Learner Centered Classroom Component

This chair and a matching one sit in the space between Ms. Skapof and Ms. Donnely's classrooms.  Students are able to sit in these chairs during silent reading and sometimes during core time.  Students are expected to be reading or working on homework while sitting in these chairs.

Students LOVE sitting in these chairs, even though they are still expected to complete work while in them.  Students love these chairs for two main reasons.  The first is that the chairs feel special.  Honestly, are the chairs that different than a desk?  No.  They are older and not that comfortable.  But they are not desks, and that seems to be enough.  It is a treat to get to the chairs first.

Second, students from both of the classrooms end up in the chairs.  You may get to sit over there with a friend from another core.  You are still supposed to be working, but you are working next to a friend.  Sometimes that distracts students, but often it ends up working out well.

I love the idea of having a special seating area within my future classroom.  I might use a couple of arm chairs, bean bags, or even a futon or couch.  I would have to monitor it closely, to make sure students were actually getting work done while sitting in that area.  But I think it would be a good reward to use during reading workshop or silent reading.

I Believe...

In his article, William Ayers shares a series of "I believe" statements which encompass his core beliefs about teaching, learning, and the purpose of schools.  Compose at least three of your own "I believe" statements that reflect your own core beliefs.  Describe how each of those beliefs will inform you as you design your own classroom learning environment for students.  

I believe that in order for teachers to teach students, teachers must also convey to those students their worth as human beings and learners.

I don't want to simply teach.  I really want to, through small and large group interactions, through conferences, and through core periods, connect with my students and let them know that I value them!

I believe that teachers must work to engage and teach all students, from the ones struggling with the material to the ones who have already mastered it.

This belief applies to differentiation.  I cannot, as a teacher, simply focus on the median kids, ignoring the low and high achiever.  I need to be actively seeking out ways to modify lessons and engage students on all levels.

I believe that everyone learns in different and multiple ways.  I believe that it is up to the teacher to present, teach, and assess knowledge in a myriad of ways, in an attempt to reach each student.

I want to be a teacher who doesn't just stand at the front of the class and teach and then pass out a paper test. I want to make sure that I am using many methods to accomplish all of this, so that if a student struggles with one method, there is another method being used as well that they will click more with.

I believe that classrooms should be safe places, that students should be encouraged in their learning rather than shamed.

I want to create a classroom in which students don't "opt out" of answering questions, because they know that, even if they don't get the answer right, I will not shame them.  I want students to fill safe to answer questions!

Learner Profile Reflection

I recently completed four personal learner profiles for students in my intern classroom.  I chose four seventh grade students.  I did this because my mentor teacher teachers the seventh grade math class.  I am able to interact with and observe these four students for at least one hour every Monday, Wednesday, and Friday.  I will also be able to later plan a differentiated lesson for this math class, taking into account the four learner profiles.

I chose two students with IEP's and two students without any plans (IEP, 504, or EST).  One of the students I chose really struggles with visual learner.  I originally asked him to fill out the survey himself, which proved to be a challenge.  I then worked with him to fill out the survey, asking him the questions and writing down his answers.  This method worked well.  The other three students quickly and easily filled out the surveys.

I was surprised by how many of them claimed to not be distracted by noise around them.  I have seen all four students in multiple classes, and I would disagree with some of those answers!  I don't know if the students are just not aware of how easily distracted they are, or if they felt like their answers would have a direct impact on class time.

I struggled with create a comprehensive look at the students. I have seen all four in classes, and I have their survey answers.  But I haven't seen them in related arts or in any social studies class.  I am curious if all of their teachers would agree with how I categorized their strengths and challenges.

I am excited to create a differentiated lesson plan and then to see how the students do with that plan!