Standard 3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
A positive learning learning environment is essential to successful learning and growth for all members of the classroom. To me this means creating a classroom that encourages students to take risks, applauds student efforts, and encourages them to ask questions and explore with their peers. This transcends the physical set up of the classroom or educational setting, but the physical aspects of the environment can be where the creation of a learning environment begins.
When I am setting the framework for the learning environment in my classroom, I carefully consider how I can best challenge and support my students. This means considering everything from which students sit near one another in class, to what I put on my classroom bulletin boards, and how I approach discussing classroom expectations with my students. How exactly I structure this depends upon what environment and grade I am teaching in. For example, how I structure the learning environment in Early ACCESS is much different than how I structure it in my 3rd grade classroom at Kennedy.
In Early ACCESS, I didn't have much control over how the physical environment was set up or what I would have in the environment. However, I was able to structure the learning environment in a variety of other ways. In this setting the foundation of the learning environment was establishing positive relationships with students, families, and team members. It meant being able to effectively communicate about what the family needed, how the student was progressing, and how and why I was practicing certain skills with a child. For me I found this meant allowing the teaching time to be very play centered by engaging the child in activities to work on targeted skills utilizing materials they were familiar with and would have access to after I left. This can be seen in the Early ACCESS home visit clip below. I am working on fine motor skills and following directions with one of my students. She is receiving support from a parent and an activity to work on these skills that can be done in a play based format using home materials is being modeled for the parent.
In the elementary setting, structuring my learning environment takes on a bit of a different look. An essential component to the learning environment takes shape before the students even enter the classroom. As can be seen in the images below, my desk arrangement and displays in the classroom highlight student achievement and promote collaborative learning. This is also reflected in the 6 pillars of character pledge posted in the room. These 6 characters of trustworthiness, respectfulness, responsibility, being fair, being caring, and being a good citizen, are a school wide language reviewed each morning that creates a common language for expectations throughout the school community. The pledge is depicted in the image gallery as well. Additionally, students in the classroom are given jobs to help out in the classroom. This is one of the ways students are given responsibility in the classroom. With my students I have set up a structure of mutual respect, exploratory learning experiences, and the opportunity for individualized learning experiences as can be seen in the lesson plan for my math lesson below. Therefore, through structuring my environment, regardless of the setting or age, to focus on open communication, clear expectations, and a focus on student engagement I have found that I can create an active and successful learning environment.
When I am setting the framework for the learning environment in my classroom, I carefully consider how I can best challenge and support my students. This means considering everything from which students sit near one another in class, to what I put on my classroom bulletin boards, and how I approach discussing classroom expectations with my students. How exactly I structure this depends upon what environment and grade I am teaching in. For example, how I structure the learning environment in Early ACCESS is much different than how I structure it in my 3rd grade classroom at Kennedy.
In Early ACCESS, I didn't have much control over how the physical environment was set up or what I would have in the environment. However, I was able to structure the learning environment in a variety of other ways. In this setting the foundation of the learning environment was establishing positive relationships with students, families, and team members. It meant being able to effectively communicate about what the family needed, how the student was progressing, and how and why I was practicing certain skills with a child. For me I found this meant allowing the teaching time to be very play centered by engaging the child in activities to work on targeted skills utilizing materials they were familiar with and would have access to after I left. This can be seen in the Early ACCESS home visit clip below. I am working on fine motor skills and following directions with one of my students. She is receiving support from a parent and an activity to work on these skills that can be done in a play based format using home materials is being modeled for the parent.
In the elementary setting, structuring my learning environment takes on a bit of a different look. An essential component to the learning environment takes shape before the students even enter the classroom. As can be seen in the images below, my desk arrangement and displays in the classroom highlight student achievement and promote collaborative learning. This is also reflected in the 6 pillars of character pledge posted in the room. These 6 characters of trustworthiness, respectfulness, responsibility, being fair, being caring, and being a good citizen, are a school wide language reviewed each morning that creates a common language for expectations throughout the school community. The pledge is depicted in the image gallery as well. Additionally, students in the classroom are given jobs to help out in the classroom. This is one of the ways students are given responsibility in the classroom. With my students I have set up a structure of mutual respect, exploratory learning experiences, and the opportunity for individualized learning experiences as can be seen in the lesson plan for my math lesson below. Therefore, through structuring my environment, regardless of the setting or age, to focus on open communication, clear expectations, and a focus on student engagement I have found that I can create an active and successful learning environment.