- Creating a physical environment that engages all students.
- Establishing a climate that promotes fairness and respect.
- Promoting social development and group responsibility.
- Establishing and maintaining standards for student behavior.
- Planning and implementing classroom procedures and routines that support student learning.
- Using instructional time effectively.
TPE 10: Instructional Time
- Allocate instructional time to maximize student achievement.
- Establish procedures for routine tasks and manage transitions to maximize instructional time.
- Adjust the use of instructional time to optimize the learning opportunities and outcomes for all students.
TPE 11: Social Environment
- Develop and maintain clear expectations for academic and social behavior.
- Promote student effort and engagement and create a positive climate for learning.
- Establish rapport with all students and their families for supporting academic and personal success through caring, respect, and fairness.
- Respond appropriately to sensitive issues and classroom discussions.
- Help students learn to work responsibly with others and independently.
Artifact #1: Individual Behavior Chart
- Every day, students are given a 2, 1, or 0 score according to their behavior choices for that day. In the comments section, I will indicate why students received their score. Behavior makes up for 10% of the students' overall grade in the class. On Friday of each week, students receive a progress report. If students' behavior score is poor, I will have an individual conversation with the student to develop a plan for improving behavior and therefore, overall grade in the class.
Artifact #2: Restorative Questions
- If a serious behavior issue occurs during class time, the student at fault is removed from the class activity, and answers the following questions. The purpose of these questions is to encourage the student to reflect on their choices, how they've affected others, and what needs to be done to make things better. The student and I will go over their answers with the goal of restoring the student back with the rest of the class.
Artifact #3: Literature Review
Author: Fred Jones
Title: Tools for Teaching
Year: 2007
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Main
idea(s)
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Supporting
Evidence
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TPE 10
TPE 11
TPE 11
TPE 10
TPE 11
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“The
management of productivity in the classroom focuses on building diligence (working hard) and excellence (working conscientiously)”
(Jones, 2007, pg. 103).
“In
order to get more and better work, we must answer the basic question of
motivation, ‘Why should I?’ The answer to this question is called an incentive” (Jones, 2007, pg. 103).
“A
simple incentive is the juxtaposition of two events: a task and a preferred
activity. The best preferred activities in the classroom combine fun with
learning” (Jones, 2007, pg. 103).
“Since
preferred activities can only be given after the task has been completed
correctly, work must be checked as it is being done” (Jones, 2007, pg. 103).
“Say,
See, Do Teaching plus the weaning of helpless handraisers frees the teacher
to check work in the classroom during Guided Practice rather than at home” (Jones,
2007, pg. 103).
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