I use a variety of grouping strategies in my classes. In the picture below, 7th grade GOAL students are in a teacher-chosen group to work on storyboards for computer animations. Our previous unit had been History Day Projects, and those groups were chosen by the students. For this unit, I wanted them to work with people that had not been in those History Day groupings. Sometimes I choose groups randomly, using cards or numbers. Not all projects require group work, but mixing groupings keeps students actively involved and allows me to differentiate by grouping students according to different needs and educational goals.
b. The teacher establishes, communicates, models, and maintains standards of responsible student behavior.
The following picture shows how I keep our Fairfield Middle School Student Expectations posted at all times. These expectations are school-wide, and I really like that because it keeps behavior expectations consistent at every grade level. At the beginning of the year, all my classes discussed what these expectations meant, and because they're always posted, I can (and do) refer back to them as the need arises.
The following picture shows how I keep our Fairfield Middle School Student Expectations posted at all times. These expectations are school-wide, and I really like that because it keeps behavior expectations consistent at every grade level. At the beginning of the year, all my classes discussed what these expectations meant, and because they're always posted, I can (and do) refer back to them as the need arises.
c. The teacher develops and implements classroom procedures and routines that support high expectations for student learning.
Independent reading is an expectation of all of my GOAL classes. I feel that since GOAL class is replacing daily reading instruction, it's my responsibility to place a big emphasis on literature in my classroom. Each student keeps a daily reading log of all the books they read throughout the year. They get a new one each quarter. At the bottom of that reading log, there is a contract. Students set their reading goal for the quarter and record it there, along with their signature and the date. The minimum contract goes up every quarter, but I encourage students to challenge themselves and go above the minimum. To keep track of their daily reading, every student receives a Daily Summary Sheet, seen below. This reminds them to be reading every day and to record how much they're reading. Many students just keep the Daily Summary folded in their books as bookmarks, so they will always have it with them to record their daily reading. I also leave a little space for vocabulary words they find as they read as well as a space for comments. Sometimes they have something important to tell me about a book, and writing it in "comments" spot makes it nearly impossible to forget!
Independent reading is an expectation of all of my GOAL classes. I feel that since GOAL class is replacing daily reading instruction, it's my responsibility to place a big emphasis on literature in my classroom. Each student keeps a daily reading log of all the books they read throughout the year. They get a new one each quarter. At the bottom of that reading log, there is a contract. Students set their reading goal for the quarter and record it there, along with their signature and the date. The minimum contract goes up every quarter, but I encourage students to challenge themselves and go above the minimum. To keep track of their daily reading, every student receives a Daily Summary Sheet, seen below. This reminds them to be reading every day and to record how much they're reading. Many students just keep the Daily Summary folded in their books as bookmarks, so they will always have it with them to record their daily reading. I also leave a little space for vocabulary words they find as they read as well as a space for comments. Sometimes they have something important to tell me about a book, and writing it in "comments" spot makes it nearly impossible to forget!
d. The teacher uses instructional time effectively to maximize student achievement.
In my language arts class, every period starts with a DWA (Daily Writing Activity). The DWA is shown on a PowerPoint slide through the LCD projector and is on the screen when they come in the door. As I take attendance, they get their journals and start writing. I can take care of managerial duties while they're writing. The DWA is new every day. The first slide below is an example of a creative, imaginative DWA. The second slide below shows a DWA used as a mini-lesson when I noticed a lot of fragments in the students' writing. Their journals are kept private. Sometimes we share, but it's always voluntary. My main goal with DWA is getting the kids used to writing to a prompt. Whether it's on a test or a job application, writing to prompts is part of life. DWA is a good way to practice that skill while maximizing class time.
In my language arts class, every period starts with a DWA (Daily Writing Activity). The DWA is shown on a PowerPoint slide through the LCD projector and is on the screen when they come in the door. As I take attendance, they get their journals and start writing. I can take care of managerial duties while they're writing. The DWA is new every day. The first slide below is an example of a creative, imaginative DWA. The second slide below shows a DWA used as a mini-lesson when I noticed a lot of fragments in the students' writing. Their journals are kept private. Sometimes we share, but it's always voluntary. My main goal with DWA is getting the kids used to writing to a prompt. Whether it's on a test or a job application, writing to prompts is part of life. DWA is a good way to practice that skill while maximizing class time.
e. The teacher creates a safe and purposeful learning environment.
I work to make my classroom environment student-centered and student-friendly. I keep several supplies centrally located for the students to use. They never have to ask to use anything here. The station is completely at their disposal. It's especially useful when the class is working independently on projects. The class is never disrupted with individuals asking for materials. I think it shows my students that the learning is the important thing to me... not the "stuff."
