Core Proposition #1
Teachers are committed to students and their learning.
Element A: Teachers recognize individual differences in their students and adjust their practices accordingly.
Artifacts: Instructional Design Package, Student Survey
Event: The beginning of the year and learning about my students.
Description: Before beginning a new unit with any class it is beneficial to create an Instructional Design Package. This specific instructional design package is for an Algebra I unit over solving equations, but the template can be used for any unit in any course. Throughout an instructional design package I take time do a learner analysis. The learner analysis looks at students’ cognitive, physiological, affective, and social characteristics. Based off of my students’ individual and group needs I then design instruction and activities for the unit. One strategy I use to learn about my students’ needs, interests, and learning styles is a Student Survey at the beginning of the school year. I give the survey on the first day of school and then read every survey that night in order to start making connections with each student and using the information I learn to design units.
Analysis: Conducting the student survey at the beginning of the school year is always successful for me. Smith and Ragan (2005) suggest that data can be acquired through a variety of techniques: analysis of extent data, analysis of subject matter, interviewing, observing, focus groups, and questionnaires and surveys. From this survey, I get to learn about the students’ interests, goals, learning styles and individual needs. Immediately I get to start making connections with the students and developing an Instructional Design Package for the first unit. I know this survey makes a difference when I can ask a student the next day about information they put in the survey. For instance, a student may tell me that when they grow up they want to be a professional basketball player. I can then tell them I used to play basketball, I want them to give me a schedule of their games this year so I can attend, and that we will have problems that talk about basketball in math class this year. Instantly I have a connection with a student and he or she knows that they will be able to relate to the math this year. Learning this information will also help me plan my lessons with my students’ cognitive, physiological, affective, and social characteristics in mind. Additionally, I can make sure to teach and incorporate activities that hit all of Howard Gardner’s multiple intelligences. My research and integration of multiple intelligences will be discussed further in element B of Proposition #1.
Reflection: I will continue to conduct the student survey at the beginning of each year. It improves the relationships with my students and strengthens my lesson plans. When investigation and thought goes into my lesson plans, they are organized and each activity serves a purpose. In the future, I will be willing to change any of the questions on the survey if I feel it will allow me to learn more or find out better information about my students.
Description: Before beginning a new unit with any class it is beneficial to create an Instructional Design Package. This specific instructional design package is for an Algebra I unit over solving equations, but the template can be used for any unit in any course. Throughout an instructional design package I take time do a learner analysis. The learner analysis looks at students’ cognitive, physiological, affective, and social characteristics. Based off of my students’ individual and group needs I then design instruction and activities for the unit. One strategy I use to learn about my students’ needs, interests, and learning styles is a Student Survey at the beginning of the school year. I give the survey on the first day of school and then read every survey that night in order to start making connections with each student and using the information I learn to design units.
Analysis: Conducting the student survey at the beginning of the school year is always successful for me. Smith and Ragan (2005) suggest that data can be acquired through a variety of techniques: analysis of extent data, analysis of subject matter, interviewing, observing, focus groups, and questionnaires and surveys. From this survey, I get to learn about the students’ interests, goals, learning styles and individual needs. Immediately I get to start making connections with the students and developing an Instructional Design Package for the first unit. I know this survey makes a difference when I can ask a student the next day about information they put in the survey. For instance, a student may tell me that when they grow up they want to be a professional basketball player. I can then tell them I used to play basketball, I want them to give me a schedule of their games this year so I can attend, and that we will have problems that talk about basketball in math class this year. Instantly I have a connection with a student and he or she knows that they will be able to relate to the math this year. Learning this information will also help me plan my lessons with my students’ cognitive, physiological, affective, and social characteristics in mind. Additionally, I can make sure to teach and incorporate activities that hit all of Howard Gardner’s multiple intelligences. My research and integration of multiple intelligences will be discussed further in element B of Proposition #1.
Reflection: I will continue to conduct the student survey at the beginning of each year. It improves the relationships with my students and strengthens my lesson plans. When investigation and thought goes into my lesson plans, they are organized and each activity serves a purpose. In the future, I will be willing to change any of the questions on the survey if I feel it will allow me to learn more or find out better information about my students.
Element B: Teachers have an understanding of how students develop and learn.
Artifacts: 7.1 Note-guide, Multiple Intelligences Research Paper
Event: An Algebra 1 lesson on “Classifying Polynomials”
In every lesson I try to make sure the instruction and activities hit on a variety of multiple intelligences. Through my research on Howard Gardner’s theory of Multiple Intelligences I learned how critical it was to understand and incorporate the theory into my lessons. Gardner postulated the multiple intelligences theory would allow people to assess the talents and skills of the whole individual rather than the narrow definition of IQ measured in traditional tests (Burke, 2009). Therefore I strive to cater to all of the intelligences: linguistic, musical, spatial, kinesthetic, mathematical, interpersonal, intrapersonal, and naturalistic. I do this in numerous ways including but not limited to: showing videos, listening to music, having students listen, explain, watch, reflect, act out, and work in groups. I also include body movement and manipulatives in my lessons. The following scenario is one instance of when I adjust my lessons to better meet the needs of my students and have activities that support the theory of multiple intelligences.
Description: Ninth grade Algebra I students were beginning a new chapter titled “Polynomials”. In the first section of this chapter titled “Classifying Polynomials” students are expected to be able to state the degree of monomials and polynomials, name them by their degree and number of terms, and be able to write them in standard form. The vocabulary introduced in this one section is more than most chapters. As a student teacher, I had the students take notes with paper and pencil, writing down everything word for word. Notes included vocabulary and examples and took about 35 minutes to complete. We then transitioned to a game called “Leap Frog”. All students had a dry-erase board, marker, and eraser. The objective of the game was to answer the question correctly and leap over any student who did not get the question correct. The student who leaped back to his or her desk first was the winner. An example question that was asked was “Name the polynomial based off of its degree”. With the first couple of questions I noticed that students were asking question after question. “How do we know its degree?”, “What is the difference between the first question and the second question?”, “What is the name when the degree is 3?”, etc. They were very inquisitive and wanted to know the information and more importantly “why”. My cooperating teacher and I talked about this day and how I could make it better in the future. She asked “Did you notice how engaged the students were when you started playing the game?”. I made note of this in my lesson plan book so the next year I could improve this lesson.
Fast forward about one year later. New students, but same lesson on classifying polynomials. This year I decided to make a Note-Guide for the students. Instead of the students writing word for word, I typed out most of the vocabulary, definitions, and examples. I left some of the information blank so that the students could follow along and fill in the missing information. Then after the 15 minutes of notes and examples, we played the game “Leap Frog”. I began the game by saying that they might not know the answers the first couple of questions and that I would not help. I told them that after students leaped, I would answer any questions. The purpose of the game was to learn as they go.
Analysis: I feel that I learned about how students learn better from this student teaching experience. After my student teaching lesson, I had the feeling that I wasted a lot of time with note-taking and that my students were bored stiff. It wasn’t until the “Leap Frog” game that the students came alive and started participating. I wanted to get this active participation quicker the next time I taught this lesson. Therefore, the next year, I choose to provide notes. My rationale behind this decision was to not overload them with teacher-led instruction. In addition, it is hard for most students to write, listen, and comprehend at the same time. The second year the students needed to focus on listening to what I was saying and making the connections with the examples. The act of filling in the blanks kept them on track but didn’t keep them from focusing on what I was saying. With notes being about 20 minutes quicker, it gave the students more time to become actively engaged. The game required each student to write an answer on his or her white board, which made them each accountable. When students are accountable, they prefer to know what they are answering and do their best. Also, the act of getting up to get the supplies and moving during the game kept the students moving and engaged. Some students are kinesthetic learners and the movement helps them learn information and retain it. Then, the fact that the students may not have known the answers the first time around and could ask questions for clarification once the round was over was strategic as well. Students knew that they had to ask in order to know. They were invested in learning, motivated to play, and then gained confidence when they understood the directions and concepts.
Reflection: After the student teaching experience I knew that I wanted and needed to increase the amount of time my students were actively engaged. The learning really happened during the activity. After altering my plans for the second year, the lesson went better. I learned that my students learned best when they were interested, motivated, moving, and help accountable for their answers. When I do this lesson plan in the future, I will continue to do the shorter notes and a longer “Leap Frog” activity. The longer we get to play the game, the more questions my students get to ask and take ownership of their learning. The homework assignment given that night after the activity comes back more complete and accurate because they game allows them to understand the difference between the directions and what to look for to find the answer.
In every lesson I try to make sure the instruction and activities hit on a variety of multiple intelligences. Through my research on Howard Gardner’s theory of Multiple Intelligences I learned how critical it was to understand and incorporate the theory into my lessons. Gardner postulated the multiple intelligences theory would allow people to assess the talents and skills of the whole individual rather than the narrow definition of IQ measured in traditional tests (Burke, 2009). Therefore I strive to cater to all of the intelligences: linguistic, musical, spatial, kinesthetic, mathematical, interpersonal, intrapersonal, and naturalistic. I do this in numerous ways including but not limited to: showing videos, listening to music, having students listen, explain, watch, reflect, act out, and work in groups. I also include body movement and manipulatives in my lessons. The following scenario is one instance of when I adjust my lessons to better meet the needs of my students and have activities that support the theory of multiple intelligences.
Description: Ninth grade Algebra I students were beginning a new chapter titled “Polynomials”. In the first section of this chapter titled “Classifying Polynomials” students are expected to be able to state the degree of monomials and polynomials, name them by their degree and number of terms, and be able to write them in standard form. The vocabulary introduced in this one section is more than most chapters. As a student teacher, I had the students take notes with paper and pencil, writing down everything word for word. Notes included vocabulary and examples and took about 35 minutes to complete. We then transitioned to a game called “Leap Frog”. All students had a dry-erase board, marker, and eraser. The objective of the game was to answer the question correctly and leap over any student who did not get the question correct. The student who leaped back to his or her desk first was the winner. An example question that was asked was “Name the polynomial based off of its degree”. With the first couple of questions I noticed that students were asking question after question. “How do we know its degree?”, “What is the difference between the first question and the second question?”, “What is the name when the degree is 3?”, etc. They were very inquisitive and wanted to know the information and more importantly “why”. My cooperating teacher and I talked about this day and how I could make it better in the future. She asked “Did you notice how engaged the students were when you started playing the game?”. I made note of this in my lesson plan book so the next year I could improve this lesson.
Fast forward about one year later. New students, but same lesson on classifying polynomials. This year I decided to make a Note-Guide for the students. Instead of the students writing word for word, I typed out most of the vocabulary, definitions, and examples. I left some of the information blank so that the students could follow along and fill in the missing information. Then after the 15 minutes of notes and examples, we played the game “Leap Frog”. I began the game by saying that they might not know the answers the first couple of questions and that I would not help. I told them that after students leaped, I would answer any questions. The purpose of the game was to learn as they go.
Analysis: I feel that I learned about how students learn better from this student teaching experience. After my student teaching lesson, I had the feeling that I wasted a lot of time with note-taking and that my students were bored stiff. It wasn’t until the “Leap Frog” game that the students came alive and started participating. I wanted to get this active participation quicker the next time I taught this lesson. Therefore, the next year, I choose to provide notes. My rationale behind this decision was to not overload them with teacher-led instruction. In addition, it is hard for most students to write, listen, and comprehend at the same time. The second year the students needed to focus on listening to what I was saying and making the connections with the examples. The act of filling in the blanks kept them on track but didn’t keep them from focusing on what I was saying. With notes being about 20 minutes quicker, it gave the students more time to become actively engaged. The game required each student to write an answer on his or her white board, which made them each accountable. When students are accountable, they prefer to know what they are answering and do their best. Also, the act of getting up to get the supplies and moving during the game kept the students moving and engaged. Some students are kinesthetic learners and the movement helps them learn information and retain it. Then, the fact that the students may not have known the answers the first time around and could ask questions for clarification once the round was over was strategic as well. Students knew that they had to ask in order to know. They were invested in learning, motivated to play, and then gained confidence when they understood the directions and concepts.
Reflection: After the student teaching experience I knew that I wanted and needed to increase the amount of time my students were actively engaged. The learning really happened during the activity. After altering my plans for the second year, the lesson went better. I learned that my students learned best when they were interested, motivated, moving, and help accountable for their answers. When I do this lesson plan in the future, I will continue to do the shorter notes and a longer “Leap Frog” activity. The longer we get to play the game, the more questions my students get to ask and take ownership of their learning. The homework assignment given that night after the activity comes back more complete and accurate because they game allows them to understand the difference between the directions and what to look for to find the answer.
Element C: Teachers treat students equitably.
Artifacts: Multicultural Action Plan
Event: Providing extra support for students.
To me, treating students equitably means that I will not judge anyone based on their culture, race, social class, sexual orientation, gender, or disability. In fact, it means that I will do whatever it takes to make sure each individual is succeeding. Additionally, it means that I will offer extra support or resources to students who need it in order to assure all of my students are meeting standards. My Action Plan lists several things I do to create awareness of multiculturalism and diversity while providing equal and quality educational experiences for every student.
According to Payne (2005) intervention strategies or support systems that have been developed include but are not limited to: school-wide homework support, supplemental reading and math programs, teaching coping strategies, parent training, goal setting, specific intervention classes, and connections to additional resources. Another source of support I like to offer my students is more one-on-one time.
Description: At any time during the year, in any lesson, and with any student I find that I need to offer extra one-on-one support. This could be the result of several factors. A student may have been absent due to illness or family death, a ESL student may be experiencing a disconnect between the content and his or her language, a transfer student may lack the prerequisite skills needed for a new concept, or the content just didn’t make sense and needs to be explained in another way. At any time when I believe a student needs extra support such as more one-on-one time, I offer the student to come in before school, during advising, at lunch, or after school. I am also open to emailing in the evening. If this extra one-on-one time is unable to happen with me, I recommend tutors for the student to work with in the evenings or on the weekends.
Analysis: Offering the extra one-on-one support, whatever and whenever it may be, is always productive and beneficial. I can see the improvement in the students’ homework, explanations, quizzes, and tests. I also see them become more confident. Evidence of their confidence is when they volunteer to answer questions more often in class and become more vocal in group work. Students also become less afraid to ask for help because they believe that I am there to help them succeed.
Reflection: All of these intervention strategies I have done over my years of teaching have been beneficial for my students. I will continue to offer extra support for any student in need. In the future I will make aware to all students that when they need extra help to communicate that with me so we can figure out a plan. In the past I have only approached students who are struggling. I think it is only fair to inform all students that extra support is available if they ever feel they should need it. In addition, I plan to offer more support by emailing students practice problems and answer keys.
To me, treating students equitably means that I will not judge anyone based on their culture, race, social class, sexual orientation, gender, or disability. In fact, it means that I will do whatever it takes to make sure each individual is succeeding. Additionally, it means that I will offer extra support or resources to students who need it in order to assure all of my students are meeting standards. My Action Plan lists several things I do to create awareness of multiculturalism and diversity while providing equal and quality educational experiences for every student.
According to Payne (2005) intervention strategies or support systems that have been developed include but are not limited to: school-wide homework support, supplemental reading and math programs, teaching coping strategies, parent training, goal setting, specific intervention classes, and connections to additional resources. Another source of support I like to offer my students is more one-on-one time.
Description: At any time during the year, in any lesson, and with any student I find that I need to offer extra one-on-one support. This could be the result of several factors. A student may have been absent due to illness or family death, a ESL student may be experiencing a disconnect between the content and his or her language, a transfer student may lack the prerequisite skills needed for a new concept, or the content just didn’t make sense and needs to be explained in another way. At any time when I believe a student needs extra support such as more one-on-one time, I offer the student to come in before school, during advising, at lunch, or after school. I am also open to emailing in the evening. If this extra one-on-one time is unable to happen with me, I recommend tutors for the student to work with in the evenings or on the weekends.
Analysis: Offering the extra one-on-one support, whatever and whenever it may be, is always productive and beneficial. I can see the improvement in the students’ homework, explanations, quizzes, and tests. I also see them become more confident. Evidence of their confidence is when they volunteer to answer questions more often in class and become more vocal in group work. Students also become less afraid to ask for help because they believe that I am there to help them succeed.
Reflection: All of these intervention strategies I have done over my years of teaching have been beneficial for my students. I will continue to offer extra support for any student in need. In the future I will make aware to all students that when they need extra help to communicate that with me so we can figure out a plan. In the past I have only approached students who are struggling. I think it is only fair to inform all students that extra support is available if they ever feel they should need it. In addition, I plan to offer more support by emailing students practice problems and answer keys.
Element D: Teacher's mission extends beyond developing the cognitive capacity of their students.
Artifacts: Syllabus, Guiding Principles and Expectations, Classroom Expectations Lesson Plan, Kagan Research Paper, PIES PowerPoint, and Student Letter.
Event: Teaching students more than just Mathematics
Growing up I always knew that I wanted to become a teacher. I finally chose to become a high school math teacher for the following reasons:
1. I want to help students like and understand math as I did growing up.
2. I want to work with young adults to help them grow into the best people they can be.
3. I want to coach high school tennis.
In reference to my number 2 reason for becoming a high school math teacher, I want students to not only learn the math content, but my mission also includes helping students develop into the best people they can be and to work respectfully with people in the real world. Therefore, it is my goal from the first day of class until the last day of school to model and teach procedures, cooperation, and a positive attitude.
Description: On the first day of school, I discuss my class Syllabus with my students. Included in my syllabus are my three classroom rules. Having classroom rules is important because it mimics the real world. Students need to know what is expected of themselves in any situation and learn to follow the rules and procedures even if they don’t like them. For instance, if a citizen speeds, they will get a speeding ticket. If a fan at a sporting event doesn’t follow the rules, they will be escorted out. If a child doesn’t play by the rules on a playground, they most likely will not have friends. The same goes for a classroom. If a student doesn’t follow the rules, they will not have friends, not learn, and possibly prevent others from learning.
However, just stating these three rules is not enough. I know the importance of explaining rules and giving examples and non-examples of each expectation. The Expectations Matrix breaks down each rule into more specifics, and allows me to make these rules clear to the students. In addition, each day of the first week or two of school, I incorporate lessons that model these expectations, procedures, and routines for the students. My Classroom Expectations Lesson Plan is an example of how I have students model a procedure that falls under one of my three main rules. Students need to physically act of the procedure for it to become natural.
Then, throughout the year, I have students practice math and social skills using Kagan cooperative learning activities. While Kagan activities do a fabulous job helping students learn and practice math concepts, it is equally as good helping students learn social skills and how to work cooperatively with others in life. Johnson and Johnson say that the ability of all students to learn to work cooperatively with others is the keystone to building and maintaining stable marriages, families, careers and friendships (1988). Activities used include, but are not limited to: Fan N Pick, Rally Coach, Round Table, Quiz-Quiz-Trade, and many more.
Furthermore, I strive to be the best role model I can be. I try to lead by example to show students that kindness and respect can get them far in life. I always greet my students when they come in my class, stay calm when they are irritating me, and offer advice when they need it. I always remind them to “Work Hard and Be Nice” and ask them to refrain from saying things like “Shut Up” while in my class.
Analysis: The time and effort put into developing classroom rules, stating classroom rules, and practicing classroom rules paid off. Students learned my rules and procedures when they physically acted out the procedures and received immediate feedback. If it wasn’t done correctly, we did it again. I know that they learned them because I didn’t have to spend time later in the year re-teaching any of the procedures.
The Kagan cooperative learning activities were successful because the classroom climate was positive, respectful, and productive from day to day, week to week, and month to month. The PIES PowerPoint breaks down the benefits of Kagan cooperative learning and why it is so effective. I saw the same results in my classroom.
Some of my actions and phrases stick with the students because I hear them say to classmates “Be nice” or remind students to not say “Shut Up” in my class. They are learning to respect my rules but also learning to respect themselves.
Reflection: In the future, I will most definitely continue to have clear expectations and have the students model procedures. As I observed as a student teacher and again as the classroom teacher, taking a little extra time at the beginning of the school year to go over classroom expectations and procedures saves a lot of time throughout the school year when it comes to classroom management. The students just know how to behave.
Also, Kagan cooperative learning activities builds an atmosphere of community and support. Students need to get the practice working with others now so they can take these skills into the real world. I will always want my students to work cooperatively together to build social skills, show toleration of differences, and work together for a common goal.
Lastly, I always question whether or not I am making a difference in my students’ lives. My goal is to be a role model and with feedback from students like this student letter I am happy to hear that I am making a difference with my actions and being a positive role model. It makes all of my hard work and patience worth it!
Growing up I always knew that I wanted to become a teacher. I finally chose to become a high school math teacher for the following reasons:
1. I want to help students like and understand math as I did growing up.
2. I want to work with young adults to help them grow into the best people they can be.
3. I want to coach high school tennis.
In reference to my number 2 reason for becoming a high school math teacher, I want students to not only learn the math content, but my mission also includes helping students develop into the best people they can be and to work respectfully with people in the real world. Therefore, it is my goal from the first day of class until the last day of school to model and teach procedures, cooperation, and a positive attitude.
Description: On the first day of school, I discuss my class Syllabus with my students. Included in my syllabus are my three classroom rules. Having classroom rules is important because it mimics the real world. Students need to know what is expected of themselves in any situation and learn to follow the rules and procedures even if they don’t like them. For instance, if a citizen speeds, they will get a speeding ticket. If a fan at a sporting event doesn’t follow the rules, they will be escorted out. If a child doesn’t play by the rules on a playground, they most likely will not have friends. The same goes for a classroom. If a student doesn’t follow the rules, they will not have friends, not learn, and possibly prevent others from learning.
However, just stating these three rules is not enough. I know the importance of explaining rules and giving examples and non-examples of each expectation. The Expectations Matrix breaks down each rule into more specifics, and allows me to make these rules clear to the students. In addition, each day of the first week or two of school, I incorporate lessons that model these expectations, procedures, and routines for the students. My Classroom Expectations Lesson Plan is an example of how I have students model a procedure that falls under one of my three main rules. Students need to physically act of the procedure for it to become natural.
Then, throughout the year, I have students practice math and social skills using Kagan cooperative learning activities. While Kagan activities do a fabulous job helping students learn and practice math concepts, it is equally as good helping students learn social skills and how to work cooperatively with others in life. Johnson and Johnson say that the ability of all students to learn to work cooperatively with others is the keystone to building and maintaining stable marriages, families, careers and friendships (1988). Activities used include, but are not limited to: Fan N Pick, Rally Coach, Round Table, Quiz-Quiz-Trade, and many more.
Furthermore, I strive to be the best role model I can be. I try to lead by example to show students that kindness and respect can get them far in life. I always greet my students when they come in my class, stay calm when they are irritating me, and offer advice when they need it. I always remind them to “Work Hard and Be Nice” and ask them to refrain from saying things like “Shut Up” while in my class.
Analysis: The time and effort put into developing classroom rules, stating classroom rules, and practicing classroom rules paid off. Students learned my rules and procedures when they physically acted out the procedures and received immediate feedback. If it wasn’t done correctly, we did it again. I know that they learned them because I didn’t have to spend time later in the year re-teaching any of the procedures.
The Kagan cooperative learning activities were successful because the classroom climate was positive, respectful, and productive from day to day, week to week, and month to month. The PIES PowerPoint breaks down the benefits of Kagan cooperative learning and why it is so effective. I saw the same results in my classroom.
Some of my actions and phrases stick with the students because I hear them say to classmates “Be nice” or remind students to not say “Shut Up” in my class. They are learning to respect my rules but also learning to respect themselves.
Reflection: In the future, I will most definitely continue to have clear expectations and have the students model procedures. As I observed as a student teacher and again as the classroom teacher, taking a little extra time at the beginning of the school year to go over classroom expectations and procedures saves a lot of time throughout the school year when it comes to classroom management. The students just know how to behave.
Also, Kagan cooperative learning activities builds an atmosphere of community and support. Students need to get the practice working with others now so they can take these skills into the real world. I will always want my students to work cooperatively together to build social skills, show toleration of differences, and work together for a common goal.
Lastly, I always question whether or not I am making a difference in my students’ lives. My goal is to be a role model and with feedback from students like this student letter I am happy to hear that I am making a difference with my actions and being a positive role model. It makes all of my hard work and patience worth it!
My Goals:
1) To always have a good and trusting relationship with each student.
2) To ensure lessons are differentiated to practice the theory of multiple intelligences.
3) To continue to use strategies from my Multicultural Action Plan and other strategies to make each student feel important and treated fairly.
4) To continue to teach students classroom expectations and procedures, how to work with others, and how to be a positive and respectful person.
References
Burke, K. (2009). How to Assess Authentic Learning. (5th edition). Thousand Oaks, CA: Corwin Press.
Johnson, D. W., & Johnson, R. T. (1988) Cooperative Learning: Two heads learn better than one. Retrieved from http://www.context.org/ICLIB/IC18/Johnson.htm.
Payne, R.K. (2005). A framework for understanding poverty. Highlands, TX: aha! Process, Inc.
Smith, P. L. & Ragan, T. J. (2005). Instructional Design. Hoboken, NJ: John Wiley & Sons, Inc.
1) To always have a good and trusting relationship with each student.
2) To ensure lessons are differentiated to practice the theory of multiple intelligences.
3) To continue to use strategies from my Multicultural Action Plan and other strategies to make each student feel important and treated fairly.
4) To continue to teach students classroom expectations and procedures, how to work with others, and how to be a positive and respectful person.
References
Burke, K. (2009). How to Assess Authentic Learning. (5th edition). Thousand Oaks, CA: Corwin Press.
Johnson, D. W., & Johnson, R. T. (1988) Cooperative Learning: Two heads learn better than one. Retrieved from http://www.context.org/ICLIB/IC18/Johnson.htm.
Payne, R.K. (2005). A framework for understanding poverty. Highlands, TX: aha! Process, Inc.
Smith, P. L. & Ragan, T. J. (2005). Instructional Design. Hoboken, NJ: John Wiley & Sons, Inc.