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Cassetta, G., & Sawyer, B. (2015). Classroom management matters: The social-emotional learning approach children deserve. Heinemann.

CAST. (2018). UDL & the learning brain. CAST, 1–3.

Gibbons, P. (2021). Scaffolding language, scaffolding learning. In Scaffolding Language, Scaffolding Learning (2nd ed., pp. 1–22). Heinemenn.

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Curriculum and materials

Students will participate in small group activities and centers rather than lectures

Manipulatives will be provided for students to use when solving problems

Classroom community

Collaboration will encourage students to build community, friendships, and negotiation skills

Students will become comfortable speaking in front of the whole class

Relationships with students

My relationship with students will be solidified through student-centered teaching since I will spend a lot of time working with small groups

I will use what I know about students to make sure they are staying in their ZPD

Assessment

There will be a lot of assessment through watching students work together, asking them questions, and having them orally share their ideas

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Parents are active listeners to their children. They:

Listen to their children talk about their day

Ask questions about their children's learning

Challenge their children's assumptions

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Administrators offer teachers support. They:

Ensure that classrooms receive necessary materials

Offer professional development to teachers

Support the mental health of teachers

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Teachers are managers of the classroom. They:

Ensure students have access to manipulatives

Assist students during activity time

Question students about their strategies to increase learning

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Students are leaders of their own learning. They:

Create strategies, test them, and revise them

Gain knowledge through exploration

Collaborate with peers to learn from each other

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Instruction

Using the student-centered approach means that most instruction will come from student discovery and collaboration

Whole group instruction will be limited to giving students instructions and formally teaching the strategies that students discover

Student learning

Student learning will be high due to variability and scaffolding

Students will have control over the way they solve problems and given opportunities to show their thinking in multiple ways

Students will approach problems with their current knowledge and build on it by creating new strategies and trying different approaches

Equity

The student-centered approach supports equity by providing differentiation that respects student variability

Small group activities and time with the teacher allows students to get extra support when needed

Joy

Student-centered learning is more fun because students have control over their learning and collaborate with peers

Activities and centers allow students to move and work with manipulatives rather than just sit and listen to a lecture

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Overview
Students are creative, intelligent, and capable of leading their own learning. I will use a student-centered approach because it supports differentiation and engages students at their zone of proximal development (ZPD).

Differentiation
Since students exhibit great neuro-variability, differentiation is crucial to providing an effective education (CAST, 2018). Every brain works differently, so students need differentiated academic content in order to be engaged. Student-centered teaching supports differentiation since it is a strengths based approach that encourages students to use their unique experiences and knowledge to solve a problem (CAST, 2018). My students will able to collaborate in small groups, learn at their own pace, and demonstrate their understanding in many ways. They will also be provided manipulatives to help work through their thought process and show their answer.

Zone of Proximal Development
The student-centered approach to teaching also engages students at their ZPD. This is important since growth best occurs when students are engaged and challenged appropriately (Gibbons, 2015).  During centers time, my students will begin with easier activities and progress to harder ones once they prove their learning to me. Thus, students will spend more time on challenging but doable activities that engage them at their ZPD. These leveled activities also scaffold student learning by encouraging them to tweak and build on their former strategies (Gibbons, 2015).

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I believe that using a student-centered approach to teaching will benefit my students by encouraging them to be an active participant in their own learning. This approach is activity based, allowing students to make discoveries through exploration instead of traditional lectures.

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I believe that using a student-centered approach to teaching will benefit my students by encouraging them to be an active participant in their own learning. This approach is activity based, allowing students to make discoveries through exploration instead of traditional lectures.

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My students

My biggest motivation for becoming a teacher is all of the amazing experiences I have had working with children. From my previous student teaching, I know just how rewarding it is to see students grow in their learning. Teaching is a way of investing in the future of our children and communities.

Being an ally

As a teacher, I want to provide a safe space for students who may not have that anywhere else. Additionally, affirming the identities and backgrounds of my students is important to me since the educational system is not set up to support diversity. I want all of my students to feel welcome in my class and be able to share about their life experiences.

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Silent reading time after every recess

Students will be expected to enter the classroom quietly, grab a book from their desk, and read silently until I ring the bell to let them know we are moving on

Students will learn this procedure on the first day of school and practice it three times a day

For the first few weeks, I will praise students every time this transition goes well. My hope is that this routine becomes second nature to students and they will need minimal reminders later in the school year.

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Group sharing every Monday

After forming a circle on the floor, students will pass the sharing stick and take turns sharing something they did over the weekend

Students will be able to share about themselves, connect with their peers, and practice respecting each other’s time to talk. All of these actions will help build an inclusive and welcoming classroom environment.

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Consent

Purpose

Asking for consent is a crucial socioemotional skill that students must develop. Students should feel comfortable collaborating with their peers.

Examples

Asking before touching peers or their belongings

Setting boundaries and speaking up if they are crossed

Asking peers if it is okay to share their personal story with others

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Perseverance

Purpose

Students learn through trial and error. They need to be able to continue trying when their first attempt does not work out.

Examples

Trying multiple strategies to solve a problem

Using classroom materials to work through a problem

Asking peers for help

Being honest with the teacher about what they do not understand

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Respect

Purpose

Students should be able to acknowledge the humanity and dignity in all people. Showing respect for peers will also help create an inclusive and welcoming classroom environment.

Examples

Actively listening when someone is talking

Using kind language

Using classroom materials appropriately

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Establishing an inclusive and welcoming classroom community

Students will have many opportunities for to share about their interests, experiences, and identities throughout the school year

Classroom expectations will be consistently enforced and praise offered when students follow them

Building positive student-teacher relationships and peer relationships

I will set positive goals for student behavior (what they should to do rather than what they should not)

I will strive to make meaningful connections with students by learning about their lives outside of school (Cassetta & Sawyer, 2015) by:

Sending home a questionnaire for parents to fill out about their student (Cassetta & Sawyer, 2015)

Creating a star student of the week program where students share about themselves and answer their peer's questions

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Establishing classroom agreements and expectations

Students will help create the classroom agreements and expectations through an activity at the beginning of the year

In small groups, students will create a list of the agreements they believe should be adopted by the class

They will present their list to the class and explain the reasoning behind their suggestions

After the group presentations, I will create a list that incorporates all the students' ideas and add any of my own

The classroom agreements and expectations will be posted on the wall so that my students and I can refer back to them when necessary

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Important expectations to include

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Packing up at the end of the day

Twenty minutes before dismissal, students will begin the pack up routine

Students will follow these steps (listed on the classroom wall) in order:

1. Take a look around your desk, pick up anything in your area, and put it where it belongs

2. Wait silently for the teacher to direct your group to go to your cubbies, take out any papers, and put them on your desk

3. Wait silently for the teacher to direct your group to grab your backpacks, lunchboxes, water bottles, helmets, and jackets

4. Put all of your belongings inside your backpack and leave them on your desk

5. Find your seat on the carpet and wait silently

6. Join the teacher in the closing song for the day

7. Wait silently for the teacher to dismiss you to your desks and out the door