establishes a safe, inclusive, and respectful environment for all
STANDARD 2
ELEMENT A
Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.​
​
Meeting students needs was my number one objective and strength this semester. I sent each student a birthday e-card, even those in the summer, and assigned each student to fill out a Google form about their interests and goals. I wrote out a chart that reminded me of each student's answers. The next class day, I shared what the most repeated goals were for the semester. It helped me determine what to give my students more specific feedback on in their assignments and writing.
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.​
​
In my Daily English class, a curriculum designed for students that need more support, we decided to choose three books rooted in diverse perspectives. We started with Freak the Mighty which is about two boys who are in Integrated Services, friendship being the heart of the story. Our students loved the next book: Ghost. It's about a student who is black and joins a track team. I think it felt relatable to them because school didn't always feel like a safe place to this character. In the last unit that I designed completely by myself, we read Walk Two Moons, a book about a girl following her mother's journey through her Indigenous heritage. I also chose articles that celebrate diversity and equity.
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.​
​
Conferencing with students has been proved to be a positive teaching strategy because you get to meet the students where they are. Since my student teaching began as remote learning, I utilized the technology to still use conferencing in my classroom. I held a separate breakout room than the main Google Meet and called the students into the room to talk about their writing. Sometimes, it was a whole-class breakout session day and I would copy and paste these links into the main chat box. There, I could pop into each group and ask if they have any questions.
ELEMENT D
Teachers work collaboratively with the families and/or significant adults for the benefit of students.
​
I contacted many parents via email and phone over the course of the semester when I noticed students were falling behind in work or participation. I also scheduled one on ones to talk about possible books they could read in their own time. Their overall well-being and academic performance are my priority. In the following artifact, I sent a Quarter 1 wrap up email to all the guardians. I also got to meet most of them in person during our material distribution day. It was fun to introduce myself and put names to faces. I also recorded my own Flip Grid video for our virtual Parent Night.
reflect
tion
It really is entirely different skill to think on your feet when your student says a harmful word in class or when you have to make decisions about exceptions. My mind is running at all times about how to be equitable in that moment while supporting individual needs. I also wanted to balance using learning moments while not singling out students. I often sent follow-up emails to students explaining why what they said might have made other students uncomfortable. I feel very fortunate to have my degree from CSU because our studies were founded in social emotional learning.