TPE 2 Creating and Maintaining Effective Environments for Student Learning

  Introduction: With this TPE I will be referring back to the lesson on Plot of a Story that was used in TPE 1. However, I will be referring to my use of positive affirmations that are used in class daily and how I include all students with positive interactions.

2.1. Promote students' 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.

2.3. 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. 

2.6. 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. 

When the tardy bell rings I start off by reminding students that Chromebook should be closed, phones put away, and earbuds out. This rule applies to all students in the class. I then take role and I make sure to greet every student in my class with a "Good morning" or "Good afternoon". I then go to the whiteboard where I have positive affirmations posted. There are 3 in total and I read each one, after I read one the students repeat it out loud. These positive affirmations are read daily and new ones are posted every Monday. I also have a "Calm Down Corner"  in my class with a beanbag and posters that include calming down strategies and positive statements. Students are allowed to use this area when they feel they need a break or are having a difficult day. I also have posters throughout my class that have messages of inclusiveness. This has help foster positivity and inclusiveness in my class.

2.2. Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive. 

2.3. 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. 

2.4. Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile. 

2.5. Maintain high expectations for learning with appropriate support for the full range of students in the classroom. 

When we begin the lesson, I give the opportunity to complete the worksheets online via Google Classroom or on paper. I also project the lesson on the board so all students have a visual of the lesson. This also helps guide students to what part of the lesson we are on. I also complete an example with students to help give them step by step guides. When I ask CFU questions and students answer I always praise them even if they did not answer correctly. I also encourage understanding that not everyone has the same point of view. For example, 2 students had different answers for the same questions and both answers were correct in their own way. One student did not agree with the other students answer and I took the time to explain that although the answer was different it was not wrong it was just explained through a different point of view.

2.5. Maintain high expectations for learning with appropriate support for the full range of students in the classroom. 

While I provide examples for my students and do a large portion of the work as a class, I expect the student to ask for clarification and complete their own portion of their work. I also expect them to participate in class discussion and respect each others opinion. 

CCSS.ELA-LITERACY.RL.7.3 

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

CCSS.ELA-LITERACY.RL.8.3  

Analyze how particular lines of dialogue of incidents in a story or drama propel the action, revel aspects of a character, or provoke a decision.

ELD.PI.7.3.Em

Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or ask for clarification) using learned phrases (e.g., I think . . . , Would you please repeat that?) and open responses.

ELD.PI.8.3.Em

Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or ask for clarification) using learned phrases (e.g., I think . . . , Would you please repeat that?) and open responses.