Embedded Files
Values Statement and Classroom Expectations
My classroom strongly supports diversity, equity, and inclusion, and I want to provide a safe and respectful environment for learning. My plan involves using varied resources, accommodating students' special needs, and allowing them room to express views. I view conflicts as chances to learn, with no tolerance for bullying and bias. Where I can, I will address my own biases and find ways to counteract them. In my method, I want to make the expectations clear and create a spirit of empathy that allows every student to feel safe, supported, and included. I will engage in individual interventions while collaborating with colleagues to respond to incidents. This endeavor is me working toward fostering an environment free of bias, and one that promotes social-emotional learning, academic engagement, and students' well-being. I am continually striving to increase my cultural competence to better promote the growth of my students.
In the classroom, we'll treat each other with kindness and respect, listening attentively and responding thoughtfully. We'll respect personal space, use inclusive language, and be open to different perspectives. When mistakes happen, we'll take responsibility, apologize sincerely, and work to repair relationships. We'll follow routines like quiet entrances, clean transitions, and designated signals for help or leaving the classroom. By doing so, we'll create a safe, supportive, and inclusive learning environment.
3 strategies for the Use of Time:
To maximize learning time, I'll be prepared with organized materials and resources. I'll establish clear routines and procedures for transitions and group work, minimizing downtime. Lessons will have clear objectives, activities, and pacing to keep students engaged and focused. This will help ensure a productive and efficient learning environment.
Addressing the Needs of Diverse Learners
To support diverse learners, I'll use differentiation strategies to tailor instruction to meet individual needs. Small group instruction will be based on assessments, with flexible grouping and targeted instruction. I'll also provide individual instruction through personalized learning plans, accommodations, and learning centers. For English language learners, I'll offer language support, modified assignments, and culturally responsive teaching practices. This approach will help ensure all students have access to a good education.
To ensure access and equity, I'll provide multiple means of representation and expression to meet diverse student needs. I'll foster a growth mindset, encouraging students to take risks and learn from mistakes. As a trauma-informed educator, I'll prioritize creating a safe and supportive environment, being aware of potential triggers and building positive relationships with students based on trust, empathy, and understanding. This approach will promote social, emotional, and academic growth. In the article Meeting the Needs of the Foster Child: Perceptions of the K–6 Teacher., it says that "Teachers spend more time with the children than others involved and can provide a consistency that other environments cannot provide at that time" (McGlawn).
Reference: McGlawn, Penny, and Misty LaCour. "Meeting the Needs of the Foster Child: Perceptions of the K–6 Teacher." The International Journal of Learner Diversity and Identities, vol. 24, no. 4, 2018, pp. 23-35. doi: 10.18848/2327-0128/CGP/v24i04/23-35.
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