2A.3: Meeting Diverse Needs: Uses appropriate inclusive practices, such as tiered supports and scaffolded instruction, to accommodate differences in students’ learning needs, abilities, interests, and levels of readiness, including those of academically advanced students, students with disabilities, and English learners.
Explanation: My focus this year has been to meet the diverse needs of my students. By maintaining firm goals with flexible means to attain them and utilizing MLL strategies such as Total Physical Response (TPR), I have been able to support students in accessing content. You can read more about my implementation of TPR in my fourth lesson from my Climate Unit. Additionally, you can watch a video of TPR in action in our classroom in my Powerful Learning Portrait Video by skipping ahead to 1:47.
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2B.1: Safe Learning Environment: Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
Explanation: Throughout this year I have worked to develop intentional routines to support physical and emotional safety. More information on the classroom norms and routines implemented can be found in my Portrait of Classroom as a Learning Community under characteristics and development, norms and values.
Evidence:
2D.2: High Expectations: Clearly communicates high standards for student work, effort, and behavior, and consistently reinforces the expectation that all students can meet these standards through effective effort, rather than innate ability.
Explanation: This year I have worked hard to set high expectations for student work, effort, and behavior. I intentionally work with students to engage in restorative practices that encourage ownership of our actions and awareness of our emotions. You can read about my implementation of restorative practices in my Statement of Teaching Philosophy and Identity as a Teacher. I set high expectations for student work and effort by carefully considering when I show vs. think with students. For example, when students request help with ST Math, I always begin by asking them what they think they could try.
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