Standard II- Teachers Establish a Respectful Environment for a Diverse Population of Students.
Element IIa: Teachers provide an environment in which east child has a positive, nurturing relationship with caring adults.
- Class Social Contract: At the beginning of the school year, I try to establish a safe environment for students to learn. It is important that students feel ownership in their classroom and how it is run. We had a classroom discussion on how we all want to be treated in the classroom and what we should do if a conflict arises. Click here to view the slides I used to facilitate this discussion. After our discussion, students were asked to help me create a Social Contract that reflected our discussion. I took the students' responses and turned it into a Social Contract that we would all adhere to. The Social Contract from this year is pictured on the right.
- Positive Cards Home: This year I sent cards to students who were doing well or had made a positive change in their behavior. I also worked with my team to send each student a card for their birthday! Students were very excited to tell us that they received our cards!
- Academic Recovery Plan: I participated in the academic recovery plan program. This allowed me to work one on one with a small group of students. I really enjoyed meeting with the students and building relationships with each. I was happy to see a positive change in many of them.
- Class Discussion Protocols: In ELA, we have many class discussions. It is important for the students to feel comfortable sharing and participating in discussions. Before every discussion, we review the established norms to ensure a safe environment for students to learn and discuss. Click here to see the protocols we established this year!
- Student Check-In/Inclusion Activities: At the beginning of every class, I start with a student check-in or inclusion activity. I have found that this helps me build relationships with students, encourages participation, and engages students from the start of class. Click here to see a few examples of the check-in and inclusion activities I have used this year.
Element IIb. Teachers embrace diversity in school community and the world.
- Encouraging Discussions: Before beginning our third module (The Narrative of the Life of Frederick Douglass), I thought it would benefit the students to have an open conversation about the difficult issues we would address within the module. Students were able participate in a courageous conversion and were asked to reflect on the discussion. Click here to see the slides that prompted our discussion.
- Iron Giraffe Challenge: In the first quarter, my students read the novel A Long Walk to Water. Through reading this novel, my students learned about water scarcity in South Sudan. The students were inspired by Salva Dut's story and wanted to participate in the Iron Giraffe Challenge.The Iron Giraffe Challenge began as way to raise funds towards the purchase of a new drilling rig, or “Iron Giraffe” as villagers call it in the book. This fundraising campaign helps drill more wells in South Sudan. I worked with students to create a fundraising site, a promotional video, and other materials. We reached our goal of raising $1,000! Click here to watch the student created promotional video.
- Culturally Responsive Teaching: This year I enjoyed participating in our school-wide professional development which centered around the text Culturally Responsive Teaching & The Brain by Zaretta Hammond. This book study encouraged me to reflect on my teaching practices and to make positive changes in the classroom.
Element IIc. Teacher treat students as individuals.
- Test Corrections: I want students to learn from their mistakes. I allow test corrections to be completed on every major assessment. In order to receive partial credit, students must review their mistakes, ask for help if needed, correct their mistake, and provide an explanation. Click here to see an example of my test correction form.
- Rubrics: I provide rubrics for major projects. Before the completion of a project, we discuss each section of the rubric and students are encouraged to "grade" themselves using the provided rubric. This encourages students to reflect on their work before turning it in. Click here to see an example rubric discussion.
- Consistent Feedback: I try to provide feedback on every assignment. During virtual learning, this took the form of private comments in Google classroom. I thought it was especially important this year to let the students know that their work matters and I am looking at it.
Element IId. Teachers adapt their teaching for the benefit of students with special needs.
- AIG: I enjoy working with our AIG coordinator to provide differentiated instruction for our gifted students. This year this took the form of co-teaching, pull out, more rigorous assignments.
- Special Education: Our special education teacher worked with me to adapt the lesson for the students needs. This took the form of small group instruction and modified assignments. Click here to see an example of a modified assignment. This three day assignment includes a read aloud of a challenging text, provided vocabulary, and a reduction in questions.
- ELL: I worked this year with our ESL teacher to provide materials to support English Language Learners.
- Parent Contact & Conferencing: I regularly contact parents with concerns, updates, and positive notes. I communicate mostly through email and Talking Points. If the need arises, I meet with parents to address their concerns and to make a plan for student success.
- PowerSchools: I update my grades weekly to ensure parents are aware of their student's progress in my course.