Embedded Files
Quality Standard 2: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Element A: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
During my time at Lesher Middle School, the school implemented a structured, school-wide behavior system called “redirects.” This system was designed to help students stay focused, accountable, and engaged in their learning. When a student was off task or not meeting behavior expectations, I would follow a consistent script to give a redirect. This script served as a clear and respectful reminder for the student to correct their behavior and refocus on the task at hand. The first and second redirects acted as warnings, giving students an opportunity to adjust without further consequence. If the behavior continued, the third redirect involved a more personal conversation—a hallway conversation between the student and teacher to address the issue more directly. If the behavior did not improve, a fourth redirect resulted in an automatic referral to the office for further intervention. This system helped maintain a positive learning environment while giving students multiple chances to make better choices.
Artifact: Script structure used in the art class: (said differently in other classes but same idea)
Teacher: “(name of student) how are your attending skills?”
Student: “Not good”
Teacher: “Can you fix them?”
Student: “Yes”
Teacher: “How many is that?”
Student: (says the number of redirects they have been given so far)
Element B: Teachers demonstrate an awareness of a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.
7th-grade students created identity maps to use as covers for their sketchbooks. This project invited them to reflect on who they are and express that identity visually, while also practicing key artistic skills. Recognizing that each student comes from a different background, the project encouraged personal storytelling through art. Students were asked to include at least four “places” on their map that represent meaningful aspects of who they are. These could be real locations—like a hometown or favorite travel spot—or symbolic places, such as a dream destination or a space where they feel most like themselves.
Artistically, students were challenged to show clear use of color blending or value shading in their maps, incorporating techniques we've been developing in class. After completing the artwork, they wrote brief reflections naming each place and explaining its personal significance.
The final maps are thoughtful, creative, and personalized—each one expressing student’s personal story. This project successfully combined skill development with self-expression, and the results are as meaningful as they are visually striking.
Artifact: 7th grade students finished Identity Maps
Element C: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
One of the major projects in my 8th grade art class was yarn painting, a technique that requires fine motor skills, careful hand coordination, and close attention to detail. Knowing that a few students in the class had unique learning needs, my mentor and I collaborated to thoughtfully adapt the project so that everyone could participate meaningfully and successfully.
While the majority of students were asked to design and create a landscape featuring a foreground, middle ground, and background, we made adjustments for the students who needed additional support. For these students, we provided pre-drawn designs to help guide their work and reduce any stress related to drawing. When it came time to apply the materials, we offered fabric scraps instead of yarn. The fabric was easier to handle and didn’t require the same level of precision, allowing students to focus more on the creative process rather than fine motor control.
This approach not only made the project more accessible, but it also ensured that every student could engage with the lesson and feel a sense of accomplishment in their artwork.
Artifact: An already made outline of an image and the final artwork of the assignment students created
Element D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
At Johnson Elementary, one student was chosen each week as the Artist of the Week based on artwork they created in class. I was responsible for selecting the student, photographing them with their artwork, and creating a certificate for them to take home and share with their family. Their name was also featured in the school’s weekly newsletter. Additionally, I sent a congratulatory email to the student’s family. While most parents didn’t respond, it still felt meaningful to share positive news about their child and make that connection.
Below is an email I would send to parents whose kids were made student of the week as well as their response to me.
Artifact: An email I sent to the Artists of the week's parents and the response I recieved from them.
Standard Reflection
In both of my student teaching placements, I prioritized building strong relationships with students and creating a classroom where all learners felt respected and included. I learned to adapt my communication style, set clear expectations, and respond to student needs with empathy. At Johnson Elementary, I worked to support student autonomy through TAB-based instruction, allowing diverse learners to express themselves in ways that felt meaningful to them. Across both schools, I remained mindful of cultural responsiveness and worked to foster an environment where every student felt safe, valued, and able to take creative risks.
Professional Goal: Overall, I think I am proficient with this standard. I want to keep growing my cultural understanding and create lesson plans that better reflect and include my students' diverse experiences and identities.
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