FEAP 2

The Learning Environment. To maintain a student-centered learning environment that is safe,

organized, equitable, flexible, 
inclusive, and collaborative, the effective educator consistently: 
a. Organizes, allocates, and manages the resources of time, space, and attention; 
b. Manages individual and class behaviors through a well-planned management system; 
c. Conveys high expectations to all students; 
d. Respects students’ cultural and family background; 
e. Models clear, acceptable oral and written communication skills; 
f. Maintains a climate of openness, inquiry, fairness and support; 
g. Integrates current information and communication technologies; 
h. Adapts the learning environment to accommodate the differing needs and diversity of students;
and 
i. Utilizes current and emerging assistive technologies that enable students to participate in high-
quality communication interactions 
and achieve their educational goals. 

2A (Level 1)
Throughout my internship, I have worked with this FEAP several times. The classroom space must
consistently be altered or utilized to maintain each specific lesson. During my lineup lesson I was
obligated to manage the classroom space by organizing which tables would line up first and where
the students would settle their line. I also needed to improvise with what was available and instruct
the students to line up around the hexagon table. In terms of managing time and attention I needed
to organize how much time would be allowed for pre-instruction and how I was planning on keeping
the children focused and/or redirecting any children. Additionally, during my “Book Hook” lesson, it
was imperative that I managed where the students would be sitting and what furniture would be
utilized. I also needed to organize my lesson plan to fit each part of the lesson and keep track of
time. When students would start to lose focus, I needed to have an action plan to refocus them,
whether it was a dramatic expression during the reading or a simple statement to regain their focus.
2A (Level 3)
Throughout the last three levels of internship, I have had to modify and manage the classroom
space, time intervals for lessons and resources provided. Each lesson may require different
characteristics and allocations depending on the content, the students and the lesson. I
demonstrated this FEAP during a science lesson regarding the regions of the United States. I
managed the classroom space by organizing that students work with their table groups for the
activity. I managed the time by allocating a certain number of minutes for each activity. I used a
timer on my phone to ensure that I was keeping track of the allotted time.  I managed the resources
from the classroom by providing handouts such as a map, a rose compass and a graphic organizer as
well as a social studies book.  

2B
Throughout the year I have had to develop a form a behavior management. With the age group that
I experience, it is important to not only have clear behavior management, but to also uphold the
rewards or punishments. Throughout my lessons, I have had to siphon through many different styles
of behavior management. I have tried both verbal cues and nonverbal cues that have helped me
when either a student gets off track or becomes a distraction to others. I needed to set the tone that
the rules are important but that following them is intrinsically rewarding. 
Behavior management chart: Classroom Rules and Norms
I decided to follow the basic classroom rules that were established in the classroom during the
beginning of the school year. These rules were already implemented into the classroom, and I
utilized them into my behavior management system.

-Follow direction quickly

-raise your hand before speaking

-Raise your hand to leave your seat

-Respect your learning community

2C Level 1

I have learned that expectations are key to building structure in a classroom. Whether it is before a
lesson or prior to an activity, expectations must be presented clear and precise. Usually my
expectations are universal such as respect each other or be sure to participate. Occasionally i have
had to change my expectations according to my utilization of the classroom.
Expectations during read aloud 
During my read aloud, I clearly stated what was expected during the lesson. I stated that students
should respect each other, that they should participate, and that they should stay in their assigned
area. Below I have attached a copy from my read aloud when I was going over my expectations.

2C Level 3

Giving clear and concise student expectations is a high contributor to student success with a lesson. I
have demonstrated several lessons throughout level three, many of which were not formal lessons.
However, even these informal lessons, need expectations to successfully be completed. I have shown
this in a few different ways. One way is when I introduced a new attention getting strategy (I have an
announcement) when completing morning work with the students. I gave the expectations of what
to do when I say “I have an announcement” as well as switching to a level 0. I also stated to students
that I expected them to participate and contribute if they were constantly quiet during sharing. 

2C Level 4
During my time in my final internship, I have started to implement a new way to address our
CHAMPS expectations. I have assigned a student to be the CHAMPS ambassador. This student
will begin each lesson by setting the CHAMPS expectations and having the class recite them.
This student must also live up to the expectations and model appropriate behavior. During my
lessons I will often revisit the CHAMPS expectations to ensure that they are following them.
2D Level 1
Insight into the student’s family and cultural backgrounds is an important task for every teacher to
participate in. This can guide instruction in the room and help to ensure that every student feels
included. My classroom is full of diversity and i became aware that it was imperative that i learn as
much about their culture and family background as i could.
Community Drive Project
I participated in a community drive through where me and some peers drove around the
neighboring community to learn more about the students we would be teaching. We marked off key
areas such as a place of worship and a place for family to gather as well as somewhere to buy local
groceries. This gave us insight into what the home life of our students looked like and what we
should incorporate into our lessons when planning with these students.

2D (Level 3)
While planning lessons it is important to be aware of all of your students and respect al of their
cultural and family backgrounds. Some students cultures might have certain misconceptions or
preconceptions about a topic that we are unfamiliar with. We as educators must familiarize ourselves
with these ideas and plan to accommodate all of them. during my lessons on matter, I made sure to
use items that the students were familiar with. I did not want to use an item that they were not aware
of due to their backgrounds. I kept it simple with common school based items. 
2E
Regardless of the age of the students that are being taught, communication must be clear both oral
and written. This can be done during expectations, rules, readings, feedback, or lessons. Clear written
communications involve both appropriate handwriting as well as grammatical clarity that students
will be able to follow. Oral communications refer to oral expectations, readings or discussions.
Students must be able to understand what is being spoken and follow grammatically.
"Young Entrepreneur" read aloud 
I completed a read aloud on a book series called "Young Entrepreneurs". During this read aloud i
made sure to speak clearly and fluently so that students would be able to follow along and
comprehend the text. I also made sure to announce my expectations clearly, prior to the reading.
Bellow I have attached a copy of my book hook lesson plan.

2F (Level 1)
The classroom environment must be a safe and fair place for the students. I have made it a point to
learn as much about my students and offer support to anyone who asks. I try to also inquire more
about the needs of the classroom in addition to the students. 
Birthday Cluster Chart:
I gathered my students’ individual birthdays and calculated both their age level and their projected
age level. I also gathered interesting facts about each student. I was able to use these facts and
student data to arrange lessons and plan instruction.

2F (Level 3)

Communication, both orally and written, is key to a successful classroom. This must be demonstrated
both during the delivery of instruction as well as when conversing with students about concepts such
as behavior, academics or conferences. This includes areas such as modeling good writing,
responding in student’s agendas, reading aloud and discussing conflict resolution strategies. I have
demonstrated this on multiple occasions. The most prevalent form I have demonstrated is during the
many read aloud I do through the year. Additionally, I have model good writing by walking through
how to write a beginning intro and a conclusion for the students writing assignments. 

2G
Communication technologies should enhance and enrich a lesson. It helps peek interest in students
and there are many features that can help make the lesson more engaging and interactive. I used a
power point for a lesson on the properties of matter. I incorporated animations, and examples as
well as posted the instructions for specific activities. This power point helped me deliver the lesson in
a timely manner and create an interactive lesson for the students.