A teacher establishes, promotes, and sustains inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected, and safe.
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Philosophy
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Differentiation
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Emotional Health
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Exceptional Needs
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Classroom Management
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communicating a philosophy of education affirming that every student can learn and be successful
As an aspiring kindergarten teacher, one section of the TQS that is vital to me, is the affirmation and true belief that every child can learn and be successful. For my classroom, this means that regardless of prior knowledge coming into school for the first time, every child will be welcomed, supported, included, and have the opportunities to learn and be successful. For Elementary Literacy, I curated and designed space, time, and a mini-unit to cultivate literacy for all students. In the following documents I include multiple ways of knowing, hands on and experiential learning, the affirmation of cultural identities and belonging, indigenization and indigenous educational philosophy, multicultural literature, celebrations of difference and so much more. Instructor comments on this project: "an outstanding piece demonstrating cohesive connections from theory to practice. Your selections of texts and activities bring together your experience and learning over your time in the faculty. This classroom design will illustrate to employers, parents, students that you are knowledgeable
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and thoughtful about every decision. Backed by scholarly literature and your own clear philosophy, your classroom hums with an energy and focus. The formatting is just as beautifully planned as your content."
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using appropriate universal and targeted strategies and supports
differentiation and accomodation
In this case study I took a Grade 4 Science performance task and modified it to be accessible for all students, including an ELL student and a student that finds focussing more challenging. Below you will find a before and after of the assignment and a rationale focussing on reliability, validity, and fairness.
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being aware of and facilitating responses to the emotional and mental health needs of students
Meeting Psychological needs in the classroom
Supporting student’s psychological needs, requires intentional change in order to give students a voice, choice, validation, and belief of their capabilities. For any student, all of these needs are necessary, not only in order for them to be motivated in school under the self-determination theory, but also for them to be healthy and have an increased well-being.
Self-determination is a theory of motivation and development, that if met can benefit one’s growth and if not can harm an individual’s growth detrimentally. In order to move towards an intrinsic motivation a sense of autonomy (individual choice and control) as well as competence (a feeling of efficacy and effectiveness) are essential. In addition to this, relatedness is the link that begins to internalize an exterior motivation set by the feelings of autonomy and competence. Not only are these psychological needs imperative for self-determination and therefore motivation, they are also necessary for an individual’s day-to-day functioning as well as health and well-being. Residential schools violated these three psychological needs in an attempt to assimilate and eradicate indigenous culture and in the process led to poor performance in schools, as well as decreased health and well-being, the effects of which can still be seen today.
Self-determination is a theory of motivation and development, that if met can benefit one’s growth and if not can harm an individual’s growth detrimentally. In order to move towards an intrinsic motivation a sense of autonomy (individual choice and control) as well as competence (a feeling of efficacy and effectiveness) are essential. In addition to this, relatedness is the link that begins to internalize an exterior motivation set by the feelings of autonomy and competence. Not only are these psychological needs imperative for self-determination and therefore motivation, they are also necessary for an individual’s day-to-day functioning as well as health and well-being. Residential schools violated these three psychological needs in an attempt to assimilate and eradicate indigenous culture and in the process led to poor performance in schools, as well as decreased health and well-being, the effects of which can still be seen today.
Self Determination Theory | |
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File Type: | docx |
using appropriate universal and targeted strategies and supports to address students’ strengths, learning challenges and areas for growth
ASD in the classroom varies greatly and is challenging and yet very rewarding. My PSIII experience was a diverse and high needs classroom that involved students with ASD, global developmental delay, ADHD, and ELL. One students with ASD was recently diagnosed, mostly non-verbal, and extremely frustrated with his inability to communicate. This student brought many challenges to the classroom, but also joy and laughter. People with ASD experience the world differently. Some people with ASD describe their mind as being ‘noisier’ experiencing overwhelm in situations of increased stimuli. As a neurological disorder, ASD impacts the brain, meaning people with ASD make different connections and interpret the world differently.
What might teachers see in the classroom?
Some characteristics of ASD could be:
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Useful resources
5 Ways Teachers Can Support Students https://www.autismspeaks.org/blog/five-ways-teachers-can-support-students-autism Resources for Educators: sensory factors survey for your classroom https://www.autism.nf.net/service-provider/resources-for-educators/strategies-for-classroom-management/ Learn about Autism and how you can better support students on the spectrum in the classroom: https://researchautism.org/education/teachers-corner/ The Spectrum Doesn’t Look Like You Think: https://theaspergian.com/2019/05/04/its-a-spectrum-doesnt-mean-what-you-think/ Books for inclusivity and explicit teaching in the classroom Benji, the Bad Day, and Me-Sally J. Pla The Girl Who Thought in Pictures-Julia Finley Mosca Looking After Louis-Lesley Ely |
Teaching Through ASD
Enhancing Cognition and behaviour
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Teaching Around ASD
Enhancing Communication
Consistent, organized physical structure and organization of the workspace Visual schedules or details of the required task Clear expectation using a checklist Immediate acknowledgement of accomplishments and gentle corrections Daily routine/ schedule |
Adapting Environments for ASD
Minimize noise and visual stimuli (especially for AS or HFA) Behavioural interventions Combat bullying/ social vulnerability
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employing classroom management strategies that promote positive, engaging learning environments
In a grade one/ two classroom, there are varying and extensive levels of challenging behaviours. From students struggling with self-regulation to simply forgetting to raise their hand, many students need strategies to support and reinforce positive behaviours. An example of this, is a grade two student diagnosed with ADHD who's impulsivity was causing academic and social problems. This student, while incredibly bright, needs constant attention and to tell the teacher the right answer. This behaviour led to increasingly calling out and not allowing other students to answer. Then the behaviour began to shift to constantly asking for attention from adults in the room and asking the same question to multiple adults. In order to tackle this behaviour I worked with my teacher mentor to reflect and begin to implement strategies. First, we identified that the behaviour was attention seeking and the need for validation that he had the right answer. Then we held a class meeting to discuss how it feels when someone "steals" your answer by calling out. We also discussed with class how behaviours like these can impact friendships and social circles. We also identified the positives of this behaviour such as wanting to connect and talk to adults, being engaged and focussed in class, and always knowing the answer to questions. We then considered the variables such as who is teaching and the environment like gym vs the classroom. We then began implementing strategies such as a signal to use to let the teachers know he knows the answer, reinforcing positive behaviour, choosing this student to answer higher level questions, and explaining to him independent strategies he could use such as counting to three before raising his hand.
These strategies are still in progress, however, we have seen definite progress in calling out and practicing raising his hand. We are still working on attention seeking behaviour and working to positively reinforce independent and leadership behaviour. We are also ensuring that class material and work has differentiated levels to support his learning and to challenge him more. This student is intelligent, bright, inquisitive, and has a desire to learn that is just as important as supporting his social skills and impulsivity.
These strategies are still in progress, however, we have seen definite progress in calling out and practicing raising his hand. We are still working on attention seeking behaviour and working to positively reinforce independent and leadership behaviour. We are also ensuring that class material and work has differentiated levels to support his learning and to challenge him more. This student is intelligent, bright, inquisitive, and has a desire to learn that is just as important as supporting his social skills and impulsivity.