InTASC+3



"Don't be afraid to use a clapping technique to focus students and manage volume level - it is not elementary." - Diane Sacchetti (3k)

//InTASC Standard 3: Learning Environments // In order for a student to be able to focus on a lesson, he or she must be in an environment that satisfies the student’s needs. In fact, Maslow’s Hierarchy of Needs specifically addresses the fact that human beings have different levels of needs and that the lower-levels need to be satisfied before individuals can focus on higher levels; accentuating their importance, the two lowest levels on the hierarchy deal with a student’s physiological needs (hunger, thirst, sleep, warmth) and safety. If a student in the classroom does not have the bottom levels satisfied, then he or she will be unable to become engaged with the lesson taught (3n). The third InTASC Standard, “Learning Environments,” states that a teacher must work collaboratively with others in order to create an environment that supports all forms of learning, encourages positivity and safety, that engages students actively in their learning and teaches students to self motivate. On the first day of class, I plan to utilize Linda Albert’s Cooperative Discipline model in order to develop a Classroom Code of Conduct with the students (3q). To create a successful code of conduct the teacher should envision the ideal, ask students for their vision of how they would like the classroom to be, and ask for the parent’s input on the code constructed by the teacher and students. Due to the fact that the code is developed through collaboration between students, parents, and the teacher it should be enforced throughout the school year. Beyond the discipline model, students should engage in cooperative learning as much as possible due to the fact that it requires active learning on the students part and it requires students to work together; such work encourages intergroup acceptance (3h). However, some negative aspects of cooperative learning activities that must be monitored are that they pressure slow readers and that some students may prefer individual work. As a result, activities in the classroom should vary and be modified to accommodate all students. In fact, an integral part of establishing a positive learning environment is to discover who students are and what they enjoy. Among other options, interest surveys can be a fun and interesting way to find out about a student’s interests and disinterests. Based on the surveys the instructor can establish what activities would be best for individuals as well as classes and can relate the learning material specifically to student interests. While there are endless other practices that can be included or used to improve the learning environment, the final point I will address deals with teaching students self-motivation. Adolescents, especially middle school students, need to learn how to self evaluate and motivate in order to succeed in higher education as well as other aspects of their life, jobs included. In order to encourage such behavior, I plan to have students keep a cumulative folder of their work and regularly evaluate themselves as well as their peers. To conclude, the third InTASC Principle acknowledges the need for a learning environment that meets student’s cognitive, emotional, social, and physical needs in order to promote effective learning for all students.

Artifact Description

What is this artifact? This artifact is a management plan I created for my future classes. Included in the management plan are questions that I answered regarding adherence to procedures, consequences for broken rules, and an explanation of how my rules and procedures may change depending on the grade level taught.

 How does this artifact demonstrate evidence of my mastery of the InTASC Standard? This artifact demonstrates my proficiency in InTASC 3: Learning Environments because the rules and procedures that an instructor sets in place function as the foundation of a classroom environment. It is essential that all students feel safe and supported in the classroom so that they can not only learn, but also enjoy the process. My management plan accomplishes this by providing students with a clear structure that requires students to respect themselves and one another. Additionally, my rules and procedures set high expectations for students as I believe this encourages the best results across the board.

 In what way did this artifact contribute to/relate to positive impact on student learning during my final internship? By having a clear set of rules and expectations when I began instructing the students in both of my mentor's classrooms a state of confusion was avoided. Additionally, by holding the students to high expectations they consistently increased or maintained their participation, engagement, and completion of assignments.

 How does this artifact demonstrate the Planning-Teaching-Learning cycle? This management plan demonstrates the “judging prior knowledge,” “planning’” and “teaching” components of the Planning-Teaching-Learning cycle because, as mentioned above, the rules and procedures established by the instructor serve as the foundation as to how the classroom is run and how individuals are expected to treat one another. Without a set of rules that are clear and consistent, students cannot feel secure in their environment and are thus unable to focus and learn.

To access to artifact click the "Management Plan" link below.

 Management Plan

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