed to be successful both inside and outside of the classroom.
Another artifact that matches the ITPS standard 4O that I use in the classroom is our Friday kudos, questions, comments and concerns. During our morning SEL time we hold a morning meeting where students are able to complement each other, ask questions, mention concerns and leave any comments that are appropriate for class. By doing this activity I am encouraging students to be supportive of one another as well as to speak up when things might be bothering them. Students will gain confidence in addressing their concerns and asking questions in class and will encourage them to do this in real life outside of the classroom as well.
Kudos, questions, comments, and concerns
In class we use different anchor charts that the students can use as resources to support students with their learning. IPTS 4K) states that the competent teacher, "uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities" Anchor charts are used during lessons to help teachers and students to record content, list strategies, help to processes information, give cues, and guidelines during the learning process. By using these charts I learned how to support students and their learning in simple yet effective ways.
Anchor charts help to create a supportive learning environment by providing students the opportunity to use resources around the room to when they are struggling with content or when they need to see a concept visually. In class I used anchor charts for science, ELA and math. Using an anchor chart in science helped the students to see and understand how the vascular system works in plants. In ELA anchor charts were used for grammar concepts as well as story elements and character traits. In math anchor charts were used to model each method that we learned in class. During my full take over during my student teaching time I was able to use a multiplication anchor chart that showed examples of each multiplication method that we learned. The students referred back to the chart whenever they had a question and they were able to figure it out independently by using the resources provided to them.
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