Classroom Management Philosophy
In the words of Maya Angelou, “Nothing will work unless you do,” and that certainly includes effective classroom management. I believe in supporting all learner with the ability to be proficient through daily strategic practices. As an instructor, I know that having beneficial student engagement, classroom routines, and a diverse classroom is the most effective way of learning.
Role of Engagement
Student engagement plays a crucial role in learning and high-level thinking. When scholars are involved and challenged in learning through creative strategies, learning is more effective. I think students can be motivated through both intrinsic and extrinsic rewards. I love praising students for their participation in the learning process.
Procedures, Routines, and Behavior Expectations
In my future learning environment, the classroom expectations regarding process, routines, and behavior will be known to all learners on day one and will be reinforced daily. I will follow the Harry Wong approach and be a proactive teacher through a repetitive rehearsal of classroom procedures. Students will know how each task is to be completed in the safest, most responsible, respectful way for everyone in the learning environment to be successful.
Diverse Classroom Management Strategies
I will be flexible with my classroom management strategies to serve all the needs of the scholars in my learning environment to achieve the goals of common core. My class will be centered around building relationships with my students to understand and assess needs. Parents will be involved through an app like Classdojo to see student work and behavior in real-time. Also, I offer parents opportunities to show and tell Wednesdays. So, they can come and inform students about their culture and traditions.
Because I know the benefits of effective classroom management. I will do all I can to instill effective classroom procedures and rules to protect the safety and learning of all my students. When students are engaged, they are creating the self-efficacy needed to be a higher learning individual. Diversity in a classroom is vital for learning to teach students based on their needs and provide them with the necessary tools to achieve them in a meaningful, impactful way.
Student Teaching Evaluation of Performance (STEP) Template
Table of Contents
Student Teaching Evaluation of Performance (STEP) Template
Table of Contents
STEP Standard 1- Contextual Factors: Knowing Your School and Community
STEP Standard 2- Writing Standards-Based on Objectives and the Learning Goal
STEP Standard 4- Unit and Lesson Planning
STEP Standard 6- Analysis of Student Learning
STEP Standard 7- Reflecting on Instruction to Improve Student Progress
STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Part I: Community, District, School, and Classroom Factors
STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Part II: Demographic, Environment, and Academic Factors
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Unit Topic: Take a New Step
Unit Title: What can we learn when we try new things?
National or State Academic
W.K.2 Use a combination of drawing, dictating, and writing to compose informatively?
Learning Goal
Student can write a sentence from the prompt I can_____________. Students can draw a picture of what they can do.
Measurable Objectives
Students will tell me their sentences, write the sentence, and draw a picture. Students will be given a sentence starter on a chart paper to fill in the blank. Students can draw a picture of a prompt I can ______________.
STEP Standard 3 - Assessment and Data Literacy
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Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives. |
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Students can fill in or write and draw the answer to the writing prompt I can _______________. Students exceed if they can write the sentence and draw a picture. Meets if they can copy the missing word written in a highlighter and draw a picture. Approaches if a student can only copy highlighted word and image does not represent the prompt. Falls Far Below if a student cannot copy word provided and no or little drawing.
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Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction.
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Number of Students |
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Exceeds
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2 |
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Meets
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6 |
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Approaches
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5 |
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Falls Far Below
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5 |
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Pre-Assessment Analysis: Whole Class
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Based on the data above, what changes, if any, will you make to your selection of national or state Preassessment data can be vital to planning, delivering, and assessing a unit. From the data I received from my preassessment, I was to find out that some changes needed to make to my original assessment plan. Because of the demographics of my learners, I realized that the learning goal was too difficult for most learners. I will add to the instructional strategies that allow for more pairs and share and charts. The assessment I provided was a textbook. But, it did not meet the needs of the scholars of the socio-economics geographic. My plan will only ask learners to draw a picture and verbally tell me what their drawing represents. I know that this will allow learner's literacy goals and individual needs to be met. |
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Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives. |
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Students can tell me their sentences, write their sentences from the prompt What can you see in the story, and draw a picture. Students can fill in or write and draw the answer to the writing prompt I see _______________. Students exceed if they can write the sentence and draw a picture (1 student). Meets if they can copy the missing word written in a highlighter and draw a picture (6 students). Approaches if a student can only copy highlighted word and image does not represent the prompt (7students). Falls Far Below if a student cannot copy word provided and no or little drawing (4 students).
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STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later in the STEP process,
STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-assessment. In this topic, you will implement all lesson activities, correlating formative assessments and the summative post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.
Instructional Unit Summary of Assessments Essay
One of the most meaningful forms of teaching an instructor can do to provide learners with ongoing comprehensive feedback. Feedback has been noted to lead to self-reflection, and with this knowledge, learners become engaged in their learning. The foundations of self-efficacy are built. I will reflect on my assessment, my assessment practices of the kindergarten classroom, and what I learned for my future clas
Summary of Unit Implementation
I created a unit on the five senses for my kindergarten class. Each day I focused on a new sense and provided both formative and summative assessments that were aligned with regalia text, technology, and visuals to engage learners and anchor the new concepts being taught. Preassessments were both visual and verbal like thumbs or down or pair-share with partners. Students were given multiple modalities of learning cross-curriculum. Math, science, and literacy were done to reinforce and excite scholars.
Student Learning
During my initial assessment of my classroom demographics, I found out my classroom is mostly ELL's. Therefore, I made sure to include as much imagery and regalia as possible. As I began to teach the student's about their five senses from the text and extra enrichment activities I found online, I thought the learners had grasped most of the concepts. However, I learned that although learners were echoing back and point at the pictures that they still were struggling with the concepts. I asked a student to place a picture of what you use to hear with on the diagram. Instead of putting it on her ear, he placed it on the hand of the picture. Because his first language is Spanish I immediately translated the word to his first language to no avail. Later, we review them again after reading a book, and he works with a partner. He could tell me three senses!
Reflection of Video Recording
I am encouraged by the STEP Program and student teaching; it is allowing me to refine my craft and get real-world experiences (Brinkmann, 2019). As I reflect on my performance that my cooperating teacher and I watched, I noticed that I need to work more on classroom management. During my lesson, the students were talkative and had behavioral issues. From that situation, I set up ClassDojo to try to improve class behavior and share positive feedback (Andrews et al., 2018). Also, I want to focus on the first two weeks in any class on procedures and routines. My mentor teacher thought my lesson went well the new concepts they were introduced to but notice that during my circle texture time that it may have been better only to select a few learners at a time to participate instead of the whole class. The next day I implemented what she said, and although the lesson went faster, we noticed many students were not able to engage at the level the lesson was intended.
Assessment are there to evaluate students understanding, processing, and individual application level of a student. Assessing a learner's student learning comprehension and conceptual knowledge is vital to teaching to their individual, and providing feedback for learners to self-assess is crucial to self-efficacy. Reviewing the video and listening to the feedback of my mentor teacher allowed me to see the areas in which I struggle at and to collaborate with other colleagues of strategies to be more successful. A teacher should always be open-minded and flexible both in their learning and teaching of scholars. During the unit lesson I learned, student teaching and teachers need to support learners; both the student teacher and their learners can meet their academic goals with real-life applications to be used successfully in their lives.
References
Andrews, M., Brown, R., & Mesher, L. (2018). Engaging Students with Assessment and Feedback: Improving Assessment for Learning with Students as Partners. Practitioner Research in Higher Education, 11(1), 32–46. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1180136&site=eds-live&scope=site
Brinkmann, J. L. (2019). Making a Difference: Increasing Elementary Pre-Service Teachers' Self-Efficacy in Mathematics. Educational Planning, 26(1), 7–21. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1212529&site=eds-live&scope=site
STEP Standard 6 - Analysis of Student Learning
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Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and analyze the post-test data to determine the effectiveness of your instruction and assessment. |
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Number of Students Pre-Test |
Number of Students Post-Test |
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Highly Proficient (90%-100%)
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1 |
6 |
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Proficient (80%-89%)
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2 |
3 |
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Partially Proficient (70%-79%)
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7 |
8 |
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Minimally Proficient
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13 |
6 |
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Post-Test Analysis: Whole Class
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My whole class analysis of the post-test data on my five-unit lesson showed that student learning did improve. Minimally proficient learners learning increased by a little more than 50%, and highly skilled students understanding demonstrated high growth. In the pretest, only one learner could show and give an example of each sense, but by the post, five more learners were highly proficient. Struggling learners decreased significantly, and they understood the concept once I changed the wording.
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Reflecting on the whole class unit on five senses, I think the lesson was beneficial for learners who were not familiar with the concept. Struggling learners who had no knowledge of the senses by the end were able to point to the part of their body that uses each sense. Before the lesson, they could not even say their senses or touch the parts on their body or a picture of each sense on the anchor chart to find critical details. Though scaffolding, my ELL learners' proficiency was increased by half. These students could pair share with partners and tell the whole class during direct instruction.
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Post-Assessment Analysis: Subgroup Selection
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Based on the standard, I selected a group of sixteen students whose parents turned in their video permission slips. I chose these learners because I would be able to video my lesson to review student learning and my learning. All students were ELLs coming from low-socio economics, and 98% the first introduction came from my teaching.
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Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
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Number of Students Pre-Test |
Number of Students Post-Test |
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Exceeds
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2 |
2 |
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Meets
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4 |
9 |
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Approaches
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2 |
4 |
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Falls Far Below
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8 |
1 |
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Post-Assessment Analysis: Subgroup |
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Based on your analysis of the subgroup post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.
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Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. If there is a student or group of students who have not mastered the objectives, discuss what you will do in future days to aid students' understanding with respect to the unit’s objectives. Cite examples and provide evidence of student misconceptions to support this analysis.
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Post-Assessment Data: Remainder of Class
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Number of Students Pre-Test |
Number of Students Post-Test |
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Exceeds
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1 |
2 |
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Meets
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1 |
2 |
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Approaches
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2 |
2 |
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Falls Far Below
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3 |
1 |
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Post-Assessment Analysis: Subgroup and Remainder of Class
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After analyzing the data of the subgroup and the remainder of the class, I found out that although both group's student knowledge increased and classroom engagement in smaller group settings. Studies have proven that small groups retain more, and learning is more concrete. One to one correspondence allowed me to intervene and give feedback immediately to help student understanding. Participation and dialogue increased in this setting, and personalized learning was more successful, and student efficacy boosted.
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I learned vital information from the formative and summative assessments based on unit instruction data. Some of the practices I want to integrate into my future lesson to meet the new objectives would be to incorporate additional resources like enrichment activities and more comprehensive technology resources that I was able to get from my mentor teacher. I want to build upon my original objective of having students identify the main topic and retell key details by orally answering questions from the teacher by spiraling back to the previous story I am inserting the theme in each lesson in a meaningful way. Our new experience is on tools, and I am having learners explain which sense they use, and wherein the story does talk about tools and how are they used in the story. I am reviewing and retelling the tale daily and using multiple means to anchor the new concept of using a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic by writing and drawing a picture of a handy tool from the story.
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STEP Standard 7 – Reflecting on Instruction to Improve Student Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-term goals to improve specific areas of your teaching practice based on the unit of instruction and describe your plan to reach each short-term goal.
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Short-Term Goal |
Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.) |
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By working with a diverse group of learners and their classroom behaviors, a stronger stance on classroom procedures and routines must be established and redirected before teaching can begin. I should do a more intense reflection on the data I received for my assessments. I observed from watching my video recording. I need to continue to research ways to find effective intervention methods. I have been watching Harry Wong and other teachers I did to have a controlled learning class. I am using ClassDojo, and I speak to the scholar immediately individually. |
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My materials and my physical classroom will be aligned to support the strategies activities for each lesson. This includes assessments, both formative and summative. A well planned out lesson can make learning rooted and meaningful for students of low socioeconomic and ELL’s. A structured classroom is crucial to its essential. |
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I can achieve this by planning and assigning on their digital platform. Then assessing the data and provide those who need reteaching more support and advanced students enrichment activity. Crossing the thematic curriculum into other instruction can be beneficial as well. |