M8U4A1

Thu Nguyen

Cohort 01/2016

M8U4A1

REFLECTION ON INTASC STANDARD 3

"How your classroom looks like?" has become the most common question in teacher interviews recently. Many research study the impact of learning environment on learners and learning results. Environment itself does not only mean the physical setting but also the atmosphere, the liveliness, the dynamics, and the engagement of both teachers and students in an inclusive classroom.

This video is just a snapshot of how my classroom looks like, sounds like, and feels like. With grade 2 in this lesson, we were learning about Australian Aboriginal Art and the final artwork was a class project, an audio story combined artworks of the whole class and the voice of each student recorded on his or her work.

Individual and collaborative learning environment integrated with the use of technology

Prior to the lesson recorded in this video, we spent many periods to learn about Australian Aboriginal Art and its techniques; students were introduced to one of the famous legends named Rainbow Serpent the Mother of Life; then each decided the scene he or she wanted to create and the technique to apply. Giving students choice in making artwork encourage their commitment and also boost the confidence for some individuals who do not really like art or are not patient in art. For example, dot painting looks simple and easy for girls but time consuming; therefore, it will be a challenge for some ADHD individuals or boys. Opposite to this time-consuming technique, X-ray color using white pastels can be quickly done within some minutes. Many students chose to do both and that is fine because artworks need to show the main character in its rainbow colors.

After individual work, students sat together and record their voice that was videoed. I used the Photo Story, a friendly-used software of Microsoft that fits perfectly to this project. The lesson helped students to understand each artwork was valued and integral part in this class project. Individual works could be quick or late; but the collaborative work requires more rules and respect. Students were provided a number that related to their artworks in the order of the story and sat in three groups to practice rehearsal. When the time for rehearsal was up, the whole class would be required silent to observe each other demonstrate their voice recording. Intentionally providing only one laptop for this session helped students respect turns of others as well as practice audience behavior. I would announce numbers orderly, the student who held that number would stand up, come to the recording center and started the recording. The whole class would be required to be quiet and observing.

Positive and respectful social interaction – Grouping and Pairing

The time for group rehearsal and individual recording were planned to foster the social interaction and behavior. With small groups, students helped each other in reading strips and telling story in an appropriate voice. I liked the way my students worked together, took turn, respected other’s turns, and reminded one another in a respectful manner. I saw they helped peers in the group to catch up with the speed expected. I was impressed when my girls voluntarily offered helps to boys who were either shy or slow readers. During the recording session which was strictly required a silent classroom, I used many non-verbal communications with students and saw them to remind some distracting ones using the similar expectation. The rule of respect and was evident in an inclusive classroom.

Active engagement in learning and self-motivation classroom through a relevant and meaningful product

I believed the engagement and self-motivation rooted from a meaningful and personal learning experience. As mentioned, giving students choice was one method to ensure the commitment and self-motivation. Integrating technology, however, will boost the engagement of students in this digital age. I’ve never seen a child saying no to any online game on tablets and computer. I also rarely see seven or eight year-old children dislike stories. Obviously, children at this age are story factories with their incredible imagination and creativity. Creating a lesson relevant to age and interest was my original plan. I loved to see our final product like a story, furthermore, an audio story that can be shared and reviewed any time with their friends and families. When I introduced this idea to the class, they were bursting with excitement and told me they did not do anything like that before. This was my Aha moment when I knew I was doing something just right for this group. Moreover, when we displayed this story on a big TV screen in our Exhibition, we received many positive comments from parents, colleagues, and English teachers.

A safe, inviting, and student-centered setting

If there is some small things teachers can do to create a welcoming and safe environment, and maintain a close relationship with students; that is to greet them in front of the class door. One or two minutes can minimize potential behavior issues and reinforce expectations. It is evident at the beginning of the video. Space, time, and safe movement are also provided adequately for the group and individuals. As a subject teacher working with 240 students, I made sure my student’s folders or portfolios visibly organized by grade, class, and name. A corner of appreciation and inspiration called Artists of the month was eye catching for those who first enter my class. Walls were used to display artworks by theme or by class. Glass windows, Principal office, Director office, and teacher lounge were my favorite places for displaying my student’s works. My classroom was a place that many students of elementary loved to come visit with their friend, siblings, and parents to show their pride of creativity. My classroom was also my second home where I loved each corner, each student who came learning with me, and each artwork they created.

Relationship and Communication

Greeting student does not only help to create a welcoming and inviting atmosphere but also ease the communication and relationship, especially with those who have behavioral issues. For junior students who are not allowed to create their own email addresses, a visible and simple mailbox is proven effective for exchanging comments and feedback with students. I love reading their cute handwriting and short messages. I found out this is a powerful way to listen to student’s voice which is not necessarily compliment but also constructive feedback like this. “Mrs. Le, I think I like to have more painting lesson than drawing.”

With the purpose to open a two-way communication with students and parents, I created a Google site to post my student’s works by grade and by name. My site was received many positive responses and feedback from students and parents. As a subject teacher, I received average ten percent of parent visit in the each parent teacher conference. I thought it would be helpful to provide an informative and frequently updated site. Even I did not count visits online and at each exhibition but through feedback of some parents and colleagues, students often advertised their proud works anytime possible to friends and family members. I had a powerful source of marketers who urged their parents come check the site every night and visit the semester exhibitions.

In conclusion, learning environment and student-centered setting can be anything teachers can do to make learning possible, positive, and engaging.