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Project-Based Science Unit

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Classroom Management Plan

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Project-Based Lesson

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Mathematics Integrated Design Learning Map

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Student Assessment Part 2

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Student Assessment Part One

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Learning Map - Planning (Kindergarten)

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ELA Lesson Plan

Description

Date of Lesson: Monday, October 28, 2019

Grade/Subject:  3rd Grade/ELA

Classroom Composite:  25 students: 12 Girls, 13 Boys, 2 IEPs, 1 ELL

          (80% Caucasian, 12% Hispanic, 4% Asian, 4% African American)

Teacher: Ms. Jessica Paulsrud

Guiding Tenets:

·       Lead by Example

o   Demonstrate patience and positive attitude

o   Manage classroom in a fair and equitable manner

o   Use Workshop Model for lesson

·       Accommodations

o   Reasonable accommodations and adaptations for IEPs and ELL students

o   Reasonable accommodations for struggling students

o   Be flexible and keep students engaged (UDL – Multiple Means of Engagement)

o   Provide extra time and attention for those who need or require it

o   Social-Emotional check-ins with students

·       Student Expectations

o   Reiterate classroom rules and agreements at the beginning of each day

o   Classrooms agreements are:

§  Respect self and others

§  Listen with our ears

§  Raise quiet hands for questions

§  Be prepared to participate and do your best

o   Set appropriate expectations and use positive reinforcers for students to meet them

Common Core Standard: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Student Learning Goal/Target: After this lesson, students will be able to identify and describe details of fiction and non-fiction stories based on context clues and critical adjectives.

CA Common Core Standard: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (CCSSI ELA Standards, p. 14).  

Daily Target (Objective): Listening, reading and speaking activities will help students identify, infer and describe key details and adjectives to illustrate understanding of text through context clues

Overarching Objective (Goal): This lesson will help students use descriptive adjectives to create and utilize visual content to demonstrate understanding context

Materials & Tools

For Teacher:

·       Computer

·       Overhead projector

·       Descriptive readings from appropriate stories

·       Illustrations/pictures from relevant stories

For Students:

·       Handouts of descriptive paragraphs from appropriate stories

·       Worksheets

·       Chromebooks

·       Drawing paper

·       Pencils, pens, markers, crayons

Activities

1.     Mini-Lesson (10-20 minutes):

·      Recap with students the components that make up a story (point of view, settings, characters, etc.) (Bloom’s Taxonomy: Remembering).

·      Discuss what adjectives are and why they are used (Bloom’s Taxonomy: Understanding).

·      Teacher to read out loud section of a story and then discuss what details students can decipher from the content (UDL – Multiple Means of Representation).

                       Guiding questions

·       What did you hear?

·       Where do you think this takes place? Why?

·       When during the day, do you think this happened? Why?

·       Whose perspective do you think this is? Why?

2.     Group/Individual Work (Bloom’s Taxonomy - Applying) (10-15 minutes):

·      Using overhead projector collectively as a class, write all the details students deciphered from the story.

·      Have students use class materials (drawing paper, pens, pencils, markers, crayons, OR Chromebook) to illustrate as many of the details they came up with (UDL – Multiple Means of Representation & Expression, Bloom’s Taxonomy – Creating).

·      Call on students to share their drawings with the class

3.     Individual Work (Bloom’s Taxonomy ~ Applying) (5-10 minutes):

·      Using overhead projector, display appropriate picture or illustration from another part of the story (UDL – Multiple Means of Representation).

·      Have students list as many adjectives and details they can come up with from the image (Bloom’s Taxonomy – Analysis).

·      Call on students to share their list with the class.

Guiding questions

·       What do you see?

·       Where do you think this takes place? Why?

·       When during the day, do you think this happened? Why?

·       Whose perspective do you think this is? Why?

**Teacher to work with a small group of students who need special accommodations.         

**Allow students who need special accommodation to use stories from personal library.

4.     Share-out and Closure/Homework (10-20 minutes):

·       Reflect on the importance of details and adjectives and reiterate how they help in understanding context (Bloom’s Taxonomy – Evaluating).

·      For homework, pass out descriptive paragraphs and have students list what they think are essential descriptive details and create an illustration based on them (UDL – Multiple Means of Expression, Bloom’s Taxonomy – Creating).

Reflective Assessment and Evaluation

·       During the lesson, the teacher will gauge and listen to what the students are describing and, if appropriate, to content and context.

·       Ask appropriate probing questions to see if students understand.

·       Propose alternative interpretations and discuss with class why or why not appropriate for given context (UDL – Multiple Means of Engagement)

·       During group and individual work, walk around and check for understanding and answer questions.

Classroom Management Instructions

·       Discuss the schedule for the day at the beginning of class.

·       Do a quick “temp check” of the room - who needs to drink water, who needs a quick snack, who needs a restroom break, who needs to resolve an outside issue, who has questions before we start learning.

·       Classrooms agreements are:

o   Respect self and others

o   Listen with our ears

o   Raise quiet hands for questions

o   Be prepared to participate and do your best

·       Set high expectations for the students and encourage them to set achievable goals.

·       There will be a positive discipline (Jane Nelsen) approach to behavior management and redirection.

Reflection

Writing this lesson plan, I kept in mind the age and attention of the class I observed, as well as how well the “Workshop Model” worked for their ELA period. From the feedback I received, I made modifications to the “Student Learning Target,” expanded on the “Teacher” element with guiding tenets, clarified special accommodations, and pinpointed UDL and Bloom's Taxonomy throughout the lesson. During this process, I consistently put myself in the mind of a 3rd grader and what would keep my attention. Additionally, I put myself in the position of what I would need and want to know if I were the substitute teacher to carry out the objective of this lesson effective and efficiently. Unpacking the common core standard was the most challenging part of this assignment but gave me a greater appreciation and grasp on how lesson plans come to fruition.

References

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Retrieved from http://www.corestandards.org/wp-content/uploads/ELA_Standards1.pdf

Burden, P. R. Methods for Effective Teaching. [National University]. Retrieved from https://nu.vitalsource.com/#/books/9780133955705/

Gordon, D. Universal Design for Learning: Theory and Practice. [National University]. Retrieved from https://nu.vitalsource.com/#/books/9781930583542/

Designing Effective Learning Maps. PowerPoint. National University. ITL 608.

Ferguson, B. 2011. Assessment Basics and Evaluation. National University. ITL 608. PowerPoint

Bloom’s Taxonomy for Teachers Revised. (2017, Dec 19). YouTube Video Retrieved from https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/1700302/uiconf_id/32654372/entry_id/0_oh9mq00h/embed/dynamic

SDAIE Teaching Strategies. Retrieved from https://www.csus.edu/indiv/l/limb/314/pdf/sdaie.pdf

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TPE 3 Understanding and Organizing Subject Matter for Student Learning

Element 1 Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.

Element 2 Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.

Element 4 Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge.

Element 5

Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment

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15 Rules and Procedures

Hello Students and Parents,

Welcome to class! This year is going to be exciting and full of learning and growing for us all. This letter is to lay out how we plan to make this a successful year for everyone.

Let’s look at four types of teaching approaches.

The Behavioral Approach – In this approach, the class has a clear understanding of expectations and focuses on appropriate behaviors which ultimately will lead to each student self-regulating their actions and performance.

The Cognitive Approach – This is a practice where students are encouraged to use critical thinking about their behaviors and why.  

The Humanistic Approach – This method implores students to think and act according to their values, environment, and others around them.

The Social Psychology Approach – This mode applies student’s thoughts, behaviors, and feelings within the social context of the class and how they interact with each other.

All these approaches provide essential content to instruction and structure within the classroom and incorporated into our learning environment. However, our class rules and procedures will be emphasized through the Behavioral method so that students have reasonable and recognizable practices that will benefit everyone in the classroom.

Rules and Procedures - The purpose of having rules is to keep all bodies in our classroom safe, not only physically, but mentally and emotionally as well. Procedures are to provide classroom management where we all can work and learn in a productive, cohesive, nurturing, and supportive environment. These rules and procedures will be posted in the classroom and reviewed daily to ensure a positive learning experience for all.

1.    Raise a quiet hand – Participation is how we learn from each other, and all are encouraged to do so. However, if we do not take turns in expressing our ideas or responses, nobody will be able to hear what each other has to contribute.

2.    Transitions – As we move through the classroom, whether with our bodies or minds, we want minimal distractions that can cause confusion or harm. There will be a 5-minute verbal signal before we make a transition, so all may calmly and quietly move to our next task.

3.    Be prepared – To learn, we must have the proper tools such as books, handouts, pencils, and paper. Instructions provided before each exercise as to what materials will be needed to complete work.

4.    Supplies and Learning Materials – Resources and additional learning materials are available to everyone in the classroom. Please ask should assistance be needed.

5.    Restroom breaks – We will have designated times throughout the day for everyone to use the restroom. In an emergency, please raise a quiet hand to be excused from the class.

6.   Soft/Indoor Voices – There will be several learning activities where students will interact and have discussions with their classmates. We want to respect other classrooms and each other by keeping the noise level to a minimum, so additional instructions or verbal cues over these conversations are heard.

7.    Eating and Drinking in the class – Every student should have proper energy and hydration. To keep the classroom clean and free from spills, we will have a designated time and area for children to place closed water bottles and snacks.

8.    Respect other’s property and belongings – We all have our own space, items, and desks. Just as you wouldn’t want someone destroying, vandalizing, or taking something that belongs to you, treat others with the same courtesy; this includes the teacher.

9.    Listen and follow directions – We will be learning many new things in and outside the class. Listening and following instructions will explain how to execute and complete each assignment, exercise, or project.

10.    Personal Space and Boundaries – It is imperative that every person in the class feels safe and secure. Please be aware, mindful and considerate of others and your surroundings.

11.    Absences – Missing class due to unforeseen or certain circumstances are understandable. If possible, please advise before student being absent. Unexcused truancies and tardiness will be addressed with the individual and possibly parents to minimize repeated occurrences.

12.   Incomplete or missed assignments – Grades are comprised of work completed. Incomplete or missed assignments cannot be graded and will affect students’ final grade. Should a student miss or submit unfinished work, notes will be provided on how to receive partial credit for the given assignment.

13.    Treat others as you wish to be treated – This is a golden rule not only in the classroom but in life. Everyone in this class will be treated fairly and respectfully for a cooperative and engaging learning environment.

14.   Respect and Acceptance of others – Every student brings something special and unique to our class. We will be learning, practicing, and exhibiting appreciation of each other’s ideas, values, and culture, whether they are difference or align with our own and values.

15.    Medications and other Health issues – Every student has the right to be happy and healthy. Medicine, medical attention, and health issues or concern will be address discretely and administered by our school nurse, administration and discussed primarily with that student and their parents.

These rules and procedures are designed for every student to be able to work, learn, and grow in a safe, nurturing, inclusive, and accepting environment. Students who have an IEP, are ESL or other special needs, appropriate accommodations will be made to ensure these students have the same access and cooperation for success.

Should there be any questions or concerns about these rules and procedures, please do not hesitate to communicate.  We are in this together!

Looking forward to a great year!

[jbpaulsrud]

Field Experience: Maslow’s Hierarchy of Needs

Mrs. Geiger is a first-grade teacher at Broadway Elementary School in Venice, California. Her classroom, room 37, is just outside the basketball courts in the middle of the lot. It is 7:45 am, her students are being dropped off in the courtyard where they have recess. Around 8:10 am, the children line up, she walks in 22 of her 24 students, stands at the classroom entrance and greets each one with a “Good Morning” as her students make their way to their desks. There are 13 girls and 11 boys in Mrs. Geiger’s class. More than half her class, 62%, is of Asian descent, 20% are Caucasian, 8% Hispanic and *8% African American. They are all enrolled in the Mandarin Immersion Program which spends half the day learning lessons in English and the other half in Mandarin.

The arrangement of the students’ desks are in small clusters of 5 that face each other. Stations and colors identify them. There are “About Me’s” written by the students hanging on the sidewall and starred assignments completed by the students on the opposite wall. In front of the whiteboard is a large, rectangle area rug that has rows of different colored squares; this is where “Community Circle” happens each morning.  

From 8:15 – 8:30, the students are provided with breakfast by the school. They are invited to partake if they desire. During this time, students can work on assignments from the previous days. The students then make their way to the area rug and sit in a colored square. From 8:30 – 8:40, the class goes over their “Daily Routine.” They sing a song, go over the days of the week, the date and revise the calendar. Mrs. Geiger tells the class the schedule for the day (what subjects they will be learning and when) and then the whole class recited the “Rules of the classroom”: pay attention, raise your hand, be polite, sit nicely, follow directions.

I was able to interview Mrs. Geiger a little before school and during the kids’ recess.

1.    How important it is for students to have their basic needs met to be successful in school? Why do you think so?

Students needs must be met for them to be successful in school. It is imperative! It can become very challenging to perform day to day tasks and responsibilities when there is an apparent lack of needs being met. It can create an overall distraction to learning.

2.    Which needs are most important to have satisfied so students can thrive in school?  Why?

I would say building self-esteem and safety. It is crucial to create a learning environment where students feel safe around us [their teachers] and peers. If a student does not feel safe and secure, then we are not fulfilling our role as educators.

3.    Who is responsible for ensuring that students have their needs met?  Why do you think so?

There are many people. Parents, educators, administration, we all have a part of the responsibility of helping students and meeting their needs. It takes a village, careful collaboration and consideration when thinking about how to best support a child’s overall well-being.

4.    What is one thing a teacher might do for a student who has physiological or safety needs?  Why would this be useful?

Something a teacher might do is establish a community circle that targets a student’s specific areas of need. A teacher helps students navigate ways to support their needs through specific coping mechanisms, strategies, and help students build on social and emotional components.

5.    Ensuring Safety needs are met and making sure students are ready to learn involves classroom management.  What are three things you do to manage your classroom?  

Classroom management is crucial. One thing I do is provide clear and concise rules and expectations for my students. When students follow the rules and exhibit positive behaviors, I use continuous praise. However, I also layout clear consequences when rules disregarded.

Another strategy I use is fluid transitions. The expectations are consistent and clear directions are given of what students are to do when switching activities or tasks. Students must understand what is required of them so they can follow procedures effectively.

I also model appropriate behavior and use role-play techniques to help students navigate the rules of the classroom. We practice the skills needed to be strong students and listeners.

6.    Do these fit for students who have a Behavior Intervention Plan? How do you assess progress? What do you do for students from a different culture?

The methods I use do fit students with behavioral plans because their needs are clearly stated as part of the process. The needs provide teachers and students with accommodations to support student responsibilities for learning.

To assess progress, I use formal and informal measures; Anecdotal records to record pertinent information about the students and formal assessments to track and monitor their progress throughout the year.

We have many school-wide activities that promote cultural inclusion. For example, students partake in performances that represent certain cultures through music and dance. We also promote inclusion in the classroom that ties along with the idea of respecting others’ beliefs and values albeit different from your own.

7.    When you know that a student has a specific need that most of the other students do not have, what do you do to address that need?  

I use available resources like cumulative files to help uncover some background of the student. This information helps to find out more about the child’s family life, school history, and things like that. It is an excellent way to discover what might be affecting that specific need not being met. I sometimes also conduct a student success team meeting or SSPT (Student Support and Progress Team) to figure out ways to support the students in the classroom setting. [SSPT] is a meeting with parents, the teachers, and administration to strategize the best way to help the student. The last thing I may do is refer them to Share and Care, which is an outside service, to receive additional small group support through guided lessons.

Mrs. Geiger’s general regard for her classroom and students is apparent through her teaching methods and ways she utilizes Universal Design for Learning. She is starting with the child’s physiological needs by offering breakfast so that every student can start their day correctly with energy and full tummies. Safety was not only discussed with Mrs. Geiger but exhibited as she reiterated the rules to create a learning environment for each of her students to feel respected and safe. Not once did she raise her voice or break her calm and collected demeanor with the children. She praised students for following instructions and remembering the rules throughout the morning. Showing she cares, helping build her students’ self-esteem and being able to see her hard work with students self-regulating through their self-actualization (Slavin, 2015, p. 250).

Mrs. Geiger’s prefaced the observation of her class by advising her current class is her “dream class.” She has worked in many different districts around the US: Arizona, Hawaii, Puerto Rico, California. As well as private and charter schools, but found that trial and error of her teaching methods, with the support of administration and the district, can create a learning environment not only conducive for the students but teachers as well. With her students’ needs met, there is a mutual respect in the classroom. There is trust and growth in each of her students, and Mrs. Geiger makes it her responsibility to keep this consistent throughout the school year. Watching her lead by example, showing the students, not just telling them, and being transparent with directions and expectations gives the students all the tools to make good choices. Knowing that there are several programs to assisting in meeting the needs of every student is encouraging, as every student will have the same opportunities and access to learn. These are the qualities I want to carry into my classroom.

References:

Interview was recorded, but while quick notes were taken

Slavin, R. (2015). Educational Psychology: Theory and Practice, 12 ed., Chapter 10: Motivating Students to Learn, Pearson.

Powell, S. (2019). Your Introduction to Education: Explorations in Teaching, 4th ed., Chapter 2: Student Similarities and Differences, Pearson.

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Developmental Theory

Briefly compare and contrast each of the three theories: Piaget's cognitive development theory only, Vygotsky's development theory only, and Kohlberg's moral development theory only.

According to Slavin, Jean Piaget is the most influential developmental psychologist in the history of psychology. Jean Piaget's cognitive theory states that children are born with an innate ability to interact and make sense of the world around them through the development of schemes. Schemes then become assimilated as new information is introduced and then accommodated as new knowledge.  The process happens through four stages of development: sensorimotor (birth to 2 years), preoperational (2 to 7 years), concrete operational (7 to 11 years)and formal operations(11 years to adulthood). (Slavin, R,  2015, p 26)

Lev Semionovich Vygotsky, a contemporary of Piaget, had a different theory of development.

Contrary to Piaget, "Vygotsky's theory suggests learning precedes development." Proposing that historical and cultural contexts created intellectual development through one's "sign system" such as language, writing and counting systems by use of symbols. Vigotsky's theory suggested that cognitive development is strongly correlated to the input of others. That "learning involves the acquisition of signs utilizing information from others and deliberate teaching" and more so, how the individual interprets the information.  (Slavin, R., 2015, p 33)

Lawrence Kohlberg's development of moral theory agrees with Piaget's relationship between the cognitive stages and the ability to reason, but he did not believe that the logical structure was sufficient enough for the advancement of moral judgment. (Slavin, R, 2015, p 47)

Select and identify one of these three theories and the associated theorist to discuss in more depth. Tell why this theory was selected.

Kohlberg's development of moral theory is an expanded version of Piaget's cognitive theory. Kohlberg believes morality develops through three stages: Preconventional, Conventional, and Postconventional. Within each step, there are two phases. Kohlberg focused his approach on the dilemma of reasoning more significant than the final decision (Slavin, R.E., 2015, p 50).

During the pre-conventional stage, there is no "morality" as children are only looking out for their benefit. The two phases within the Preconventional stage are obedience/punishment and self-interest.  These phases happen from infancy to pre-school age, when children do not yet have the moral compass of understanding something is right or wrong, but they are aware of what punishment is and will follow the rules to avoid those consequences.

At the Conventional stage, from around school-age to pre-teen, children are influenced by their peers and societal norms. Conformity and interpersonal accord is during the first phase of this stage, where children are looking for approval and "good behavior" and being "nice" is favorable. Authority and social order (or law and order) is the second phase. Rules and regulations are dictated by authority, and disobeying the rules is considered "bad" (The Psychology Notes HQ).

Through the Postconventional stage, morality becomes more abstract, and principles and values develop through one's own critical thinking and reasoning. Postconventional stage occurs during the teenage years through adulthood. Social contract and Universal principles are the subphases during this stage. One makes moral decisions based on their ethics and not necessarily what society deems "right or wrong."

Kohlberg's moral developmental theory gives a better understanding of the growth of one's subconscious reasoning. While Kohlberg's method provides the framework of development, individual thinking varies among every stage and subphase.

Give an example of a situation observed in a school or other setting with children that demonstrates the theory selected. Explain how the example fits into the theory selected.

Working in a Montessori school, students' reasoning for different behaviors across the board. The philosophy behind Montessori is based more on socialization and self-regulation for making "good decisions." Saying please and thank yous, taking turns, listening to instructions, these are all standard daily practices that allow children freedom within limits.

An example that stands out when considering Kohlberg's theory is witnessing a child take something away from another student for a friend. As the adult, teachers correct the behavior instead of implementing "punishment" by offering the student a chance to explain "why" they did not ask or wait their turn. More times than not, their reasoning is because they did not want to see their friend upset. On the one hand, it is sweet and caring and shows compassion for their friend; however, on the other hand, it demonstrates the notion of being unkind or mean to the other child. Morally, the student thinks they are doing something "good" for their friend; they have not reasoned that taking something away from another without asking is "wrong."

References

Slavin, R. (2015). Educational Psychology: Theory and Practice, 12 ed., Pearson

The Psychology Notes HQ. (2019, July 25). Kohlberg's Stages of Moral Development. Retrieved from https://www.psychologynoteshq.com/kohlbergstheory/

Lumen. Kohlberg’s Stages of Moral Development. Retrieved from https://courses.lumenlearning.com/teachereducationx92x1/chapter/kohlbergs-stages-of-moral-development/

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Letter and Ways for Families to Stay Involved

Welcome Students, Parents & Families!

“You’re off to Great Places! Today is your day! Your mountain is waiting, So… get on your way!” ~ Dr. Seuss

Newsletter

Hello and Welcome to the 2019-2020 school year. I am very excited to have you and your child as part of the class! During your child’s time in our class we will be working hard, learning new things, expanding our minds and putting useful information into our brains. Math, Science, Social Studies, History, Language, Writing, Reading, Arts and Culture are just some of the many things we have on our agenda. We will also be fostering our social skills so every one of my students (your children) can be the best version of themselves. I would like to ask you, the parents and families, to also take an active part in your child’s experience and education and have put together many ways that will allow us to stay connected and involved for the new school year.

Please see the flyer on Ways for Families to Stay Involved and do not hesitate to let me know if you have any questions or concerns.

Looking forward to a great year!

Ways for Families to Stay Involved

COMMUNICATION

1.    Meet and Greet – I look forward to meeting and learning about my students and their families. I am happy to schedule a meeting to discuss any questions you may have concerning your child or their time in my class.

2.    Connecting – Please do not hesitate to email me should a meeting in person not work for you. I will also be happy to schedule a time to speak on the phone.

3.    Parent Conferences – During our Parent Conferences we will focus on your child’s academic successes and discuss ways we can further their achievements.

4.    Notes from the Teacher – Do not be alarmed should your child bring home a note for you from me, these will be praises and each child should expect at least one per month.

5.    Parent Reminders – At least once a month, I will send home important reminders about special events and fun activities so that you and your child know what to look forward to and can plan accordingly.

IMPORTANT DATES

1.    General Schedule – Every student will receive a general schedule that outlines which day each of our subjects will be learned. We will do our best to make this routine, so parents will know when assignments are due and what we are learning about.

2.    Monthly Calendar – I will keep a monthly calendar posted online and in the classroom for special dates and school closures and update regularly.

3.    Birthdays – I want our class to have the opportunity to celebrate and appreciate each of their classmates, so please make sure to let us know your child’s special day to be observed in a fun monthly celebration (Summer and Holiday birthdays will be celebrated as well!)

4.    Vacations – Family time is important! If you and your child are taking a trip, please let me know, I will offer extra credit or a special assignment(s) in lieu of homework that will be missed during your time away.

STUDENT ACTIVITIES

1.    Fun Fridays – We all look forward to the end of the week, especially when we have been working and studying hard. One Friday a month, as long as we are not behind on any of our schedules, we will have “Game-Day” in the class. Where all the information we have learned thus far will be tested in fun and friendly competitive games.

2.    Shares – Piggybacking on vacations, if you and your child learned or discovered new fun facts, art or culture on your trip,  or even over the weekend, I encourage and welcome your child to take my role to teach and share with the class.

3.    Study Buddies – During the course of the year, we will have many partnered and group assignments. I encourage all families to reach out and coordinate with other parents on making these assignments true collaborations.

4.    Field Trips – There is so much we can learn outside the classroom. This is a great activity we invite parents to come and participate in the fun and supervision of your child’s and the class’ learning experience.

PARENT INVOLVEMENT

1.    Community Connections – Along with our school subjects we will also be learning about how to take better care of ourselves, our planet and each other. One Saturday or Sunday per month, we would like to invite the entire family to participate in community involvement where we will exhibit the change we want to see (i.e. beach clean-ups, nature walks with shelter dogs, collecting and donating to homeless shelters, visiting the elderly)

2.    Volunteers – Parents, we always appreciate extra hands, heads and hearts and have many activities we would love your involvement in. Participating or contributing to any of our school outings or functions will not only be helpful but will allow you to share in the experience.

3.    Your children/My Students – Your child’s safety, well-being and education is the utmost importance in my class. I want your child to take pride in their accomplishments but know how to learn from mistakes, take ownership in their education and be successful adults. We are in this together, please let me know if there is anything you need from me.

References:

Quote Seuss, Dr. Oh, The Places You’ll Go! Retrieved from https://www.goodreads.com/quotes/16373-you-re-off-to-great-places-today-is-your-day-your

Slavin, R. (2018). Educational Psychology: Theory & Practice. Chapter 10 (12th edition). Boston, MA: Pearson Publication.

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TPE 1 Engaging and Support All Students in Learning

Element 1 Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

Element 2 Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress.

Element 3 Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning.

TPE 2 Creating and Maintaining Effective Environments for Student Learning Element 1 Promote student's social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.

Element 3 Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism.

Element 6 Establish and maintain clear expectations for positive classroom behavior and for student-to-student and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families.

TPE 6 Developing as a Professional Educator

Element 5 Demonstrate professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students, along with appropriate concerns and policies regarding the privacy, health, and safety of students and families.  Beginning teachers conduct themselves with integrity and model ethical conduct for themselves and others.

Element 6 Understand and enact professional roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including the responsible use of social media and other digital platforms and tools.