2A.3: Meeting Diverse Needs (explanation and evidence)
The high population of ELL students in my classrooms forced me to quickly learn how to differentiate my lessons. I found creative ways to support my ELL students by introducing translated versions of our text, reading bilingual texts, and allowing students to use translators in the classroom. I provided optimal support to my Spanish speaking ELL students because we could communicate effectively which allowed me to truly understand what their needs were.
2B.1: Safe Learning Environment
Classroom management was something that I felt I had mastered even as an observer in my classroom. This quickly changed as I took over and needed to reset classroom rules for students. I believe that my focus on collaborative work and learning was a great way for students to build empathy and respect towards each other creating a safe learning environment. I learned to deescalate situations and ensured that all students were welcomed and given a voice in our classroom.
2D.2: High Expectations
I held high expectations for every student in my classroom. Though those expectations looked different for every student, getting to know them personally gave me a better insight into individual student’s strengths and weaknesses. I maintained these high expectations by ensuring that students completed all classwork, and providing extra support when and where needed.
2B.1: Safe Learning Environment (explanation and evidence)
I think that encouraging my students to work together was effective in creating a safe learning environment. Students respect each other during difficult and personal classroom discussions, and go to each other for help in stances of struggle.
2D.2: High Expectations (explanation and evidence)
My classroom management skills have progressed immensely throughout the year. Though my initial instinct was to approach students with tough love and consequences, I realized that (re)setting the tone of the class would be necessary everyday.
