Standard 6A: Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
Title: Class Syllabus
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Reflection: This year, I have noticed that the learning community aspects of my classroom are starting to come through when I listen to student conversations at their tables. Students are asking each other questions, getting and giving feedback from each other in an organic way, and using each other as a resource. I think this has been because using the "Love and Logic" principles outlined in my syllabus has made students comfortable enough to talk to each other and not feel self-conscious about their work.
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Standard 6B: Establishes, communicates, models, and maintains standards of responsible student behavior.
Title: Observation Evaluation Form
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Reflection: The art room can be a dangerous place if student behavior is not managed. Misbehavior can lead to ruined artwork, injured students, or wasted and broken materials. It is important to give students clear directions to they know how to use materials safely and have planned the lesson so that students have little downtime to cause trouble. Most of the management strategies I use are proactive: keeping students busy, separating students, and using my own proximity and body language. If my proactive strategies don't work, then I follow the "Teaching with Love and Logic" principles. I have noticed that this year, as I get to know students better, that management issues have declined.
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Standard 6C: Develops and implements classroom procedures and routines that support high expectations for student learning.
Title: Class Clean-up Chart
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Reflection: Each student in my classroom is assigned a color group using either their folder or storage drawer to sort them. Each group is responsible for checking to ensure a clean up job is completed thoroughly before we leave the classroom for the day. These students are not necessarily expected to clean up after other students, but to alert them that the job was not done properly and to have them go back and complete it. This extra level of responsibility has helped students be more accountable to each other about taking care of supplies and has decreased the amount of clean up I do at the end of the day.
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Standard 6D: Uses instructional time effectively to maximize student achievement.
Title: Observation Evaluation Form
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Reflection: One of the problems I had to solve this year was how to effectively teach MS in 20 contact days instead of 30. When we had 30 days and completed projects together, we were able to get through 2 projects. However, some students finished very early and were left with nothing to do and others needed extra time and weren't able to finish. Using the workshop model in MS has solved this problem because students who work quickly can create more projects and student who really dive into one project can work on it for the entire quarter.
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Standard 6E: Creates a safe and purposeful learning environment
Title: Observation Evaluation Form
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Reflection: The art room can be a dangerous place if student behavior is not managed. Misbehavior can lead to ruined artwork, injured students, or wasted and broken materials. It is important to give students clear directions to they know how to use materials safely and have planned the lesson so that students have little downtime to cause trouble. Most of the management strategies I use are proactive: keeping students busy, separating students, and using my own proximity and body language. If my proactive strategies don't work, then I follow the "Teaching with Love and Logic" principles. I have noticed that this year, as I get to know students better, that management issues have declined.
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