IPTS Standard 5 | Learning Environment

The competent teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Artifacts:
Manley School 6th period seating chart
Manley School Survey
Student test corrections

The three artifacts are examples of using effective classroom management and promoting individual relationships to develop a positive classroom environment and enhance motivation and engagement. The first artifact is a seating chart that I created for my 6th period Algebra class in my second student teaching placement. At first, the students were allowed to sit where they wanted, but it was not benefiting anyone in terms of productivity in the class. I strategized on a seating chart once I got to know my students and produced a seating chart that would lead to more productivity and be more conducive to learning in my classroom. I made it so that the last two rows in the back were empty and the students would not be scattered around the room. I also separated students that were distracting each other. I also scattered the students who participated the most so that I could potentially move around the classroom and get more participation from the class as a whole. The students who were on the their cell phones were placed up front so that they were clearly visible, and students who needed help were paired behind students who were achieving at a higher level. My second artifact is a survey that I went over as a class on one of my first days at Manley High School. This provided an open format for the students to get to know me and vice versa, as well as go over my expectations for the class, their expectations for me, and talk about our views of mathematics. The third artifact is a scanned test corrections sheet of a student who corrected his Algebra exam. He was able to redeem most of the points he lost and ended up with a B on a test, recovering from a low F.

The three artifacts portray effective classroom management and development of a classroom environment that allows for more time focused on content and learning. The seating chart organizes the students in the classroom in a way that is beneficial for everyone, and opens up the class for more meaningful collaboration and participation. It also allows the teacher to deal with trouble situations more efficiently and effectively. To make an effective seating chart, the teacher needs to understand how individuals effect and influence groups, and how something as simple as position in the classroom can promote behavior (positive or negative). The survey is also a good example because it gears the students for the type of content they will engage in and lets the students get to know me and be more comfortable with me as a teacher. The number one factor for student success is the student teacher relationship, and to promote a productive and open learning environment, the teacher must take the first steps to get to know the students and prepare them for the class. The last artifact creates self-motivation because it helps the students care about their grades and work to eliminate mistakes made on the test. If a student performs poorly on a test, letting them correct their mistakes can give them a second chance and help them realize the importance of assuming responsibility for their grade.

One of the toughest factors that teachers can influence is student motivation, and creating an open and productive learning environment is vital for individual and group motivation. Organizing and modifying the learning environment through seating charts, developing open and honest relationships with the students, and holding students accountable and responsible through test corrections are all ways of achieving this. Students need to have social relationships and be motivated, and encouraging cooperation and being supportive can only help the overall learning environment.