Standard 3: Learning Environments
Standard three involves the learning environments students are in. This is significant as teachers should create an environment where students feel safe and comfortable. Students should be able to feel secure enough in their classroom where they can have positive connections with their classmates and teacher while engaging in meaningful lessons. I will discuss how I used classroom seating, post-spring break check ins, and rapport-building blookets to demonstrate the intasc standard of learning environments.
Classroom Seating: The way the classroom is arranged can influence how students learn. In my supervising teacher’s classroom, the desks are arranged like a horseshoe. With this arrangement, the teacher can see all students and easily make eye contact with any of them. This fosters community and clear communication. This demonstrates standard three as the desk arrangements has allowed me to see all students and easily go to them if they need help. The learning environment physically created by the desks proves to be successful.
Post-Spring Break Check Ins: After students returned from Spring break, students were given a reflection to complete about their break. Through this check in, students were asked questions about how their break, but also goals they want to achieve after break. This reflection allowed students to be reminded of class expectations after being away from a week. Attached is the Post-Spring Break Check in.
Rapport-building Blooket: After a day of simulation SOLs, students played a blooket where the topic was about me! This blooket allowed rapport to be built as questions involved fun facts about their student-teacher; some facts students could answer from previous conversations we’ve had together. This demonstrates standard three as building rapport with students allows trust and connection between students and teachers in the classroom. With this trust and connection, students are more likely to want to learn and engage more. Attached is the blooket.
