Standard #7- Apply a variety of teaching strategies to develop a positive teaching-learning environment where all students are encouraged to achieve their highest potential
Since different students learn best in different situations, it is crucial that ELA teachers use differentiated instruction to enable individualized student learning. Every lesson created should provide variation to allow students with disabilities or multiple intelligences to do their best work. It is important for the teacher to create a mix of individual, small group, or whole class instruction that gives all students the potential to achieve. Many of my lessons in both placements were set up where half of the class period would be devoted to whole class instruction and the other half would be either individual or group work to practice their new skills. Not only does this help satisfy a variety of learners, but it also gives the students a break from a monotonous lesson by enjoying a change of environment.
In one of my eighth grade ELA classes, there were nine students with IEP’s, so a ‘push-in’ special education teacher would also be present in the class. If any texts or quizzes were given to the class, the students had to be taken out of the class so they
could get the text read to them. When the students finally came back to the classroom, they often returned in the middle of an activity and had to spend the reminder of the period catching up. Not only was this frustrating to me, but it was frustrating to the students as well! Therefore, when we began our weekly comprehension quizzes on The Hunger Games, I made sure they were listening quizzes. A copy of the quiz was also displayed on the smartboard so that visual as well as auditory learners were satisfied.
In order for students to reach the meaningful conclusions that they draw from texts, educators need to provide various strategies that enable students to access this secondary discourse. While we read The Hunger Games, many of the students were given mp3 players to use while they followed along in the book. This helped reluctant reader’s gain access to the same information as the rest of the class. Then, when we would have our weekly discussions on the novel, those readers often had very insightful comments to contribute. By giving the students different reading strategies to access these texts, we are exposing them to material that they are able to interpret in very different, insightful ways, which are contingent on their life experiences. Since each student will interpret the same text in multiple ways, it is important to give them access to the material in various formats.
Another key component to developing a positive teaching and learning environment is organization from both teacher and student. For example, if a student comes to class unprepared, they cannot possibly reach their highest potential on that day.
Therefore, the students were required to have a binder and dividers. Together, we set up an English binder with three separate sections for literature, grammar and editing, and writing. Whenever I gave the students a handout or activity, I made sure they knew what section the document should be stored in so it could be easily found when we needed it next. In order to make sure the students had their binders each day for class, I created a space in the back of the room for each period to store their binders. The students’ in-class binder prevented them from being unprepared, misplacing items, and making locker runs. As a teacher, I had to do my part as well. Daily objectives were always present on the board to make sure that students constantly knew what they were doing each class and for what purpose. Weekly assignments were also listed on the board so that students could never use the excuse, “I forgot.” Furthermore, when students were absent, I made sure to write their names on copies of any work they missed, and put them in their class period's designated folder in the back of the room. This way, when they
return, all they have to do is check the folder for any work that they missed. Through differentiated instruction and organizational tactics, the environment is far more productive and conducive to all types of learners reaching their highest potential.
Hunger Games quiz to be read aloud
pictures of binders
lesson on soldiers' letters
Objectives and reminders on the board
Since different students learn best in different situations, it is crucial that ELA teachers use differentiated instruction to enable individualized student learning. Every lesson created should provide variation to allow students with disabilities or multiple intelligences to do their best work. It is important for the teacher to create a mix of individual, small group, or whole class instruction that gives all students the potential to achieve. Many of my lessons in both placements were set up where half of the class period would be devoted to whole class instruction and the other half would be either individual or group work to practice their new skills. Not only does this help satisfy a variety of learners, but it also gives the students a break from a monotonous lesson by enjoying a change of environment.
In one of my eighth grade ELA classes, there were nine students with IEP’s, so a ‘push-in’ special education teacher would also be present in the class. If any texts or quizzes were given to the class, the students had to be taken out of the class so they
could get the text read to them. When the students finally came back to the classroom, they often returned in the middle of an activity and had to spend the reminder of the period catching up. Not only was this frustrating to me, but it was frustrating to the students as well! Therefore, when we began our weekly comprehension quizzes on The Hunger Games, I made sure they were listening quizzes. A copy of the quiz was also displayed on the smartboard so that visual as well as auditory learners were satisfied.
In order for students to reach the meaningful conclusions that they draw from texts, educators need to provide various strategies that enable students to access this secondary discourse. While we read The Hunger Games, many of the students were given mp3 players to use while they followed along in the book. This helped reluctant reader’s gain access to the same information as the rest of the class. Then, when we would have our weekly discussions on the novel, those readers often had very insightful comments to contribute. By giving the students different reading strategies to access these texts, we are exposing them to material that they are able to interpret in very different, insightful ways, which are contingent on their life experiences. Since each student will interpret the same text in multiple ways, it is important to give them access to the material in various formats.
Another key component to developing a positive teaching and learning environment is organization from both teacher and student. For example, if a student comes to class unprepared, they cannot possibly reach their highest potential on that day.
Therefore, the students were required to have a binder and dividers. Together, we set up an English binder with three separate sections for literature, grammar and editing, and writing. Whenever I gave the students a handout or activity, I made sure they knew what section the document should be stored in so it could be easily found when we needed it next. In order to make sure the students had their binders each day for class, I created a space in the back of the room for each period to store their binders. The students’ in-class binder prevented them from being unprepared, misplacing items, and making locker runs. As a teacher, I had to do my part as well. Daily objectives were always present on the board to make sure that students constantly knew what they were doing each class and for what purpose. Weekly assignments were also listed on the board so that students could never use the excuse, “I forgot.” Furthermore, when students were absent, I made sure to write their names on copies of any work they missed, and put them in their class period's designated folder in the back of the room. This way, when they
return, all they have to do is check the folder for any work that they missed. Through differentiated instruction and organizational tactics, the environment is far more productive and conducive to all types of learners reaching their highest potential.
Hunger Games quiz to be read aloud
pictures of binders
lesson on soldiers' letters
Objectives and reminders on the board