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    Standard Three Rationale Learning Environments

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    api-427872820

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    Standard Three Rationale Learning Environments

    Uploaded by

    api-427872820
    33 views1 page

    Original Title

    standard three rationale learning environments

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    Copyright:

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    33 views1 page

    Standard Three Rationale Learning Environments

    Uploaded by

    api-427872820

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    Standard Three Rationale: Learning Environments

    Standard three states, ”The teacher: uses a variety of classroom management strategies to
    proactively gain and maintain student attention, facilitate smooth transitions, and to support a
    positive and respectful learning environment. Consistently identifies potentially disruptive
    situations and intervenes in an appropriate and timely manner to maintain a positive learning
    environment. Encourages students to use speaking, listening, reading, writing, analysis,
    synthesis, and decision-making skills in collaborative learning contexts.” The artifact that I chose
    to address this standard is a second grade lesson plan that I created for a small group of students
    in a mild-moderate classroom at an elementary school.

    This artifact shares a connection with this standard by supporting a positive and
    respectful learning environment. Gaining background knowledge about my students helped me
    to select which IEP goals to focus on. Encouraging a small group of students to reach their full
    potential is rewarding and impactful for the student and to myself. I believe my students
    demonstrated mastery when visually presenting tally marks and identifying which is least or
    greatest. By assessing my students knowledge of the math problems, the student’s and I better
    understood the diverse learning strengths and needs.

    The skills I have gained from this mathematical lesson plan will transfer to new teacher
    experiences down the road. I want to implement this plan for my students in small groups but
    also all subject areas. The most rewarding and effective teaching skill I have learned with this
    small group is taking the time to listen to what students have to say. Their mathematical process
    matters, inside and outside of my classroom. Listening to the students helped me address the IEP
    goal and understand if the students are comprehending the mathematical material. They are in
    charge of how they respond to their classroom peers and help guide them into a positive area
    when understanding second grade math.

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