Personal Statement: Safe Risk Free Environment

A supportive learning environment should be purposeful and task orientated, where the tutor emphasises the need to progress steadily. This can be done by starting lessons promptly, creating a smooth flow to the lesson, involving pupils and monitoring their progression and organisation. A positive effort should be made to ensure pupils have or build on self-respect and esteem by setting realistic opportunities for success and helpful support and encouragement whenever difficulties arise.

She told me about her classroom rules which are mutual respect, attentive listening and appreciations no put downs. She spent the first three weeks of school going over these three rules and afterwards she had each student write their name on colored paper which is their contract, their signature on that paper means they will follow those rules throughout the year. She has another rule in her classroom called “Kelso’s Choices”. Kelso’s Choices are nine different choices they can make on how to solve their problems in class. When the students come to an issue they have to choose two of the choices on the poster before going to the teacher. Some of the choices on there include, walking away, talking it out, apologizing, telling them to stop, etc. I really liked the idea of Kelso’s Choices because it teaches them problem solving as well as social skills. Instead of being unfair or going to the teacher they have the opportunity to solve the issues and be fair towards each other.

I believe that each child is unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invite a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment namely, the teacher acting guide, allowing the child’s natural curiosity to direct his/her learning, promoting respect for all the things and all the people.

In this class I was able to assist with everything the students did. I helped with craft time where the students would create a craft depending on what the lesson plan was for that week. I helped students utilize their fine motor skills by advocating the individual task of using a glue stick without help, coloring in the lines, and using safety scissors. Each task was focused on the child performing at the best of his or her ability and using praise to promote the task and the child 's ability to perform the task. During story time the students would sit in a circle and either Mrs. Abby or I would read to them while asking questions about the story or about something pertaining to the story. During music time, the students watched educational videos about letters, numbers, colors, and how to count. I saw that the videos kept their attention while also allowing them to dance and sing along. In this type of class setting I was able to contribute to the development and advancement of each child by pouring my knowledge and experience into their lives. Having such a small class was helpful in that I could focus on each child individually to ensure that the students were equally cared for and valued.

In other words you should do your things yourself but let the law do it’s job. I think this is really important for the people in this generation because in this generation people think it’s cool to be “bad” and not follow the laws so they do the things the law doesn’t except. I’ve seen so many students in schools not follow the rules to just get attention. My goal this year is to get most of the students in the right track (to follow rules, to respect teachers and to never give up). I will give a lot of advice to students and I will also let them know that if they ever need someone to talk to I will always be there because i’ve been through the same thing and I always wanted someone that I can trust by my side. But I always want them to learn how to be individual and not come to school to try to impress other students to get attention.

Giving the students the opportunity to write about something they know and are passionate about gives them the freedom to grow as writers. Writing for most students can be challenging and when a child is not afforded the opportunity to write about topics that are familiar to them only adds pressure that can be avoided. As a first year 3rd grade teacher, I found this to be accurate when I gave my class the opportunity to write an informational piece on any topic they chose. One of my students chose to write about fighting chickens. His piece gave details of not only the different types of chickens and their background information, but also various ways to take care of them.

It is my strong belief that each child is entitled to a safe, secure, stimulating and caring learning environment. I always believed that each child is a unique individual with much curiosity and many academic, social and emotional needs. Children need our support in order to mature emotionally, intellectually, physically, and socially. As a teacher, one should aim to help students in fulfilling their dreams to become successful and educated individuals. We must provide them with a safe learning environment for their learning to succeed.

In one way this approach works well for various people such as Adam Proctor, as for Adam he found that like Dorothy Heathcote he believes in the children’s ability and potential, therefore, he likes to approach his work with a sense of improvisation, where decisions which the children make in the lesson determine the overall outcome of the workshop, but this being to a certain extent. For example when he was running a workshop for the first time with the second year Applied Theatre students, one exercise we created was for them to create a story from an object, the task in creating the story through thinking and planning was all down to them, they created their own piece of drama.

be intelligent. So the more active we are, the better we learn. But poor students are assigned out

In Cooperative Discipline, Linda Albert explains that students not only need to feel connected to their teachers, they need to feel like they are contributing to the clas. This will foster motivation in your students and can be expressed in a variety of ways. One helpful piece of advice I have had from both my mentor teachers and Dr. Gentry was to help with the pacing of class to have students hand things out. Not only did having students pas papers help with pacing many of my students love being helpful. They feel like they can be a helpful part of the class experience. Albert agrees that students “relish being useful” and that assigning a daily task can fulfill the desire to be needed. I also try to have my students teach each other concepts.

The article entitled, “Writing Partnerships”, is incredibly insightful when it comes to informing teachers about a revolutionary idea revolved around writing workshop. This idea proposes that teachers assign each student a writing partner and they work together to encourage each other in the writing process. By having students participate in such a way, allows the teacher to walk around and monitor the writing process without being bombarded with thousands of questions that students have about their individual writing pieces; that’s what the writing partner is for. The article talks about the different ways that this can be conducted, such as teachers could pair students together of opposite gender, teachers could pair students up based upon

Apart from the job itself, a couple of things that motivate me the most are its positive work environment and the opportunity for my work to be displayed for and recognized by thousands of SFU students and staffs. The people at EHRS are a close-knit group who are always supportive, understanding, and truly appreciate and praise my hard work and contribution to the team which allows me to blend in quickly with the group and makes me feel eager to go back to work every day. They also put a huge trust in my expertise and often ask me to give advice and suggestions for their work which ultimately increase my confidence as a designer. On the other hand, the only downside of working at SFU EHRS is its commute time. Since its office is located in the downhill area of SFU Burnaby campus, I need to walk up and down through a foggy and rainy hill from the bus loop for about 7 minutes every day just to enter the building which makes me feel tired at times.

I completely agree with this statement. In my internships, it was apparent how easily a classroom of students can go off task. It is much easier to set up your expectations the very first time you step foot into a classroom, maintaining consistency, and as time goes by; accomplish lessons in a more timely, efficient manner. Students seem to behave better if they know what the expectations are from the start.

One of the main points that the Civic and Social skills presents are cooperation, collaboration, to solve problems and accomplish goals. As the I was adapting in the new class I realized that the students were expected to go above and beyond. Writer’s circle supports civic and social skills at its best; it gives students the chance to collaborate, such as affirming strengths, and guiding.

Teachers encourage the students to learning. Student active participate to a successful workshop, students must also feel enjoyed that they have learned something. Ask students to summarize question what they have learned during the workshop and if they found the method helpful. Workshop is a very powerful technique method of learning. In workshop use group work as an opportunity to get to know students. in workshop explain the objectives of the group and define any relevant concepts. And some guidance about the workshop participation of members. Many students have never attend the workshop and learning groups so very need of skills and practice a workshop involves a range of different responsibilities. We often think about first is how to get knowledge and skills across we call teaching. Sometimes top down ‘teacher like’ methods can be effective, and you might use them as a facilitator. For example, if a group of people had no knowledge on a topic you might start with presentation or demonstration before letting them apply what they learnt. Knowledge does not have to come from the facilitar your job who build your own knowledge workshop is something which is new draw on their life experiences. workshop b Encouraging