Ariana Szep

Professor Suk
EDUC 230-03 Education Field Experience
Spring 2023
Rationale Statement-Standard #3

Standard # and Title:

3. Standard Three: Learning Environment
The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self
motivation (“New Jersey Professional Standards for Teachers alignment with InTASC,” 2014, p.
4).

Artifact: Observation Report 2

Date of Completion: Spring 2023

Course Completed in: EDUC 230-03

Rationale Statement:

The artifact that is being reflected upon is Observation Report 2 that I completed during

this semester based off of data, which I collected during my fieldwork placement. The

observation report consisted of researching, documenting, and analyzing the classroom

management strategies and styles that are used in my fieldwork placement classroom as well as

the guidance that the teacher provides the students. The artifact best correlates with Standard #3

because, through my observation, I was able to witness how the teacher created a learning

environment tailored to the students needs and the ways she supports the students academic and

social-emotional development. Specifically, in the essential knowledge indicator group, indicator

number three connects effortlessly with the observation report, “The teacher knows how to

collaborate with learners to establish and monitor elements of a safe and productive learning

environment including norms, expectations, routines, and organizational structures,” (“New

Jersey Professional Standards for Teachers alignment with InTASC,” 2014, p. 4). The teacher has

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been able to create a well-functioning and comfortable classroom to learn in by establishing clear

rules, routines, and expectations, which is a reflection of the indicator. The students demonstrate

understanding of what behaviors are allowed and not allowed in the classroom. Additionally, the

teacher actively reinforces good behaviors through a reward system and prevents bad behaviors

through reflection and decision-making discussions. The teacher also maintains open

communication and collaboration in the classroom for students to express their wants and ideas

when appropriate. For example, students are able to express their wishes for what rewards they

would like to see be given in order for the reward to be valuable, gratifying, and something to

work towards. By giving students the ability to practice using their voice, the teacher promotes

student participation, critical thinking skills, and confidence building.

Through the completion of this observation report, I learned the importance of classroom

management and how much of an impact it has on the students' learning and growth as well as

the environment and mood of the classroom. Overall, as adults, we understand how to properly

behave and what is expected of us in a classroom setting without thinking about it. Due to having

this knowledge ourselves, we tend to forget that young students may not have the foundational

understanding of proper classroom etiquette or expectations, especially due to the pandemic and

the disconnection from public spaces, such as school. For example, students are still learning

important skills, such as rule following and social-emotional behavior during these years. In

order for the rules and daily routines to be understood, followed, and respected by students, these

social and emotional skills need to be taught in the same way and with the same care as an

academic skill would. The way a teacher teaches these structures, runs their classroom, and

represents the attitude surrounding these practices is crucial.

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 Finally, I will utilize the skills and guidance provided to me through both my fieldwork

placement teacher and the observations I made in her classroom in my future teaching practices.

In my future classroom, I will ensure that the rules, routines, and class etiquette is clearly

established for all students to understand what is expected of them in the classroom. These tasks

and morals will be reinforced heavily in the beginning of the year as well as throughout the year

to maintain consistency of understanding. Also, these skills and behaviors will be taught

similarly to how academic skills are taught because social emotional abilities are of the same

importance. If the time is not taken to fully educate and demonstrate the rules and how to use

them as they are stated to, they will not be maintained due to the fundamentals not being

understood. Additionally, as a teacher, I will remember to remain calm and level headed under

any circumstance, especially when students are under distress or misbehaving. After observing

my fieldwork placement teacher handling an hour long tantrum, I learned the importance of

implementing patience and gentleness in all situations, even when it is not being reciprocated. A

student is unable to calm down when a teacher is not either, and as the teacher, we should always

be a model of good and respectful behavior as that is what is being absorbed by the students. I

am very thankful to have had such a welcoming and knowledgeable placement teacher who was

eager to give me opportunities to teach as well as letting me observe important moments that

have helped further my knowledge of classroom management.

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 Reference

New Jersey Professional Standards for Teachers Alignment with InTASC. (2014, August 4).

Retrieved from New Jersey State Department of Education:

https://www.state.nj.us/education/profdev/profstand/ProfStandardsforTeachersAlignment

withInTASC.pdf

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