Our "Terebithia"

"We RISE by lifting others"-Robert Ingersoll

"Every student has a unique profile of abilities, strengths, learning styles, and previous experience." - Universal Design for Learning Iowa State University

Key Values and Beliefs

Every student is unique- Iowa State University notes that in the Universal Design for Learning, which is practiced by special educators through the Higher Education Opportunity Act of 2008, highlights providing equal opportunities for students with disabilities, and reducing barriers in instruction (Iowa State University, 2008).


Students are active creators of their own knowledge- Students learn through experiences, interactions, and reflecting on those experiences and interactions (Educational broadcasting Cooperation, 2004).


Self regulation skills are important to learning-Students that build effective self regulating strategies, can understand that their learning is purposeful, and it helps them see they are the leader within their own learning (Gajowski, 2014).

Our Mission

We the leaders of our 3rd grade family will choose to be respectful to others, responsible citizens, and responsible learners. We will choose to help those in need, and try our best every day.

Our Goals

  • Students will be a self directed learners that engages in higher order thinking tasks (Self Regulated Learners).
  • Students will treat others kindly (Self-regulated learners, every student is unique, Active creators).
  • Students will avoid negative interactions or behaviors; they will become open minded to others beliefs or values that are different from their own (Self-regulated learners, every student is unique, Active creators).
  • Students will become active citizens in society (Self regulated learners, learning through experiences).

Practices That Help us Achieve our Goals

Having good routines and planning for classroom procedures with student engagement. This includes: Circle time, routine, and various energizers.

Expectations

Having clear expectations:

  • Ask questions by raising your hand
  • Read as often as you can
  • Be kind of others
  • Be supportive of others differences
  • Follow school guidelines
  • Say please, and thank you
  • Never worry about not having a pencil
  • Try everything at least once!


When they meet expectations I will tell them what expectation they met, I will be specific and show sincere appreciation.

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Routines/Procedures

I will have:

1 minute celebrations

Clear schedule of the day posted in the classroom

4 compliments for every 1 correction

Tasks for fast finishers

5 minute warnings before transitions

Explicitly teach compliments, how to give them, how to say them, what is an appropriate compliment.

When mishaps happen, I will remind-redirect students tasks-and then reteach the rule.

I will use student first language.

"I understand that this work is hard."


I will build structure in the classroom by:

Fundamentally showing how to follow procedures

Progressively reminding them of the procedures

Which will grow into student self-accountability for following procedures.

Emily Laing 2

The Little Mermaid Part of your world by Emily Laing 2

Problem Solving

I will teach the difference between punishment and solution.

I will help them generate solutions to the problem.

I will have them reflect on that: "Has is been solved?"

Practice restitution-you fix it, make it better.

I will ask the class: "Is this problem affecting the learning community?"

and then ask "What can we do to solve this problem?"

I will be ready for them to come up with punishments, but can explicitly teach solutions that are better for community.

Building Relationships

Community

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Sarah Walters

I am a future teacher, looking for a creative way to show my classroom management. I hope to inspire children, to be more than students' in a school. I want for them to be recognized as remarkable individuals, and through my teaching I can help achieve that.



Sources:

Universal Design for Learning. (2008). Retrieved December 6, 2015, from http://www.celt.iastate.edu/teaching-resources/effective-practice/udl/



Constructivism as a Paradigm for Teaching and Learning. (2004). Retrieved December 6, 2015, from http://www.thirteen.org/edonline/concept2class/constructivism/index.html


Self-Regulation Strategies for Students With Learning Disabilities. (2014, March 17). Retrieved December 6, 2015, from http://www.scilearn.com/blog/self-regulation-strategies-for-students-with-learning-disabilities



Patterson, K. (1977). Bridge to Terebithia. Crowell.