4. Learning Environment

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.

Artifact 1

Characteristics and Causes Paper 

i. The artifact is a written description about Intellectual Disabilities, also known as ID, which refers to a condition where a person has limits to their ability to learn and function in everyday life. The artifact explains how ID can be diagnosed and assessed in two main parts: intellectual functioning assessments and adaptive behavior assessments. There are also several tests available to assess these adaptive behaviors, such as the adaptive behavior scale-school, the AAIDD diagnostic adaptive behavior scale, and the Vineland adaptive behavior scales. The artifact discusses several unique characteristics of ID, including learning rate, memory, attention, generalization and maintenance, and motivation. These characteristics can affect a student's cognitive learning function, making it difficult for them to keep up with the pace of learning. The artifact provides examples of how teachers can help students with ID reach their maximum potential, such as lively-paced instruction with frequent response opportunities, and working on skills outside the classroom.

ii. The artifact provided describes the characteristics and assessment of intellectual disabilities (ID), specifically, assessing intellectual functioning and adaptive behavior, as well as identifying unique characteristics such as learning rate, memory, attention, generalization, and maintenance. This artifact connects to the IPTS standard of 4L) analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect, positive social relationships, student motivation, and classroom engagement.

iii. Through creating this artifact, I have learned about intellectual disabilities (ID) and how they can be assessed and diagnosed. This is important for my development as a teacher because I will be able to identify and understand my exceptional students better. I have also learned about the unique characteristics of ID such as learning rate, memory, attention, generalization and maintenance, and motivation, and how these characteristics can be observed throughout my time with the student/s.

In my future classroom, this artifact will connect with my teaching by allowing me to identify students with ID and help them reach their maximum potential. I will be able to assess their adaptive behavior and use strategies to help them overcome their learning challenges. I will also be able to work with parents and other professionals to provide a supportive and effective learning environment for students with ID.

Artifact 2

Fieldwork Reflection 

i. The artifact described is a reflection on my teaching goals, teaching approach, and strengths during a teaching practice. I describe two goals: to improve time management and lesson content, and to have lesson plans that transfer knowledge effectively. I reflect on my success in achieving these goals by filling the "dead air" during lessons, giving separate notes and assessments to students with IEPs, and creating lessons that are inclusive of diverse students. It is also highlighted that my strength in planning and using guided notes as an effective assessment tool. The teaching approach described is informed by the school's contextual factors, including the use of technology, socioeconomic status, and diversity. The commitment to equity is also evident in their belief that every student has unlimited potential and their efforts to support struggling students. Overall, the artifact showcases a reflective and inclusive teaching practice that is responsive to students' needs and interests.

ii. This reflection article is discussing the progress and achievements of my ability to reach teaching goals during my fieldwork experience. I reflect on two goals, which were to improve time management and to have lesson plans that effectively transfer knowledge to the students. They were able to achieve both goals by improving the content of their lessons, filling the "dead air" with meaningful information, and creating separate notes and assessments for students with IEPs. These actions show an understanding of the importance of the IPTS standard 4: Professional Learning and Ethical Practice.

My commitment to equity is evident through their belief that every student has unlimited potential and can learn. This aligns with the IPTS standard 4d, which states that teachers should "demonstrate respect and commitment to diversity and equity among students."

Overall, the reflection artifact shows that they have made progress towards meeting IPTS standard 4, by demonstrating an understanding of the importance of time management, effective lesson planning, and creating an inclusive and equitable learning environment.

iii. I discuss my experience as a student teacher and reflect on my two goals for the semester. The first goal was to improve their time management and ensure that lessons are filled with solid content, which I achieved by engaging students and filling the “dead air”. The second goal was to create lesson plans that effectively transfer knowledge to students. Overall, the artifact demonstrates the my commitment to the goals and students, as well as awareness of diversity and equity issues in the classroom.