The document summarizes an artifact from the author's practicum/internship experience. Two principal evaluations praise the author's classroom environment, connections with students, and high expectations. The principals note that the author knows their students well, provides guidance and adaptations, and promotes a positive learning atmosphere with humor, encouragement, and respect. The author feels proud of this feedback and believes creating a strong classroom culture is important for replicating a positive school culture as an administrator.
The document summarizes an artifact from the author's practicum/internship experience. Two principal evaluations praise the author's classroom environment, connections with students, and high expectations. The principals note that the author knows their students well, provides guidance and adaptations, and promotes a positive learning atmosphere with humor, encouragement, and respect. The author feels proud of this feedback and believes creating a strong classroom culture is important for replicating a positive school culture as an administrator.
The document summarizes an artifact from the author's practicum/internship experience. Two principal evaluations praise the author's classroom environment, connections with students, and high expectations. The principals note that the author knows their students well, provides guidance and adaptations, and promotes a positive learning atmosphere with humor, encouragement, and respect. The author feels proud of this feedback and believes creating a strong classroom culture is important for replicating a positive school culture as an administrator.
Element 2.1 Student Learning Activity: Daily instruction with students Time: 20 hours Artifact: Recent Personal Teaching Observation & Evaluation Description: In the artifacts, my principals frequently reference my classroom environment, connections with students, and high expectations. Commenting on the category Demonstrates knowledge of students, Mrs. Maust wrote, The abilities of the students were well known to the teacher with guidance given when necessary to play instruments and complete movements while keeping the beat. Adaptations are made for those with different learning needs and styles. Guidance is given when a student is deciding which line to move onto for playing the instrument, avoiding a potential emotional outburst. Abby was chosen as a leader due to her skill set and ability. In my evaluation for the same year, Mrs. Miller made the following remarks under the category Classroom Environment: Mrs. Dettinburn promotes a positive atmosphere for students to explore music. She provides positive reinforcement throughout her lesson and encourages students to do their best. Her humor and positive energy goes a long way in establishing a learning environment that promotes an appreciation for music. There are clear relationships established with the students and a common respect. Mrs. Dettinburn sets high expectations for student learning. She encourages everyone to do their best while understanding that students are at different levels of expertise. Interactions between Mrs. Dettinburn and students are positive and respectful. It is clear that Mrs. Dettinburn has spent time building rapport with students and students enjoy being in music class. Reflection: Naturally, I take great pride in my principals observations of my teaching and classroom environment. I pour my heart and soul into my teaching and highly regard the opportunity I have to make a positive impact on kids lives. I feel that being able to create a strong, positive classroom environment as a teacher is a great foundation to replicating that culture at the school level as an administrator.