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.

​

ARTIFACT 1

Name of Artifact: Essay on my Values around Classroom Management 

Course: WL 561: Teaching Second Languages - Theory into Practice

Date: Fall, 2021

World-Readiness Standards Addressed: Making Connections

​

​

 

RATIONALE

My course on teaching second languages deepened my understanding of some of the key aspects of second language instruction such as learning theories, instructional strategies, learner needs, course planning and structure, and the design and analysis of instructional materials. One area of the course which was immensely valuable to my growth as a French teacher was the development of my understanding of the critical role the classroom environment plays in the learning process. The artifact I have selected to demonstrate my understanding of how a positive, collaborative, engaging and supportive environment promotes student learning success is an essay that I was required to do on my values around classroom management and discipline.

 

I had never considered classroom management and discipline as the most important areas of my role as a teacher and therefore did not consider this assignment as important as many of the other assignments I had conducted in my MATL coursework. At the time I started this assignment, I was teaching three high school French classes in which there had never been any serious discipline issues among the students and therefore I had never really thought that a classroom management plan was needed. Furthermore, I have always had the ability to get along very well with this age group and thought that if an issue did occur that I would be able to use my relationship skills to find a solution.

 

This assignment completely changed my view on the subject by helping me understand the critical role classroom management has in creating an environment that benefits students. The first thing I learned is that classroom management is much more than a list of rules to ensure discipline. It’s a combination of tools and practices that are used to provide structure and create a positive and engaging learning environment for the students to succeed (Newman, 2019). Yes, part of a classroom management plan will contain rules, but it will also contain a set of practices and structure to create an environment that reinforces the intended culture. Classroom management also has a significant positive effect on a student’s general academic and social success. Students who are able to demonstrate appropriate social behavior in the classroom are better equipped to perform better academically (Mitchel et al., 2019).

 

Researching and writing this essay and classroom management plan demonstrates my understanding of the essential role the classroom environment has on learning effectiveness, and how collaboration, positive social interaction, engagement and clear expectations contribute toward student success. In the future I would add to my classroom management plan by collaborating with my students on its development. I would have some non-negotiables, but there would be plenty of room to invite their views and to integrate them into the decision-making process.

 

References

Mitchell, B.S., Hirn, R., & Lewis, T.J. (2019). Enhancing effective classroom management in schools: Structures for

     changing teacher behavior. Teacher Education and Special Education, 40(2), 140-153.

 Newman, P. (2019). What is classroom management & how to create a plan for it.  Kickboard.com

     https://www.kickboard.com/What is Classroom Management & How to Create a Plan for It/   

    

​

​

ARTIFACT 2

Name of Artifact: Classroom Management and Expectations Plan for my High School French Class

Course: WL 561: Teaching Second Languages - Theory into Practice

Date: Fall, 2021

World-Readiness Standards Addressed: Making Connections

​

​

 

RATIONALE

The second artifact that I have selected for the Standard of Learning Environments is a classroom management and expectations plan that I prepared for students, parents and caregivers for my high school French class at Saint John’s Academy in San Francisco. The plan was developed based on research, readings, theories and practices I discovered during my course WL 561: Teaching Second Languages – Theory into Practice. The plan underscores my understanding of the importance of how a positive, supportive, socially interactive and engaging learning environment with clear expectations and goals can contribute significantly to student success. It also demonstrates my ability to take relevant material from what I have learned during my MATL course work and adapt that material for my own practice by using it to develop a collaborative and focused environment that motivates learners to engage and set high standards for themselves.

​

My plan presents the class schedule and describes the policies, guidelines and expectations for homework, class participation and communication. It also describes the grading system and how various activities during the class will be weighted. One of the goals the plan achieves is that it helps put in place elements of a class culture that I believe are important in supporting students to not only reaching their learning goals, but also to develop the social skills they need as young adults. By providing students with a clear set of guidelines for behavior in the classroom, they will be able to be more engaged and benefit from an environment that they feel is well-managed (Wong & Wong, 2009; as cited in Shrum & Glisan, 2016).

 

Although my classroom management plan is comprised of rules, it’s important to note that these rules were not included simply as rules to limit student behavior, but more importantly, to help construct a positive environment that contributes to boosting student performance (Matthews, 2019). From readings in the course WL:561 Teaching Second Languages, I also learned the importance of collaborating with older students in the development of a classroom management plan. Although the plan comprises some aspects which are non-negotiable, such as making up missed homework, the amount of time afforded students to make up the missed homework is one of the policies that I developed in collaboration with my students.  Matthews, (2019) argues for being reasonable in setting rules, which is an approach I agree with wholeheartedly. I also believe that the environment is much more positive when students, especially older students, are included in the decision-making process. In this way they understand the reasoning behind the rules which makes them more valid.

 

Finally, I learned from this course how a learning environment is much more positive and engaging when clear expectations are set and that those expectations are applied consistently.  Consistency in the application of policies and expectations is arguably one of the most essential elements of a classroom management plan and factors affecting the creation of an environment that supports student success.

 

 

References

Shrum, J. L., & Glisan, E. W. (2016). Teacher’s handbook – Contextualized language instruction. Cengage.

Matthews, E. (2019). What classroom management strategies work well for high school. Classcraft.com.   

      https://www.classcraft.com/blog/classroom-management-strategies-high-school/