Element A: Teachers foster a predictable learning environment characterized by acceptable student behavior and eficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
In the first picture, I am highlighting students comments to one another, which demonstrates that they used class time wisely to complete this task and also communicated with one another respectfully. In the second picture, I'm highlighting my comments to students on their work submissions, which demonstrates my warm and positive demeanor with students. I think doing this was beneficial in creating open communication between students and making them feel supported. Students were expected to post of the padlet every class, making that expectation predictable.
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.
While learning about color theory, I acknowledged that different cultures have different color associations and encouraged my students to explore both later on when they started the project. This demonstrates that I was aware that western cultural norms are not the only norms out there, and in that way I showed that I respect other cultures. A student could explore any culture's norms, while also completing the assignment along with everyone else in the class.
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.
I had many conversations with this student about what to draw. She settled on drawing her dog, and I wanted to show that I shared her enthusiasm of dogs so I left her a comment on the padlet. We had many conversations in person on how she could create such a foreshortened image and I was proud of her for tackling it. This is just one example of this, but I used this strategy for all of my students. They had a lot of independent work time so that gave me time to make comments like this and have those one on one conversations either virtually or in person.
Element D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
I participated in parent-teacher conferences which was a way for me to give feedback to parents and open up communication with them. Conferences were conducted virtually, so I was able to see and hear the parents and their students, and they were able to see and hear me. Being able to do this helped me make a much better connection with the parents with the little time that I did have with each one.
Reflection: This standard was probably the most impacted by the pandemic. I feel that I am accomplished in this area. The diverse needs and backgrounds of students were brought to light even more in the online and hybrid settings that I taught in. Some students struggled with technology, others didn’t have supplies at home, and many students just had a hard time being engaged. Through these challenges, I found a way to make it work for me. This helped me grow in my ability to roll with the punches. I set expectations in the classroom that were easy for students to commit to and I was flexible when they had issues, while also holding them to a high level academically. Overall, I tried to just be approachable and communicative, which helped my students become more engaged and responsible. As a result of this reflection, I have set the professional goal for myself of continuing to make time for one on one check-ins with students, which was the key to being successful during my student teaching experience.