Teaching Identity Artifacts
Student of the Week
Rationale:
Motivating students to do their best is something I always strive to do. In our classroom each week every student has a chance to sit at a customized desk in the front of the room filled with trinkets that represent who they are both in and outside of the class, if they live up to the expectations of the Student of the Week. The SOW needs to be a good role model for students, turn in all homework, follow directions the first time, and stay at a level 0 in the hallways. Often the SOW has done something extra without seeking anything in return, for example, if the students stayed after Art class to help the teacher clean up or held the door without being told. This demonstrates that the students have a strong sense of self-respect as well as respect for others. Both are qualities that shape my identity as an educator and how I want my studetns to act.
Building Professional Connections
Rationale:
Gaining knowledge as an educator and learning has been a clear goal of mine, and my colleagues, throughout the year. I have been very fortunate to have had met and worked with a wonderful group of people that have truly pushed and challenged my views, thoughts, and understandings. As we move forward into our first year as teachers of record I am confident that we will continue to rely on one another to expand on our own knowledge and practice.
All About Me
Rationale:
Encouraging students to be themselves is extremely important to me. During a cross curricular lesson about author Roamere Bearden and the use of adjectives the students in room 212 had the opportunity to make collages of how they picture themselves now or how they see themselves in the future. Then they added positive adjectives that describe themselves along the sides. This expresses my identity as a teacher because I encourage learning through creative activities.
Behavior Book
Rationale:
Holding students accountable for high expectations in the classroom helps to ensure that the most learning is taking place. In order to maximize learning and keep students safe we have very clear and simple rules in our classroom alongside a behavior clip chart. All students start on green, one infraction then they move to yellow, another and they move to red. Upon moving to red the students need to record their reflection in the Behavior Book located at our Reflection Desk. In the reflection the students must give the paper a proper heading, explain what they did, why they broke the rule, and what they can do next time. This also allows students to take five and calm down after being worked up. I have found this method least invasive to other students and beneficial for overall environment. One example of a student's response in the book includes, "I spoke out of turn without raising my hand after I had gotten a warning from my teacher. Next time instead of bothering my classmates and wasting learning time I can raise my hand and wait to be called on."
Culture, the Classroom, and Creating Responsive Students
Rationale:
This paper was written for my graduate degree in Urban Education. It details the road I have taken throughout my education and career to reach the point I am today as an educator. I have highlighted opportunities I have had to learn, mistakes I have made, and areas where I still seek to grow. Included are also insights from my family and up bringing have also helped to shape who I am, all of which have helped me develop my identity as a teacher.
