Standard 2.1- Candidate creates and sustains an inclusive and supportive learning environment in which all students can engage in learning.
I am blessed to be able to teach in a trailer with two rooms to utilize. I take full advantage of both spaces, especially in terms of differentiating instruction. On one half of the room is a traditional classroom setting, the other is used partly as a music production studio and as a small-group instruction area, as well.
These two sides are especially helpful for my Inclusion English 10 class. I have a wide range of learning needs within that group of students. I have found that the students who struggle the most with Language Arts skills excell in subjects where they can work with their hands. I thought of a few ways to help those students in particular grasp some of the basic skill sets through kinesthetics. First, to help my students learn the "I before E" spelling rule, I created a game that allows them to physically place the letters into the words to allow them to use placement and movement instead of just writing.
To double my efforts in teaching them key spelling rules and vocabulary words, I assigned them to create their own games or practice material for the midterm exam. The students came up with matching games, versions of charades, and Jeopardy games. Then, I allowed students to choose which games they would play in order to review.
Those who learn their skills in a more traditional way chose to stay on the standard classroom side and play Jeopardy. Many students chose instead to play the kinesthetic practice games on the other side of the room.
Learning Environment
Standard 2.1- Candidate creates and sustains an inclusive and supportive learning environment in which all students can engage in learning.I am blessed to be able to teach in a trailer with two rooms to utilize. I take full advantage of both spaces, especially in terms of differentiating instruction. On one half of the room is a traditional classroom setting, the other is used partly as a music production studio and as a small-group instruction area, as well.
These two sides are especially helpful for my Inclusion English 10 class. I have a wide range of learning needs within that group of students. I have found that the students who struggle the most with Language Arts skills excell in subjects where they can work with their hands. I thought of a few ways to help those students in particular grasp some of the basic skill sets through kinesthetics. First, to help my students learn the "I before E" spelling rule, I created a game that allows them to physically place the letters into the words to allow them to use placement and movement instead of just writing.
To double my efforts in teaching them key spelling rules and vocabulary words, I assigned them to create their own games or practice material for the midterm exam. The students came up with matching games, versions of charades, and Jeopardy games. Then, I allowed students to choose which games they would play in order to review.
Those who learn their skills in a more traditional way chose to stay on the standard classroom side and play Jeopardy.
Many students chose instead to play the kinesthetic practice games on the other side of the room.