Sarah Engström, Outdoor and Environmental Educator
K-8 Teacher Certified
ALASKA STATE TEACHING STANDARDS
Evidence supporting my ability as a teacher to adhere to Alaskan Teaching Standards
Standard 6: Learning Environment
A beginning teacher creates and maintains a learning environment in which all students are actively engaged and contributing members.
Rationale
Artifact
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Standard
6B. Establishing a culture of learning for all students by
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setting clear expectations of high standards for student performance;
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promoting pride in student accomplishments;
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teaching students to be responsible for their individual and collaborative learning and decision-making;
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promoting respect for individual differences;
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responding appropriately to student behavior
I believe that my ideal Classroom Design satisfies Standard 6A, because it creates a learning environment where the physical, emotional and intellectual safety of the students is of paramount importance.
In a perfect world, I would have the opportunity to create an elementary classroom along these guidlines. (A middle school classroom in which I taught would have a different structure, while maintaining the same attention to safety in the learning environment.)
I firmly believe that while structure in any classroom is crucial to maintaining an emotionally safe learning environment, I also believe that a certain amount of fluidity in the physical classrom contributes greatly to intellectual safety, as long as the physical environment is safe. To do this, I have incorporated some aspects of a non traditional classroom design, to create an environment where all of my student's needs are being met. This means that sometimes, we would use chairs and tables, but there would be no set seating arrangement. Because students of all ages need movement in their lives, we would also occaisionally sit on the floor, and use lap desks.
To cater specifically to the physical needs of the students, there would always be snacks, extra outdoor gear, and audio visual support items in the classroom. Students that are hungry or cold cannot learn effectively, according to Maslow's hierarchy.
6A. Creating and maintaining a learning environment that is physically, emotionally, and intellectually safe;
6C. Implementing routines, procedures, scheduling, classroom physical arrangement and other elements of a classroom management plan that
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establishes an environment in which students are actively engaged, contributing members;
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establishes an environment in which time is managed for maximum learning, by means of transitions, pacing, administrative procedures, and other time management techniques; and
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includes a discipline plan incorporating district, school, and classroom standards of behavior.
This artifact demonstrates my ability to meet standard 6B because it is describes the clear expectations I will set, how these expectations will be stated in order to promote pride and high student performance, and how I will instruct my students to be responsible for their learning and that of their classmates. My behavior management plan also details how I will promote a respectful and safe atmosphere and structures I will have in place to respond appropriately to student behavior.
My Elementary First Two Weeks Plan satisfies Standard 6C because in it I use all aspects of the classroom (physical, rountines, assessments, and behavior contracts) to ensure that any students I have can learn to their fullest potential.
"Sarah interacted positively with the students demonstrating that she values and respects each student. Her praise was specific and was directed toward the students’ response. As minor disruptions occurred, Sarah would correct in such a manner as to guard the students’ dignity maintaining the flow of the lesson. "
-Dr. Polly Rowell, Host Teacher
Meadow Lakes Elementary
Midpoint Portfolio Artifacts and Rationales
FINAL PORTFOLIO ARTIFACTS AND RATIONALES
6A. Creating and maintaining a learning environment that is physically, emotionally, and intellectually safe;
6B. Establishing a culture of learning for all students by
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setting clear expectations of high standards for student performance;
-
promoting pride in student accomplishments;
-
teaching students to be responsible for their individual and collaborative learning and decision-making;
-
promoting respect for individual differences;
responding appropriately to student behavior;
6C. Implementing routines, procedures, scheduling, classroom physical arrangement and other elements of a classroom management plan that
-
establishes an environment in which students are actively engaged, contributing members;
-
establishes an environment in which time is managed for maximum learning, by means of transitions, pacing, administrative procedures, and other time management techniques; and
-
includes a discipline plan incorporating district, school, and classroom standards of behavior.
This artifact proves my ability to meet standard 6A because in it my supervisor is discussing some of my techniques that I use in my instruction to create a learning environment that is emotionally and intellectually safe.
The second artifact, my Outdoor Expecations Chart, shows how committed I am to ensuring the physical safety of my classroom, be that in a building or outside.
This artifact proves my ability to meet standard 6B because my supervisor is discussing the culture my host teacher and I have worked to create in her classroom.
I do hold my students to high standards of behavior, and I expect excellence from them in their outside behavior, writing, and indoor conduct.
These artifacts proves my ability to meet standard 6C because they represent a larger whole. Before every video, test, or assignment, I reiterated the expectations for that activity. With my outdoor expectations, I went into great depth about how Ms Dunham's classroom expectations that she created at the beginning of the school year translate to outdoor spaces. This helps keep all learners safe as well as maximizing all learning environtments, in a classroom or outside.
"Sarah creates a positive, inclusive, and upbeat atmosphere during the review session before her astronomy vocabulary quiz. She gives students feedback in a positive manner, helping to create an emotionally safe learning environment. At one point in the lesson Sarah said to students "Sounds like there are some serious 'smarticle particles' at work here. You knew EVERYTHING on the review."'
~APU Supervisor comment 5 April 2016
'Sarah creates a culture of respectful learning in a variety of methods. She greets every student with a high five, fist bump, or 'elbow five' every day, for every class period. When students are off task she asks them "What should you be doing right now?" Sarah responds appropriately to student behavior, and after a warning is given, she follows through with PJMS disciplinary measures, such as sending students to the silent seat or to the discipline room as needed. She does this in a respectful manner, and discusses infractions with students, so they understand why disciplinary measures were taken."
~Supervisor comments 5 April 2016
"Sarah has created a routine that is an efficient use of time managed to maximize learning.
Students enter the classroom and get their science journals. They complete the warm up (which usually involves reading in the text book and answering 1-5 questions). While students are working quietly, Sarah asks each one the "question of the day" which they answer in a one or two word response as she takes roll. Next, students actively participate in the correction of the warm up exercise.
Sarah reviews expectations before activities such as watching a video clip.
She has established routines about how papers are passed between students and instructor, using the table numbers and assigned seats."
~Supervisor comments 5 April 2016