Valiquette 1

Teacher Work Sample

Rachel Valiquette
Webber Middle School
December 11th, 2015
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Section 1: Setting and Context

Part 1: The School Community

Webber Middle School is full of instructional enrichment programs for all students.

There are expectations in and out of the classroom set in place for both academics and behavior.

This shows that students are immersed in a culture where they have the best possible chance of

profiting from their education. It is known that climate affects culture. The climate throughout

Webber is positive encouragement towards success. This success is inspired by having a variety

of activities for students to participate in. When students are more involved in school, they may

feel as though they have a home away from home and school will become a place of enjoyment

instead of stress.

There are many programs, resources and activities for students outlined on the Webber

Middle School website.2 Some of the clubs available to students include: FCCLA, Family,

Career and Community Leader of America, where students can volunteer to help others with

fundraisers, Math Counts, WAVE, Webber Aerospace Ventures in Education, where students

prepare for and complete a simulated space mission, the Lego League, and the Science Olympian

and Science Bowl.2 Other programs set in place for students is the full use of the media center,

counseling for each grade, and many athletics. These athletic clubs include: Softball, football,

track and field, tennis, girls and boys basketball, wrestling, volleyball, cross country, and golf.

There are many ways for parents to get involved in their students education at Webber

Middle School. There is Blackboard where parents can log in and follow their students progress

throughout the year, in addition there are also email alerts that get sent to parents by teachers to

keep them updated. ParentVue can be accessed through the Webber website for parents, and

there are many volunteer commitments parents can make such as book talk programs, tutoring,

help in the library, and sponsoring events.4

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There is a strong presence of MTSS, Multi-Tiered System of Supports, as well as many

other programs that support and encourage appropriate student behavior in Webber Middle

School. I would tell a parent that MTSS ensures that every student will receive the correct

amount of support in order to be successful through evidence-based instruction, intervention, and

assessment. I would also say that MTSS helps schools organize their expectations and academic

standards using a consistent method in the classroom. Overall, this will improve a classroom by

guiding teachers to treat each student with the amount of respect and attention specific to their

needs and help them be excited for learning and on the correct path throughout their schooling.

As well as MTSS, there are fire and lock down drills that prepare students for stressful situations

and support appropriate behavior in times of crisis. The programs at Webber Middle School are

designed to provide the best possible learning environment to meet the developmental needs that

students develop when they transition from elementary to middle school. There are four

different guidance counselors, enough for one per grade, which support students through their

troubles both in school and at home. There are also school resource officers at all times in the

school that support positive consequences and the discipline ladder in place. There are also

standard discipline policies and procedures in place that encourage appropriate student behavior.

These policies can be found in the schools handbook.4 These policies include the six ps:

promptness, politeness, positivity, productiveness, persistence, and proudness. There are also

classroom expectations that can be found in the schools handbook.4 Some of these classroom

expectations include: being in the assigned seat, bringing required materials to class each day,

keeping your body to yourself, and that disruptions are not acceptable.

The demographics of the school can be found through StartClass.3 The demographics of

Webber Middle School were found to be: 78.5% white, 13.1% Hispanic, 2.8% Asian, 1.2%
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Black, 3.7% two different races, 0.7% American Indian, and 0.1% Pacific Islander.3 The gender

distribution of Webber Middle School was surprisingly even with 51.2% guys and 48.8% girls.3

The socioeconomic distribution of Webber Middle School was found to be 71.8% ineligible for

free or reduced lunch, 9.3% eligible for reduced lunch, and 18.9% eligible for free lunch.3

Webber Middle School was found to be in the top 10% of the Poudre school district being 71.0%

proficient in math and 80.0% proficient in reading and language arts.3

The mission statement of the school is, Webber Middle School will support and

challenge all students to learn and grow to their highest potential.4 I think this means that

students growth will be measured through their education and that high expectations will be held

for both academics and behavior. The Poudre School District mission statement is, Educate

Every Child, Every Day.4 I think that this statement is powerful because it takes no child left
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behind to another level. It shows that the Poudre School District supports every child through

inspiration to learn, to car and to graduate and be successful in their life.

Part 2: Students and Classroom

This semester I am helping to teach Mrs. Graffs pre-AP science seventh graders as well

as her general science class for seventh graders. There is a striking difference in the level that

the class is taught at for each section and Mrs. Graff does a great job at transitioning from one

class to another based on their needs. In Mrs. Graffs pre-AP class the students are driven and

motivated to do well, not only to please their teacher, but also for their own gratification. Their

developmental levels are obviously higher than those in a general science class. Taking a pre-AP

course in middle school also shows that these students take their education very seriously and are

going above and beyond to take control of their education. The pre-AP class has a noticeable

interest in school and classwork, but also, like most middle school kids, have a high appreciation

for playing sports, being involved in music, and having down time with their friends. In Mrs.

Graffs general science classroom there are many differences. I have been able to tell that the

students developmental levels are normal to lower through their lacking effort to participate and

complete homework and classwork on time. Most of the students show little to no interest in

being involved in school related activities, but show an increased interest in sports and just

hanging out with their friends. It almost seems as though the students are more focused on their

social life than their education. The students in the general science class can be engaged in

learning and have positive reactions towards note taking and doing labs, but it seems only for a

shorter amount of time. Many students in this class have developmental and unique problems.

There is a fulltime PARA in the classroom that handles a few of the students that struggle with
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autism and anger issues. There are also several students who have bad home lives and that

makes them struggle and act out more in class. There is also one student who has an underlying

brain injury.

The culture of Mrs. Graff science classroom is positive, engaging, and energetic. Mrs.

Graff is a very outgoing person who interacts with her students every moment she is able. The

desks in the classroom are arranged in groups so that students can constantly split off into small

groups or pairs to compare answers or share ideas and brainstorm. There are positive quotes and

pictures throughout the classroom that keep the students motivated and excited for learning.

There are lab sinks around the back and sides of the whole classroom, but most of the time the

students are able to use their desks to complete lab work.

The demographics of the pre-AP class consists of approximately 80% white students and

20% Asian students. There are more girls in the pre-AP course, about 61% girls and 39% boys.

I thought this was interesting because I dont think it shows that girls are smarter than boys, but I

think it shows that girls can be more driven in school at the pre-teen and teen ages. The

demographics of the general science class have a more even amount of each gender, with 15

boys and 13 girls. There is about 11% Hispanic, 4% Asian, 3% African American, and 82%

White students. After being in the classroom for a few weeks, I find it hard to tell each students

socioeconomic status based on their appearance in the classroom. I have noticed that the

students in the general science class do not dress as nice or have as nice phones as those in the

pre-AP class.
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Part 3 : Topic and Rationale

I saw a variety of instructional strategies and assessments in the classroom throughout the

semester. A few of the techniques that I saw Mrs. Graff use on a regular basis were a strong start,

integrating technology, and positive framing. A strong start is used to design and establish an

efficient routine for students to enter the classroom. Mrs. Graff demonstrates this through her

expectation of having the students ready to go with their planner out at the beginning of each

class period. Integrating technology is especially useful in a science classroom because students

can easily pull out their computer or electronic device and research a topic or specific question

they have if the teacher is unable to answer. Positive framing is an important technique in every

classroom because it guides the students to do better work while motivating and inspiring them

by using a positive tone to deliver constructive feedback. Mrs. Graff uses positive framing by

continuously encouraging her students to always strive and do their best work. Mrs. Graff also

consistently used change of pace in which she would get the students up and moving after a short

lecture to increase learning.

Mrs. Graff used quizzes and exams as her main forms of assessments, but she would also

give homework assignments and grade them as assessments periodically. Mrs. Graff would also

use assessment techniques such as prompting the students with questions to check for

understanding and having them quiz each other using white boards. These types of assessments

inform instruction through checking for understanding throughout the class and at the end of

each lesson. It is important to continuously assess students to make sure that they are all at the

same level and that some students dont get left behind if they get stuck on a particular topic.
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Works Cited:

[1] "2014-2015 Parent Handbook." Webber Middle School. Poudre School District Web Design

and Development, 2014. Web. 20 Sept. 2015.

[2] "Students." Webber Middle School. Poudre School District Web Design and Development,

2015. Web. 20 Sept. 2015.

[3] "Webber Middle School in Fort Collins, Colorado." StartClass. StartClass, 2014. Web. 20

Sept. 2015.

[4] "Webber Middle School." Poudre School District. Poudre School District Web Design and

Development, 2013. Web. 20 Sept. 2015.

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Section 2: Case Study Interviews

When I was first given the task of interviewing students I already had a couple of

students in mind. I tried my best to choose two students who I believed would have completely

different middle school experiences. The first student I chose to interview was Sean. Next, I

chose to interview Nicole. I chose Sean because he is loud in class and always has something to

say, so naturally, I believed that he would be more willing to open up to me. When it came down

to it, he didnt seem to have much to say. I chose Nicole because she is quiet and shy in class,

refraining from speaking out to answer questions or even to talk to other students. I thought

Nicoles perspective of the classroom would be well thought out and more mature than a typical

middle school student.

The first student I interviewed was Sean. Sean is an African American male who is 13

years old in Mrs. Graffs general science class. One of the first things that Sean told me was that

school was fun. He enjoys his teachers and is involved in many school activities such as

basketball, which is taught by his favorite teacher Mr. Gillis, baseball and football. One of my

favorite things that Sean told me was that in three years he envisions himself at Rocky Mountain

High School and working at Finish Line so that he can get free shoes. This response was the

direction I thought that Sean would take the question. Instead of answer about his aspirations for

the future and long term goals, he was realistic and simply stated that he would be in high school

with a job, much like a normal teenager. When I opened up the question and asked him what he

wanted to be when he grew up he paused and I could tell he was trying to gather his thoughts.

Sean finally answered that he hoped to be a physical therapist, which I thought fit his personality.

These questions and answers brought me back to being a teenager and finally figuring out what I

wanted to do and where I wanted to go in life. Sean did not have much to say about Webber
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Middle School. All he said was that if he was able to change one thing that he would get rid of

bottom lockers, which made sense being a taller person. This led me to believe that nobody had

ever asked him how he felt about school. As a future teacher, this taught me that I need to be a

strong advocate for all students and their voice. Teaching is about the students and their

education, therefore it follows that they should be in charge. In the future, I will use interviews

to personally get to know my students and to gain an understanding about how they interpret and

fell about my classroom and the way in which I run it.

The second student I interviewed was Nicole. Nicole is a Caucasian female who is 12

years old in Mrs. Graffs pre-AP science class. Nicole is very shy in class and struggles with

obsessive-compulsive disorder. I expected Nicole to be reserved in her answers, but was

pleasantly surprised when she finally opened up to me. It gave me a perspective that many

students are vastly different in their personal lives than they are in the classroom. When I asked

Nicole about her middle school experience she told me that she spends most of her free time

doing homework and studying for exams. As I have observed in class, Nicole always goes above

and beyond on assignments, writing more than most students. But, although she seems to put in

more effort than others, her answers are not always correct. This observation has taught me that

effort and diligence does not always equal the correct answer. Nicole says that her favorite

classes are the ones in which she has the highest grade. I can relate to Nicole in the sense that I

always wanted to do the best and be right. A difference I have noticed is that Nicole struggles

when she has a different answer than other students. I noticed in class that as they were sharing

their answers from the previous nights homework, that Nicole had written a full paragraph while

her table partner had written only a sentence. Although Nicole did not have the right answer, I

listened as she argued with her desk mate as to why her answer was correct. I was interested in
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her defense for her answer, until I intervened to help persuade her as to why she was wrong. As

a future teacher, this teaches me that I need to structure my classroom in order to give every

student an education that suits them. After hearing Nicoles experiences in middle school, I was

also taught that it is important to teach students social skills in the classroom.

Students are an incredible outlet into the world of teaching. After conducting my

interviews, I reflected on how different each student is. I learned that Sean was more into sports

than school and I learned that Nicole was more into school for her studies than the social aspects.

These two different personalities really opened up my mind to the idea that each student needs a

specialized education plan. These are reasons that differentiation is important in each classroom

and that as educators, we make sure that each student is receiving the best education possible.

These interviews also taught me that it is important to learn about your students and become

involved in their lives. Having a strong connection with your students will help you teach them

in a way that promotes their learning.

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Section 3: Lesson Plan

Teacher: Rachel Valiquette Date: November 5,
2015

School: Webber Middle School Grade Level: Seventh

Content Area: Science

Title: Cells are Alive! Lesson #: 1 of 1

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard)

Grade Level 7: Standard 2, Life Science 3c

Cells are the smallest unit of life that can function independently and perform all the
necessary functions of life.

Understandings: (Big Ideas)

Cells are necessary for plant and animal life.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

1. How are the functions of a cell related to its structure?

2. How are the organelles, or components, of a cell related to its function?
3. How are plant cells different from animal cells?
4. How are plant cells the same as animal cells?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)

I can:

1. I can define and label the organelles of a plant and animal cell.
2. I can distinguish between organelles.

This means:

1. This means I can differentiate between the plant and animal organelles.
2. This means I can match each organelle to their specific definition.

List of Assessments: (Write the number of the learning target associated with
each assessment)

1. Ill know Ive got it when I can successfully fill out my foldable study guide by
defining and drawing each organelle.
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Ill know Ive got it when I can identify my organelle during our word game by asking
yes or no questions about the organelle.

Planned Lesson Activities

Name and Purpose of
Lesson
Should be a creative title for
you and the students to
associate with the activity.
Think of the purpose as the
mini-rationale for what you are
trying to accomplish through
this lesson.
Approx. Time and Materials
How long do you expect the
activity to last and what
materials will you need?
Name: Cells are Alive!
Purpose: To teach students to differentiate
between the different organelles of animal and
plant cells and their functions and why they are
important for life.
There are several different activities that I will
be guiding the students through in class. The
first activity is an organelle identifying game in
which students must ask yes or no questions to
identify their specific organelle. I expect this
game to take approximately 30 minutes and if it
runs over, I am going to switch gears to move
through the lesson. The next activity is a
coloring activity in which students will color a
plant and animal cell to distinguish between the
different organelles using color. The third
activity is their ticket out the door in which the
students must create a venn diagram of the
organelles for a plant and animal cell.

Anticipatory Set As of now, I do not have an anticipatory set

The hook to grab students because the lesson I am teaching is a
attention. These are actions continuation of the lesson they are already
and statements by the teacher working on.
to relate the experiences of the
students to the objectives of
the lesson, To put students into
a receptive frame of mind.
To focus student
attention on the lesson.
To create an organizing
framework for the ideas,
principles, or information
that is to follow
(advanced organizers)
An anticipatory set is used any
time a different activity or new
concept is to be introduced.
Procedures 8:45-8:50: The students will begin to enter the
(Include a play-by-play classroom during this period. The goal is to
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account of what students make sure that students have their computers
and teacher will do from the put away and their interactive notebooks out.
minute they arrive to the Mrs. Graff had them write in their planner that
minute they leave your they would have a microscope quiz first thing
classroom. Indicate the this class period, so they very first thing I will
length of each segment of do is tell them that their luck has changed and
the lesson. List actual their quiz has been moved.
minutes.)
8:50: I will start by asking students to make
Indicate whether each is: sure that they have their notes out in
preparation for the day. I will go over the
-teacher input
lesson plan for the day including a brief
-modeling explanation on the activity. The plan for the
day is to first go over the learning targets
-questioning strategies making sure that the students understand the
-guided/unguided: purpose for the lesson and why it is important,
the brief notes we will be taking and in what
-whole-class practice format they will be taken, the activity we will
play, and the coloring we will complete.
-group practice
9:00: At this time, I will go over the learning
-individual practice
targets for the day.
-check for understanding
9:10: I will then begin the notetaking portion of
-other the class in which the students have already
started. I will work through a powerpoint on the
organelles in the cell in which I will describe the
function of each organelle, if it is the plant or
animal cell, and drawing a picture of the
organelle so that they are able to visualize it.
9:25: We will then begin the activity in which
students will have laminated organelles
attached to their back and they will ask a
partner yes or no questions in order to
determine which organelle they are. If they
guess the type of organelle they are and they
are wrong, the student will then have to go to
jail. In order to get out of jail, they must answer
five questions about different organelles. Once
out of jail, the student will get a new organelle
in order to guess. Once they have gotten their
organelle correct, they students can move onto
an organelle matching game which they can
play on the smart board at the front of the
room. Once most of the students have finished
the activity, the class will move on.
9:55: At this time I expect all of the students to

Closure
Those actions or statements
by a teacher that are
designed to bring a lesson
presentation to an
appropriate conclusion.
Used to help students bring
things together in their own
minds, to make sense out of
what has just been taught.
Any Questions? No. OK,
lets move on is not
closure. Closure is used:
To cue students to the
fact that they have
arrived at an
important point in the
lesson or the end of a
lesson.
To help organize
student learning
To help form a coherent
picture and to consolidate.
Differentiation
To modify: If the activity is
too advanced for a child,
how will you modify it so
that they can be successful?
To extend: If the activity is
too easy for a child, how will
you extend it to develop
their emerging skills?
Assessment
How will you know if
students met the learning
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be in their seats ready for the coloring activity.
During this activity, I will work with the students
in order to match the colors of the organelles
between plant and animal cells.
9:07: At the very end of class, I will review the
learning targets with the students and have
them create a venn diagram with the different
types of organelles in plant and animal cells as
their ticket out the door.
As closure, the students will create a venn
diagram on a sticky note differentiating the
different organelles of a plant and animal cell.
This activity is their ticket out the door and a
final check of understanding of the different
organelles.
There are six students in this classroom who
have disabilities. These students consistently
work with a PARA throughout the lesson. A
modification for their notes that I have made is
to print out the powerpoint with blanks so that
they are still engaged in note taking by filling in
the blanks. If the students seem to be
struggling with the activity, I plan on being their
partner and asking them guiding questions so
they are able to identify the organelle. During
the coloring section, it is important to make
sure that they are all following along and
engaged, but they should be easily successful.
The assessments for this lesson are presented
through the lesson. The first assessment is the
identifying activity. This checks that students
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targets? Write a description are able to identify their organelle through

of what you were looking
for in each assessment.
asking just a few yes or no questions about the
organelle. The second assessment will be the
coloring activity in which the students will be
assessed whether or not they can identify the
same organelle in each a plant and animal cell
by coloring the organelles the same color. The
last assessment will be their ticket out the door
with the venn diagram.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
My lesson objectives were achieved to a high extent. Throughout my lesson I checked for

understanding through an identifying activity. This activity went extremely well, as most of the

students were able to identify their organelle quickly and efficiently. The second activity of

matching and coloring the organelles was easy for most students, as I guided them through the

experience. The last assessment was their ticket out the door in which most students were able to

successfully wrap up the main points of the lessons and identify the learning targets. At the end

of the unit, Mrs. Graff gave an exam on organelles. Most students excelled in identifying

organelles and their function within a cell. I was happy with the extent the lesson objectives

were achieved and the end results of the assessment.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
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If I was to teach this lesson again, I would over plan more. I expected the students to

struggle with the identifying activity a little more than they did and they finished quicker than I

expected. Although I did not run short on time, it would have been nice to have an extra activity

in the back of my mind to have the advanced students complete. I think that overall the lesson

went extremely well and that students were able to stay engaged for most of the lecture. In order

to switch things up a little during the lesson I could have combined the lecture and coloring

activity in which I had students write down the definition and function of an organelle and then

color it in on the cell right away instead of breaking up the activities. This might help in

engaging the students more because they will feel as though they are not being lectured at, but

instead a part of the learning process.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
For the next lesson I envision a short review of the organelles taught at the beginning of the

class and then moving into a discussion about the cell. I would want to open up the floor for

clarifying questions about the organelles. I would then like students to begin a project in which

they could choose a plant or animal cell and recreate it in a creative representation. I would

continue this project for approximately a week and then have students narrate a story based on

their project. In this project students would get their creative juices flowing, have to practice on

presenting, and conduct a fair amount of research about what an entire cell is composed of and

what each component does. I would have the students take me on a journey through their cell.

This would be a good final assessment in alternative to an exam because it would encourage

students to learn the material in a fun and creative way without overwhelming them with the idea

of an exam.
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Section 4: Narrative Reflection

In my formal lesson, many things went well and few things did not go well. Some things

that I felt went exceptionally well were my time management skills and interacting with the

students in a positive way. I finished the lesson with the perfect amount of time to do our

activity without feeling as though I was rushing. I also feel that the students felt comfortable

asking me questions and interacting with me throughout the lesson. This is extremely important

to me because I want students to have that connection with me in that they feel that their

opinions matter. If I was to teach this lesson again, I would over plan and have even more

activities in my back pocket for the students. I learn a lot about myself as a teacher during this

lesson. I learned that it is important to know the content in which you are teaching and to

research it in depth. There were several more advanced students that would ask me questions

that left me wondering, but also gave me the opportunity to integrate technology into my lesson

and have those students conduct the research on their own and be more in charge of their own
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education. I also learned that lesson planning is not something that you can do successfully

overnight. Lesson planning takes time and effort. During a lesson plan you need to make sure

that every students learning needs are met so that every student gets the best and most effective

educational experience.

As an educator, I think my weaknesses are confidence. Over the course of the semester

my confidence has grown and I feel more comfortable with the students. I am working on my

confidence at the beginning of the semester and first impressions. I do not want to give the

impression to students that I am shy and a pushover. I need to work on creating a respectful

environment for myself. I think that my strengths as an educator include connecting to the

students. I am able to easily create connections to students and talk to them in a way that creates

a respectful environment. I think that I am relatable to students and they see that I am caring and

want to listen to their ideas. I also think one of my strengths is dedication and passion. I am

passionate about what I teach because I believe that science and math are important building

blocks in society. I am also passionate about children. I want young students to enjoy learning

and school as much as I did when I was their age. I want to make learning fun and exciting for

everyone involved. Growing up I lived at school and watched my mother spend all of her days

and nights planning out activities for students and interacting with students.

I think that I struggled slightly with classroom management at some points. Overall, if I

was lecturing, the students would be respectful and listen when I disciplined them. When the

students were given free time, I struggled with bringing their attention back to the front of the

room. Mrs. Graff was comfortable yelling at her students to get their attention but that is not my

style as a teacher. I am working on a technique to grab attention that will work for me regardless

of the situation.
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The elements of my own professional experience that I will work on to improve for my

next field experience will be getting involved in the school community and teaching and

planning more lessons. This semester I did not have the opportunity to become involved in any

extracurricular or after school activities due to my work schedule. Before I even begin EDUC

450, I would like to meet up with the teacher I will be working with and learn about her

classroom environment and culture and who she is as a teacher. I would like to become more

involved in tutoring my students privately or as a study group after school. I would also like the

opportunity to plan more lessons and be in the front of the classroom more often. I feel as

though at some points during this semester the students felt as though I was more their friend as

opposed to their teacher. Although I want those strong bond with students, I would also like

them to view me as more of an authority figure.

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 EDUC 350 Field Notes- Chapter 6: Pacing
om Chapter 6 did you see today? Explain 1-2 techniques and how they helped to establish
Valiquette 31 a good pac

e to keep her students interested and she is also good at brightening lines and making transitions noticeable. M
nutes, a student at the middle school age will normally stop paying attention and not learn anything.
he students interested because the topic actually matters to them.
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Section 5: Field Notes

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EDUC 350 Field Notes- Chaper 7: Building Ratio Through Questioning

om Chapter 7 did you see today? Explain 1-2 techniques and how they get students to do the work ins

on in the classroom. Mrs. Graff constantly uses cold call and call and response to hold every student accountab
t time, a teacher gives the student all of the responsibility to understand and learn the concept. When a teache
of all and response because it encourages all of the students to participate, but it also doesnt single out studen
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EDUC 350 Field Notes- Chapter 10: Systems and Routines

Explain how 2-3 of these systems/routines help build a strong classroom.

elps the students understand the expectations before entering the classroom. If students know the ex
efficiency. Engineering efficiency is a simple and fast way to execute tasks that become a routine in a
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EDUC 350 Field Notes- Chapter 11: High Behavioral Expectations

Choose 1 technique that you like the most and explain why.

-share. Mrs. Graff has a strong radar in her classroom because she is good about walking around while
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EDUC 350 Field Notes- Chapter 12: Building Character and Trust
Explain 2-3 techniques and how they build trust between teacher and student(s).

ween a teacher and a student because it helps students open up in class and gain confidence to ask m
student and teacher because it builds a happy and positive classroom climate and culture. The joy fac