DRAFT: This module has unpublished changes.

ED*301: Field Study I

Learning Artifact: My Dream Classroom Project

 

About the Learning Artifact

In my ED*301 course, we not only reflected upon our observational field study experiences in a local suburban, public school, but we also were taught high-leverage teaching practices that we might want to implement into our future classrooms. The learning artifact that I chose to display below accurately depicts all that I learned from this course. This is why I chose this as my learning artifact. It was our summative project where we were asked to provide a visual "blueprint" of our classroom format, along with the rationale behind the layout, the procedures, and the behavior policies. Each of the elements of this project can be found below.

DRAFT: This module has unpublished changes.
User-uploaded Content
DRAFT: This module has unpublished changes.

My Teaching Philosophy

(Inspired by Rita Pierson)

Professor Napolitano

Fall 2015 || ED301

 

I am going to be blatantly honest: like the multitude of other aspiring educators, I am sick of people degrading our profession, our dream job, our passion. Teachers hold the most powerful, most influential position in the working world. Educators guide students not only in their pursuit to discover more about themselves, but also in their pursuit of what their purpose is in this life. Thus, teachers do not sit low on the totem pole of the working world; rather, they sit atop as true “champions.” If educators set high expectations for their students, ignite a fire in their students’ confidence and self-worth, and remain both altruistically and intellectually present in the lives of their students, then they will never go to bed wondering what they did for the world. Teachers who give the world to their students will mean the world to them.

 

This is why Rita Pierson’s quote serves as my teaching philosophy, and this is my solemn promise to my future students. I will be their champion as they become champions themselves, and I will not let them down.

 

____________________________________________________________________

 

My Dream Classroom Project 

Professor Napolitano

Fall 2015 || ED301

DRAFT: This module has unpublished changes.
User-uploaded Content

MORNING MEETING AREA

My Morning Meeting area is designated by the sunflower rug that is situated in the center against Wall #2. It exercises a group-oriented learning style. Students are assigned individual, numbered spots around the rug’s perimeter called Petal Places. Each Petal Place has a student’s number at the top, indicating their seat on the rug. As the educator, I sit against the wall in the center of the rug--the nectar area of the flower. The carpet’s texture allows for the students to sit comfortably throughout the course of Morning Meeting.Students and I are able to make eye-contact with one another as we exchange morning greetings thanks to the round shape of the rug. The sunflower as a plant is also a symbol of happiness, and its yellow petals are symbolic of intelligence. I want my students to flourish in a optimistic classroom climate as their knowledge grows. This is why the sunflower rug is fitting to indicate the Morning Meeting area.

 

MISS CHELO’S CORNER

My corner of the classroom is my own personal space to complete student reports and keep vigil over my students. This area consists of my desk and swivel chair, a bookshelf containing my lesson plans, workbooks, student reports, and the Pot of Prizes filled with behavior rewards, and the students’ mailboxes. My desk is kiddie-cornered outward, facing the remainder of the classroom and its designated areas. I am able to keep an eye on students, no matter where they are in the classroom, to monitor their activity. My corner is situated between the Morning Meeting area and the Group Growth Center so I can keep an eye on students if they ever need to lead Morning Meeting themselves and easily access my materials on my bookshelf before leading a group of students at the Group Growth Center. The student mailboxes are situated between the Morning Meeting area and my desk so I can place graded assignments and notices as soon as they are ready to give to the students. Students can easily access the mailbox upon being dismissed from Morning Meeting, as well. Thus, the location of my corner facilitates my communication with and monitoring of my students.

DRAFT: This module has unpublished changes.
DRAFT: This module has unpublished changes.

 ______________________________________________________________

 

MY DREAM CLASSROOM'S TECHNOLOGY

 

As a teacher, I believe that technology should not abuse a child’s learning experience through its overuse. Although the technology industry has been booming in the past decade and has been called “the way of the future,” it can be distracting and detrimental to a student’s academic performance. This being said, as generous as it is to have unlimited funds and opportunities thanks to my Dream Classroom Project, I choose to limit the use of technology in my classroom. I do not put a block of time aside for technology. It is a privilege, not a class period! I have provided students with technology not only inside the classroom, but also outside of it. This way, their parents can also become technologically connected with their child’s learning and progress. Provided below is the gallery of technology tools that I have implemented and the rationale behind each of them. 

DRAFT: This module has unpublished changes.