I have met this standard by attaching evidence showing that I maintain a classroom environment that is physically and emotionally safe with the use of routines, class collaboration, and positive character development curriculum. The environment remains stable by organizing activities with student input to ensure that all needs are met. Evidence exists to showcase that my classroom environment empowers students to learn with meaningful projects that are developed in a democracy of learners working together, sharing, and respecting each other.

As part of the human development and principles of learning course at SPU, I have collected evidence of the positive learning environment in my classroom using ideas from Locke’s theory of environmentalism and the attachment theory.  Balance is created by allowing for the needs of each individual class to organize classroom routines and curriculum implementation.  The classroom changes to highlight the strengths of individuals in a safe and empowering environment.  I guide students to learn in a democratic society with project-based learning, encouraging students to bloom where they are planted.  Changes are continuously made to ensure that the students’ needs are met for social, academic, and organizational development.       

The attached paper reflects on the needs of students that can change a learning environment because of home interactions.  Students’ behavior can be greatly affected by the ways they are raised.  This paper addresses how I identify student needs, organize classroom activities to meet student needs, and use educational theories to guide students to success using a myriad of instructional strategies.

As I approach a greater understanding for constructing a positive classroom environment, I have included thoughts about my personal journey to establish my own set of morals. These beliefs not only shape me, but guide classroom instruction to include character development in a caring community.

EDU 6655 Reflection Paper

Reflective Essay

I have met this standard by attaching evidence showing that I engage in dialogue with teaching professionals both inside and outside of the school where I teach. I have shown this with written dialogue from a college course that has changed the ways that I teach curriculum in my classroom. Through dialogue and reflection, I have been able to make informed decisions about teaching strategies to use in the classroom. I have been able to determine what type of teacher I am, and have been able to express my position about being an intentional teacher with the use of both an informational PowerPoint presentation and conversations with others.

As part of the American education past and present course at SPU, I have collected evidence of my professional citizenship in a paper explaining some goals of education. This artifact is a compilation of discussions, personal responses to colleagues, and reflections about educational foundations. As part of Dr. Ellis’s course, I have addressed teaching, learning, and assessment in a series of thoughts that connect with ideas of past educators like Piaget, Vygotsky, Habermas, and Dewey.

This artifact has already impacted the student learning in my classroom with its emphasis on student reflection in a democratic community. Examples of reflection included are: I learned statements, clear and unclear windows, key ideas, and search for meaning comments.

This artifact relates to my 5th grade classroom by addressing student needs in today’s modern classroom with suggestions from past experts to increase student achievement. This artifact also highlights the need for a teacher to guide students through lessons as a facilitator for learning. A teacher must employ balance in everything that is taught in today’s classroom. I create balance in my classroom democracy by adjusting to student interests. I teach using technical interest, practical interest, and emancipatory (reflective) interest.

In addition, I have included a PowerPoint presentation highlighting beliefs that have guided teachers in the noble profession of teaching and learning. This presentation facilitates discussions for new teachers, potential teachers, and experienced teachers to think critically about their goals, classroom environment, and student perspectives. At the end of the day, what really matters is that each student feels respected and has contributed to a community, gaining meaning for life.

Goals of Education final document

Foundational Beliefs Guiding Teacher Education – Final

As part of the interpreting and applying educational research courses at SPU, I have collected evidence of educational research and analyzation in research projects. The purpose of the research proposal outline document is to find a comparison between teachers reading aloud using Text Talk and student achievement in reading fluency.

This study will contribute to the knowledge about education by providing data to support the influence of teachers reading aloud on fluency in students. The knowledge gained will identify strategies and techniques used in Text Talk that significantly enhance student reading fluency. The strategies used will enhance read aloud instruction of teachers to benefit reading achievements of students in the area of reading fluency.

Reflecting on the research proposal, I think that I would have missed the issues of extraneous variables and reliability if I had not created the research design. I am very glad that I have gone through the process to express my thoughts in an actual research design that can have measurable outcomes. If I had simply done this intervention in my class, I would have relied on teacher judgment only to determine its effectiveness. With the proposal, it will be easier for me to evaluate the effects of the intervention in terms of validity and reliability.

My research proposal outline is about increasing reading fluency by using a read aloud strategy with students. I have learned that setting up the research is intentional. Research needs to employ some type of data collection method that is valid for the research study. At the beginning of the course I was not sure what a research proposal was, but I knew that I wanted to try “Text Talk” techniques in my classroom. I had read an article about these techniques and wondered if they would make a difference in reading with my students. Putting together the research proposal outline made me think about what difference in reading I would like to see in my students. I chose fluency because there is currently only one tool for measuring fluency in my school. The measurement is only given 2 times each year. Fluency is not a major focus in my school, so the students do not always gain speed as the year progresses. I now understand that my research proposal outline can make a comparison between reading fluency and Text Talk methods for teaching reading. Any comparison between the two would encourage me to keep using these read aloud techniques as part of a balanced reading program. I have also learned to focus on a single idea to see if gains are really being made by students.

The purpose of the final paper document is to determine whether or not the amount of money spent on individual students impacts student learning according to SAT test scores. This study demonstrates my ability to use graphs and charts to analyze data across states. Creating visual displays as well as summarizing information, shows my fluency to understand student learning using data received from test scores.

Students benefit from this type of research by having their needs addressed in comparision with other states. As teachers rally to meet student needs, students can compete more fairly with others as they graduate from high school. Gaining access to the monetary needs of students helps teachers to ensure the success for students as they leave the public school system.

In a third document, I address the importance of modeling reading and reading aloud at home. According to research, parents can engage their children in reading and discussing books before entering school to give a jump start on reading fluency. Along with high quality, effective phonemic awareness in the classroom, reading aloud can make a difference in the development of children into successful readers. To help children to succeed, teachers and parents can form a partnership that includes immersing children in rich language activities that include reading books, singing, rhyming, storytelling, and enjoying word-sound games.

Keegan RPO 11b

EDU 6976 Final Project

Paper 1

As part of the instructional technology and information management course at SPU, I have collected evidence of my increased knowledge for current technology as well as thoughts about cyber-bullying in a cohesive PowerPoint presentation that addresses needs for parents, students, and school staff in today’s technological world. This demonstrates that I use current technology in my classroom instruction and share my knowledge with others.

This past year, I have been able to share this presentation with school administration. The need for instruction about cyber-bullying was well-received. The students will now benefit from an entire assembly dedicated to cyber-bullying with follow up in the classroom using a study guide for students to discuss issues concerning technology. Students in grades 5 through 8 will have opportunities to discuss positve and negative outcomes of using the internet and text messaging to communicate with others.

Cyber-bullying does affect classroom function and student learning. As an educator, I feel that it is my job to collaborate with everyone involved to promote safety with technology. The need for a program like iSafe has also been discussed with administration increasing awareness for preventative action in the school. As technology use increases, the need for safe use of technology continues to be an important aspect for students, parents, and staff.

The Trumpet of Conscience Final Draft 97-03

This document identifies how different cultural perspectives influence my teaching in the classroom. It also addresses how becoming a transformative teacher will positively impact the students in my classroom. My democratic knowledge obtained from the culturally responsive teaching course at SPU is expressed in this document, and explains that as a transformative teacher, my choice to include all cultural perspectives in the classroom is rewarding and empowers both teacher and students.

This document explains that all students have the opportunity to learn in a multicultural environment in my classroom. All cultural perspectives are highlighted through the use of purposeful discussion, class projects, and research. Student learning is impacted by the opportunities provided to learn that will be able to be used outside the classroom.

This document relates to students in the 5th grade by explaining that they will be empowered by the multicultural discussions held in class. Each student is allowed to explore his/her world through history, social studies, and science that is not bias. The students are allowed to create their own relationships with curriculum based on their understanding for different cultural perspectives regarding the topics of citizenship, responsibility, community, and cooperation.

Cultural Sensitivity Final Paper

As part of the educating exceptional students course at SPU, I have collected evidence of my understanding for students with ADHD in a comprehensive PowerPoint presentation. This presentation highlights the needs of students with ADHD in the classroom. It provides helpful tips for teachers to deal with classroom routines, behavior management, and instruction for students with ADHD. It also stresses the importance to include praise in the classroom to encourage positive behavior and self-esteem.

This presentation is evidence that I address the individual learning and behavioral needs of the students in my classsroom. I collaborate with parents and other educators when it is necessary for the positive development of a child. This presentation highlights the importance of teacher directed activities, using rewards, and being consistent with both instruction and behavior management. The use of behavioral assessment has proven to be very effective in my own classroom. As I continue to learn about exceptional learners, I will continue to use strategies that are routine, provide classroom structure, and give students opportunities to manage their own behavior for academic success.

Gesell’s maturational theory spotlights a student experiencing adolescence in the second document. As a teacher, I must be prepared to view all students as individuals that control their own behaviors. My actions with students are complementary, supporting students by giving them access to moral lessons about responsibility and respect. My actions provide structure and routine to a student’s day. To help students take ownership for their own learning, I must provide a positive classroom environment that uses praise.

The ethical dilemmas that teachers face when structuring consequences for exceptional children is discussed in the third document. As a professional, I continue to meet student needs by acting fairly when rewarding and giving consequences. Through collaboration with parents, I have learned that children are not always responsive to a consequentialist teacher. Sometimes it takes a teacher with a balanced approach to behavior modification to tackle the needs for every student fairly while providing them with learning opportunities to manage behavior independently.

Educating Exceptional Students with ADHD

Case Analysis Final Draft

Consequence or Not An Ethical Dilemma

Standard 7 Collaboration:  Cooperates with other professionals to bridge gaps between schools and community and between departments/disciplines within schools. 

As part of the communication and collaboration course at SPU, I have collected evidence in an action plan for the school where I currently work. This document is a streamlined action plan for Grapeview School to implement communication and collaboration strategies to improve student learning. Included is a timeline of activities, rationale, and goals for achieving student success on the WASL.

The main goals in this action plan demonstrate that I communicate regularly and effectively with my colleagues to ensure student success with the use of meaningful lessons and stimulating activities. Through collaboration with colleagues and parents, I continue to analyze instructional strategies by finding data to support effectiveness, student engagement, and improve assessment scores.

In my classroom, this action plan influences teaching by reminding me to record what works and does not work to improve student success on state tests. Since the WASL has been recently replaced, it has become even more important for me to observe success with strategies implemented in my classroom. Because the WASL has been reworked, it requires me to rely on student feedback more this year than in years past. As students become more familiar with the new state testing format, the goals on the action plan can change to identify inconsistencies and provide learning opportunities that will impact success in my classroom.

Action Plan 2008

Survey Results Summarized

As part of the standards based assessment course at SPU, I have collected evidence of assessment strategies used in my classroom to ensure mastery of concepts and maximize learning. Assessments can be used both formally and informally, to record final grades or modify instruction to ensure that every student learns concepts before moving on to more complex ideas.

Informal assessments are guided by student voice in the form of goal setting conferences. Students practice talking about their learning and continuously refine goals to meet their individual needs for success in math, reading, and writing. As students gain ownership for their own learning, their attentiveness increases in class. Their confidence grows and their on-task behavior is strengthened.

As a teacher, paying close attention to assessments allows me to gauge student success formally using percentages and informally by interviewing students about their progress. I find that effective lessons are best closed with reflection by both teacher and students. When the importance of learning is highlighted and discussed, assessments become less intimidating for both teacher and students.

Philosophy of Assessment Final

As part of the survey of instructional strategies course at SPU, I have collected evidence of instructional strategies that engage students in learning that is meaningful. Strategies have been researched and used in the classroom to prove that they promote intellectual growth and stimulate students to inquire about their learning.

This evidence identifies key instructional strategies that create balanced instruction in and outside my classroom. These strategies are used in my classroom on a daily basis providing my students with structure and a routine. With the continued use of these strategies, my teaching is influenced positively resulting in the positive academic gains of my students.

In my 5th grade classroom, listening to the needs of my students is the most important idea that guides instruction. Once needs have been established, the use of advanced organizers is put into place immediately to promote note-taking, understand big ideas, and begin to allow students to ask questions that are intentional and pertain to the topic. Students also learn through repetition of practice and homework while gaining hands-on experience in cooperative group projects.

Survey of Instructional Strategies Final Paper

As part of the curriculum design course at SPU, I have collected evidence of a unit plan for student success. To complement my school district’s current curriculum materials, this unit plan for 5th grade math has been designed for students to easily transition from Everyday Math textbooks to understanding the big ideas for dividing numbers.

This unit plan is a comprehensive overview of teaching 5th grade mathematics, specific to division content, in compliance with state standards. While creating this unit plan, I have used my knowledge and skills pertaining to the Understanding by Design backward method for creating lesson plans for an elementary classroom. This unit plan is evidence of my skills for instructional planning. The unit is aligned with current state standards for math, and can be easily used in a functional classroom by any teacher. My planning skills are also evident in a curriculum map that succinctly creates a visual aid to accomplish this 5th grade division unit in three organized weeks.

As a 5th grade teacher, I find that this unit plan keeps me focused when teaching mathematical concepts of equal groupings and dividing with remainders. Students benefit by my intentional drive to keep them on track with an organized unit that can be reviewed in the same sequence that it was originally taught. Planning is minimized with the use of this unit plan which increases my ability to meet individual needs of each student during class time.

UbD Backward Design Final Project